LGBTQI+ inclusion in Finnish social work education: reality or empty talk?

本文目的在於以英國為例，嘗試著說明社會政策治理邏輯的改變如何影響其福利服務輸送體系，進而影響社會工作專業發展，藉此說明社會工作專業發展是如何鑲嵌於特定的國家文化、歷史脈絡和政治經濟脈絡中。在方法上，我們採取歷史追蹤分析方法。本文研究結果發現如下，在戰後福利國家的黃金年代，在以社會行政為基礎的科層治理形塑社會工作的專業主義上，社會工作者對於社會服務使用者的需求評估和處遇擬定都受限於科層體系的規範，也就是那些進入社會工作和社會服務體系的公民的社會權是被專業科層體系和法律所規範。在1980年代之後，西方福利國家立基於新自由主義，而使其治理模式轉往以管理主義以強調效率和選擇等價值，也影響社會工作轉向以管理主義為基礎，在論述上，強調透過個案管理、賦權和使能等概念以強化和正當化對於效率和個人責任的重視。但是，同時，新管理主義在過度強調效率和個人責任的情況下，反而削弱了社會工作者和接受服務者的自主性。2000年之後，社會投資政策理念興起，使得社會政策治理邏輯改以新公共治理為主，不再強調最佳模式，而必須反映了治理客體的現實，因此強調共同生產和網絡治理，且社會工作者可在其中扮演服務協調與創新的角色，而使得未來社會工作教育可能會進一步強調夥伴關係和社會創新等等價值與概念。我們認為本文也提出一些未來研究的可能性，認為未來可以更進一步強化社會政策與社會工作之間的連結，並將台灣的社會工作專業體系置於國際比較的脈絡中。This article aims to identify linkages between social policy and social work. Over the past few decades in Taiwan, social workers and social work educators have emerged as formal professions. However, the relationship between social policy and social work is often ignored, particularly how social work (education) is developed and shaped by social policy. This is because in the process of professionalization and specialization, social policy and social work are treated independently, and the linkage between them goes unacknowledged. Social work studies often focus on micro-level social work practices and methods, and social work is rarely seen as a type of policy model or regime at the institutional level. As a result, social work is often regarded as single undifferentiated policy model, with social work systems and education presented as identical across the world. However, a growing number of comparative studies have identified significant cross-national variations in national social work systems due to idiosyncratic historical, cultural and political economic contexts. This raises the need for additional research on comparative social work systems. In this study, we argue that the key to studying the linkage between social policy and social work is using models of governance to analyze and understand how social work systems are developed and understood. Models of social policy governance influence how social work is practiced and how social work curricula are designed. The remainder of this study is structured as follows: Section two focuses on how hierarchical governance and new public management shapes social policy and social work systems. Section three examines the impact of new public governance on social investment for social work systems. Finally, section four summarises the influence of various models of social policy governance on the development of social work systems, and propose issues for future research. We identify three stages of welfare state development. In the Golden Age of the welfare state, the logic of social administration underpins the model of social policy governance and broader hierarchical governance. The rights and obligations of welfare benefits as well as social work practices were legislatively regulated, along with the relationship between social workers and their clients, resulting in the professionalization of social work. In this stage, client assessments and treatments were be regulated to discipline client behavior and attitudes. However, with the neoliberalism of the Thatcher and Reagan governments, respectively in the UK and the USA, the welfare state shifted towards a workfare state, and the models of social policy governance shifted to a new public management paradigm. The welfare state discursively began to emphasize the role of the market in welfare provision, stressing values such as efficiency and choice, and embedding a managerialist approach in social policy governance. Social work practices and education were therefore transformed, and social workers were/are often regarded and trained as case managers, emphasizing concepts such as case management, choice, empowerment and enablement. Moreover, the relationship between social workers and clients was also transformed into a “manager-consumer” duality, in which the rights and obligations of welfare benefits are regulated by contracts and market mechanisms. This transformed the role of the client into that of the consumer. Third, after 2000, the emergence of social investment concepts has driven the emergence of a new approach to public governance in response to new social risks and the complexities of social problems, raising multiple obstacles to clients accessing welfare benefits. This new public governance pushes concepts of co-production and network governance to cope with social complexities and the emergence of new social risks. This has naturally changed the role of social workers in the provision of welfare provisions from case managers into coordinators of resources and services and policy innovators. The role of welfare beneficiaries is neither client nor consumer, but rather a stakeholder in the coordination and innovation of welfare provisions. In this study, we show that social work practices and education are not identical but are rather shaped by social policy governance and political economic contexts. We compare three models of social policy governance in terms of how social work practices and education are shaped, and propose issues for future research. First, additional attention should focus on the linkage between social policy and social work to provide a better understanding of the development of social work and social work education. Second, the development of social work in Taiwan should be examined in comparison to international practices.

