Abstract
Although macro issues are integral to social work, students continue to struggle with the acquisition of knowledge and skills pertaining to larger systems. Educators have developed innovative methods to integrate learning across systems of various sizes however it appears an imbalance persists. This challenge is supported by baccalaureate student responses to a social work program evaluation. Four years of data from 295 undergraduate students revealed that they felt less prepared to practice with larger, macro systems. Changes in curriculum to reflect collaboration and holism, and more research are needed to adequately provide macro learning and macro practice opportunities within the generalist model and in the context of the current socio-economic-political environment.
Highlights
Macro issues are integral to social work, students continue to struggle with the acquisition of knowledge and skills pertaining to larger systems
Research findings indicate that social work students have notably more learning opportunities to work with individuals, families, and groups than they do to work with communities and organizations (Butler & Coleman, 1997; Hymans, 2000; Koerin, Reeves, & Rosenblum, 2000; Raber & Richter, 1999)
Social work students may be hampered in their abilities and/or willingness to develop the skill sets necessary to identify and utilize organizational and community strengths to empower clients and effect systems change (Koerin et al, 2000)
Summary
The socio-political climate of the late 1960’s and 70’s encouraged social work educators to evaluate the content and conceptual frameworks of social work practice (Bisno, 1971; Iacono-Harris & Nuccio, 1987; Pincus & Minahan, 1973; Teare & McPheeters, 1970). The program evaluation asked the respondents to evaluate on a 5-point Likert scale (“1” = low; “5” = high) the extent of experience gained in field education assignments that integrated generalist practice across client systems. Such assignments pertained to individuals, groups, and community involvement. Respondents were asked to consider their overall preparation in generalist social work including both class and field education, and to rate on a 5-point Likert scale (“1” = not at all; “5” = very much) for each item how well the program prepared them to appropriately use the knowledge and skills of generalist social work practice with individuals, groups, and communities. Though the sample may reflect the demographics of the population of baccalaureate social work graduates it may not be representative of the population, which limits generalizability
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