Attention to same-sex marriage has increased in the past decade. This study examines the perceptions of same-sex marriage among social work faculty. Faculty play a critical role in preparing future social workers for competent, ethical practice--including advocacy for social policies inclusive of sexual minorities. The present study investigates endorsement of same-sex marriage among teaching faculty in U.S. and English-speaking Canadian MSW programs. Twelve factors were found to be significant in the bivariate analyses; however, only four retained significance in the multivariate analysis. Specifically, the multivariate analysis found other race and religiosity to be negatively associated with support for same-sex marriage, whereas acceptance of same-sex relationships and understanding gender-based oppression as the root cause of domestic and sexual violence were positively associated with same-sex marriage support. The results highlight the importance of social attitudes concerning same-sex relationships and gender-based oppression for endorsement of same-sex marriage. Implications for social work education and future research are discussed. KEY WORDS: gay and lesbian people; heterosexism; same-sex marriage; social work faculty ********** Same-sex marriage is a controversial policy issue around the world. Currently, same-sex marriage is legal in 11 countries, nine U.S. states, and the District of Columbia. Given the legal and social significance that marriage holds in society, the issue of same-sex marriage raises many social justice and human fights questions for same-sex couples and the social work profession (Fredriksen-Goldsen, Hyun-Jun, Murraco, & Mincer, 2009; Woodford, 2010). Social workers have an ethical responsibility to advocate for social justice for sexual minorities (Canadian Association of Social Workers [CASW], 2005; NASW, 2000). Moreover, social work program educational accreditation standards mandate inclusion of content regarding sexual minorities and oppression related to sexuality (Canadian Association of Schools of Social Work, 2007; Council on Social Work Education [CASWE] Gay, Lesbian, Bisexual, Transgendered Caucus, 2008). However, recent research in the United States demonstrates that content on sexual orientation (and gender identity and expression) needs to be more comprehensively integrated into social work curriculums (Martin et al., 2009). Similar conclusions have been drawn in Canada (CASWE Gay, Lesbian, Bisexual, Transgendered Caucus, 2008). Researchers have devoted attention to social workers' (Berkman & Zinberg, 1997; Crisp, 2006; Green, 2005; Krieglstein, 2003), social work students' (Brownlee et al., 2005; Logie, Bridge, & Bridge, 2007), and social work educators' (Ben-Ari, 2001; Fredriksen-Goldsen, Woodford, Luke, & Gutierrez, 2011) attitudes toward homosexuality. However, minimal attention has been given to attitudes about same-sex marriage. Both CASW (Newman, Brotman, Ryan, & OASW, 2003) and NASW (Webb, n.d.) publicly support same-sex marriage. Although endorsement of same-sex marriage by these organizations is important in advancing same-sex couples' access to marriage, support for same-sex marriage among social work faculty is likely more important, as faculty play a central role in preparing students for competent and ethical practice--including advocacy for and with same-sex couples. Faculty who oppose or are unsure about same-sex marriage may avoid the topic in their courses, thereby negatively affecting students' preparedness to advocate for inclusive marriage policies and related social policies. Furthermore, faculty who oppose same-sex marriage may minimize its importance or advocate to students that marriage remain a heterosexual institution. Also, anti-gay marriage views among faculty may foster an unwelcoming, chilly learning environment for sexual-minority students. Given the role faculty play in developing students' professional values, knowledge, and skills, it is important to understand faculty's views about same-sex marriage. …

For over 50 years, social work educators have been criticized for failing to teach recording skills, yet there is little research on recording in the social work curriculum. The goals of this exploratory study were to identify the issues associated with the inclusion or exclusion of recording in the social work curriculum and describe teaching strategies and materials used by instructors who include content on recording. The four research questions addressed: whether social work faculty perceive recording as legitimate curriculum content; the factors associated with deciding to include or exclude recording; the content of any instruction on recording; and teaching strategies and materials. The study employed structured interviews with open-ended questions to gather data from 20 social work educators currently teaching direct practice courses. Data analysis procedures included examining interview transcripts for discrete topics and emergent categories of phenomena, tabulating the quantifiable aspects of the data, and evaluating teaching materials submitted by participants. All respondents reported including some content on recording in their courses. Content areas most frequently cited were (1) the relationship between recording and social work practice and (2) the style and content of social work records. Individual respondents varied widely in their content, teaching methods, and teaching materials as well as in their opinions about what students should know about recording by the time they graduate. In the absence of any requirements, standards, or guidelines for teaching about recording, faculty appear to base their approaches to this subject on their individual perspectives, knowledge, and experiences both approaches to this subject on their individual perspectives, knowledge, and experiences both within and outside the classroom. The study results suggest several avenues for further research. Results also have implications for curriculum development. Although most respondents reported addressing only some aspects of recording, when examined as a whole, the content, teaching methods, and instructional materials respondents described suggest potential content and strategies for integrating recording into the social work curriculum. These data have been used to recommend some preliminary approaches and resources for integrating recording into undergraduate and introductory graduate level social work practice courses.

Social work is a discipline and a profession, and learning about social work typically commences with a course of study in a university or tertiary institution. Hence, teaching and learning about social work is key to a solid consideration of social justice. However, given the complex and contested nature of social justice, the approach to teaching social justice needs to be thought through and systematic. This chapter is focussed on teaching and learning for social justice in social work curriculums. In this chapter, we present 48 learning outcomes that would assist in developing an explicit focus on social justice in social work education. We introduce three curriculum design frameworks, and these are used to structure learning outcomes for social justice. These learning outcomes will be useful for educators, students, practitioners and researchers who aim to incorporate social justice knowledge, values and skills into their practice.

This special issue in the Journal of Social Work Education is a forum for professional and scholarly discourse on military social work education initiatives developed to educate and train social work professionals and students for practice with military personnel, veterans, and their families across the micro–macro continuum. Special emphasis was given to educational and technological trends, innovations, and challenges related to educating the next generation of social workers to provide evidence-based services to a new generation of veterans that incorporate the CSWE’s (2010) advanced knowledge and practice behaviors in military social work and NASW’s (2012) practice standards. Additional focus was given to university–community and university–military partnerships, collaborations, and initiatives that involve community and military stakeholders. Quantitative, qualitative, mixed methods, and conceptual manuscripts from researchers, educators, and practitioners on military social work education and practice were solicited from the professional social work community. In this special issue we highlight select exemplars of the social work profession’s unique contributions to military social work education. The issue is divided into two sections: (1) discourse on the integration of military social work into professional social work education and (2) innovative military social work education and training programs for doctoral and master’s students, student veterans, and licensed social work professionals—many including program evaluation and other research components. Each section is described in following paragraphs, including a brief overview of representative manuscripts. Integration of Military Social Work Into Professional Social Work Education Four manuscripts highlight military social work as a field of practice requiring specialized knowledge and skills, teaching strategies based on the CSWE competencies and advanced practice behaviors in military social work, the inclusion of military and veteran culture in social work education curricula, and adapting social work field placements for training in military social work practice. Wooten presents a rationale for military social work as a specialized field of practice, the need for military social work education, and opportunities and challenges for professional social work education. She delineates foundation and advanced knowledge in military social work and concludes by proposing an integrated model of intellectual capital to guide strategic planning for professional military social work education in addition to professional infrastructure needed to develop intellectual capital in military social work. For social work educators unfamiliar with military and veteran culture, Daley provides examples of teaching strategies based on CSWE’s advanced practice behaviors in military social work for integration into social work courses, specifically focusing on their application to CSWE’s Educational Policy and Accreditation Standards (EPAS; CSWE, 2008). He identifies foundation and advanced year military social work educational goals based on EPAS 2.1.1 to 2.1.10 and suggests that the infusion of military social work across the social work curriculum will assist students and faculty in becoming more sensitive to the issues faced by military service members, veterans, and their families. Continuing the application of CSWE’s EPAS to military social work education, Canfield and Weiss proposes the inclusion of military-related material into the foundation courses of undergraduate and graduate social work education because social workers providing services in civilian settings not focused on military-related difficulties may encounter military personnel, veterans, and families who seek services outside of the DoD and VA. Key issues, military examples, and resources are recommended for the integration of military culture into human behavior in the social environment, generalist practice, research methods, and social policy core curricula. With a focus on field education as the signature pedagogy of social work education, Selber, Chavkin, and Biggs advance a promising field instruction model in military social work with the growing student veteran population on American campuses. This innovative approach to field education expands placement opportunities beyond the VA for professional training in service delivery to current and past military cohorts.

Social work is a human rights profession and assumes that human rights are embedded in social work practice and education. However, in Africa where human rights violations are rife, with severe implications for social work practice and education, thus far, a human rights focus in social work education has not yet received the attention it deserves. A critical analysis of human rights education in social work in Africa in the context of decolonisation and development shows the interrelatedness of human rights and human development, which, in turn, informs the learning content of the social work curriculum and pedagogy of human rights in social work. Social work educators in Africa are encouraged to take up the challenge of adopting and integrating a pedagogy that will fast-track the infusion of human rights values in the social work curriculum.

Reflexivity has been one of the central themes in Finnish social work discussions in the 1990s. It can be seen as an effort to respond to the demands of post-modern society. This article concentrates on analysing fundamental changes in Finnish social work from the viewpoint of current trends in practical social work, academic training, and research practices. This process can be described as a breakthrough of reflexive professional practices compared to the previous phase of academization, which is also discussed. The present stage of development of Finnish social work provides an interesting example of, and a point of comparison for, the contemporary European discussion about various social work profiles. The demand for reflexive professional competence also increases professional responsibility and autonomy. Consequently it gives rise to new forms of state support for and control over the professions. In Finnish social work this means strengthening social work education and modifications in the respective legislation. Finnish social work education has been highly academic, providing an MA degree in social work since 1981. Within the present renewal process, social work is becoming a major subject area with its own chairs. All this opens new opportunities for social work research and practice developments. Three significant examples of recent Finnish social work research are summarized and questions of reflexivity in social work are also addressed.

It is imperative to consider the significance of intersectionality in social work practice and education because of its purpose of understanding and addressing multiple forms of oppression. This article proposes a tool, the Intersectionality Analysis Cluster, which could be used across the social work curriculum and various academic degree levels to engage students in activities and class dynamics that focus on intersectionality. This article provides an example of its applicability in the classroom and suggestions for its implementation and evaluation across the curriculum. The Council on Social Work Education’s Educational Policy and Accreditation Standards are also linked to the proposed tool. Recommendations are provided to social work programs on how to address intersectionality inside and outside the classroom.

This paper aimed to examine social work education, school social work, and social work curriculum employing scientometric analysis from 1971 to 2020. The purpose was to consolidate the documents on social work education in the science citation index and web of science database indexed publications. We extracted 4351 published documents and presented them in tables and figures to show the trend of data. The study findings showed that the major documents were published as articles and the language English was used. Similarly, the top keyword social work education, Univ. of Maryland top organization, and the United States was the top country. The name of Bogo M was at the top of the list of top twenty authors, top keyword school social work, and social work curriculum. Further, social work education was the top source of published documents and the top-cited article had 202 citations published in 2007. Keywords: Social Work Education, School Social Work, Social Work Curriculum, Scientometric Analysis.

Lesbian, gay, bisexual, transgender, and queer (LGBTQ) issues, experiences, and theorizing have had limited representation within social work education. In recent years there has been an increase in the scholarly discourse regarding queer and trans issues and social work education, but little is known about the landscape of this body of published work. In this scoping review, we explored peer-reviewed literature regarding the intersections of social work education and queer and trans experience, issues, and theorizing. Utilizing major academic databases, we identified 54 articles published in social work literature from 2010 to 2020 that met inclusion criteria. Topical areas of study included: classroom experiences of queer and trans students/faculty, student/faculty attitudes toward LGBTQ people, integration of gender and sexuality content within social work curriculum, and pedagogical strategies. In addition, we analyzed rationales for the research presented, theoretical frameworks employed, representation of identities, engagement with race, authors’ identity disclosure, and recommendations for social work education. We suggest that more scholarship is needed within social work education that centers the lived experiences of queer and trans people; asks a range of questions rooted in varied theories and epistemologies; and decenters whiteness and focuses on intersectionality within queer and trans communities.

This chapter contains a biography of Herman D. Stein, a leader in American social work education, who was awarded the Katherine Kendall Award of the International Association of Schools of Social Work in 1994, for his contribution to international social work education. He fulfilled senior academic roles in Columbia and Case Western Reserve Universities in the USA, and worked with displaced persons and victims of the Holocaust in Europe after World War II, and in social development work with UNICEF in Africa (particularly Tanzania). He was involved in major developments in the social work curriculum and on programmes to meet minority concerns in the US, incorporating a strong social justice perspective. He accepted leadership roles in the Council for Social Work Education (US) and the International Association of Schools of Social Work, demonstrating considerable qualities of diplomacy. His publications on behavioural and organizational issues in social work and on social work education were influential.

Although there has been increased attention to religion and spirituality (RS) over the past few decades in social work, little is understood about the delivery of this content within the social work curriculum and social work educators’ views and behaviors regarding training students on this area of practice. The current study attempts to address this by (a) describing the development and validation of the Religious/Spiritually Integrated Practice Assessment Scale for Educators (RSIPAS-EDU); (b) describing a national sample of 833 master of social work (MSW) educators’ self-efficacy, attitudes, perceived feasibility, behaviors, and overall orientation toward training students to integrate clients’ RS in practice; and (c) indicating MSW faculty charactertistics that predict their orientation toward this topic in social work education. The results suggest that the RSIPAS-EDU is reliable (α=.96) and valid overall and across the four subscales, and that while MSW faculty indicate high levels of self-efficacy, positive attitudes, and relatively few barriers, fewer reported engagement with training students to integrate clients’ RS. Further, the three predictors of their overall RSIPAS-EDU score included intrinsic religiosity, prior training (course or continuing education), and knowledge of empirically supported interventions that integrate clients’ RS. Implications for social work education and future studies are discussed.

Green social work (GSW) is a nascent framework within the social work field that provides insights regarding social workers’ engagement in disaster settings. Although this framework has recently garnered more attention, it remains under-researched and underdeveloped within the context of social work research, education, and practice in Canada and internationally. To further develop GSW in social work education and professional training, we considered how social work students and practitioners can use a learning framework to understand the impact and build their capacities to serve vulnerable and marginalized populations in diverse disaster settings. To do this, we developed a four-step case study approach, as follows: (1) provide detailed background information on the cases, (2) describe how each case is relevant to social work, (3) discuss how each case informs social work practice from a GSW perspective, and (4) provide recommendations for social work practitioners and students using GSW in future disaster-specific efforts. This case study approach centers on natural, technological, and intentional/willful hazards that examine current GSW research–practice engagement in Canada and internationally. Applying this four-step case study approach to three extreme events in Canada and internationally (a natural hazard, a technological hazard, and an intentional/willful hazard) illustrates it as a potential method for social work students and professionals to build their GSW capacities. This will assist in building the resilience of Canadian and international communities—especially those who have been historically marginalized. This article sheds light on how current social work education and professional training should develop new approaches to incorporate the GSW framework into the social work curriculum at large in order to prepare for future extreme events while incorporating environmental and social justice into research and practice.

Background: The call for interprofessional nursing and social work education in the United Kingdom has led to the development of a singularly integrated nursing and social work degree. Although evidence exists to highlight the impact of this degree in practice, details of the experience of interprofessional nursing and social work education have not been studied in equal depth.Methods and Findings: Guided by the tenets of interpretive phenomenological analysis, six students who had recently completed the first year of a nursing and social work degree were asked to describe their experiences of interprofessional education. The dominant theme that emerged from analysis highlighted the importance of providing students with a bespoke curriculum, which could communicate their full and inclusive integration. Where this was not achieved, students explained that they could become confused by increased workloads and a sense of separatism.Conclusions: When combining nursing and social work into a single degree, pedagogic strategies must be confidently prepared to deliver a specific interprofessional nursing and social work curriculum. Above all, this curriculum must demonstrate an integrated philosophy and distinctive orientation to inclusive interprofessional education.

In this article, “China” refers to “mainland China.” Social work as academic discipline was first introduced to China’s most important universities, such as Yenching University, in the 1920s. However, social work, like other social science disciplines, was labeled as “bourgeois pseudo-science” and removed from Chinese universities in the 1950s, based on the idea that there were no social problems in socialist China, and thus no need for social work education. After the introduction of the Open Door and Economic Reform policy in 1978, social science disciplines were gradually reestablished in universities in mainland China beginning in the late 1980s, after a lapse of over thirty years. China’s rapid social and economic transformation has created different social problems since the late 1970s. As a measure to alleviate emerging social problems, the return of social work programs was advocated by the Ministry of Civil Affairs and by leading academics, who saw the need to develop professional social workers to handle the increasingly complex social problems arising from rapid social and economic transitions. Thus, the Chinese government reintroduced social work education programs to the universities in the late 1980s, for the clear political mission of establishing social stability and a harmonious society. Peking University was the first higher educational institute to launch a social work program at both the undergraduate and postgraduate levels in 1988. Gradually, other universities and cadre training colleges in China followed its lead. In China in 2018, there were 348 undergraduate social work programs and 150 master’s of social work (MSW) programs. In China’s specific context, rural social work is one of the major subfields of social work. As social work was developed in the Western urban context, when it was reintroduced to China, some of the Chinese social work educators were aware of the differences in cultural and societal context between China and the West. They emphasized the indigenization of social work in China, and rural social work was regarded as the major component of this effort. They also thought social development and poverty alleviation should be a major factor. For example, Professor Wang Sibin, a leading social work scholar from Peking University, opined that social development and poverty alleviation should be the primary focus of social work education in China, and that individualized practice should only constitute a supplementary and secondary role in the social work curriculum. This is the context and direction of rural social work development in China since it was reconstructed in the 1980s. However, even today, rural social work is underdeveloped in terms of academic research and publication. Most of the bibliographies are in Chinese, and very few academic papers have been published in English in the area of rural social work in China. Nonetheless, in this bibliography, priority will be given to English academic papers. Only important and high-quality Chinese articles will be cited.