Graduate-level Social Work Research Articles

Research-based service-learning: outcomes of a social policy course

Previous research has found service-learning in undergraduate social policy courses to increase students’ knowledge, skills, values, and competence. The present study utilized a sample of 60 graduate-level social work students who participated in a research-based service-learning (RBSL) project that involved collecting and analyzing data about the extent of payday loan use among bankruptcy filers and reporting results to community partners. Quantitative findings revealed significant increases in students’ personal social responsibility. Qualitative findings shed light on growth in personal social responsibility, civic awareness, policy advocacy, and personal values. Suggestions for future studies using RBSL pedagogy to teach social policy are discussed.

The National Association of Social Workers Code of Ethics and Cultural Competence: What Does Anne Fadiman's The Spirit Catches You and You Fall Down Teach Us Today?

This article discusses limitations in the National Association of Social Workers (NASW) Code of Ethics conceptualization of "cultural competence." It uses the case example presented in Anne Fadiman's classic (2012) work, The Spirit Catches You and You Fall Down: A Hmong Child, Her American Doctors, and the Collision of Two Cultures, to explore the conventional markers of cultural competence, as taught in contemporary graduate-level social work education curricula, and their implications for socially just practice. Furthermore, it proposes that an expanded commitment to antiracist practice is necessary to deliver care and craft policies that, in the spirit of the NASW Code of Ethics, truly respect the "dignity and worth" of the individual.

Understanding Work-Related Stress and Practice of Professional Self-Care – An Innovative Pedagogical Approach

Social workers experience tremendous work-related stress - particularly among those providing direct services in healthcare settings. A review of related literature summarized several critical challenges faced by social workers who work with highly difficult clients in these settings, including (a) clients who engage in manipulative high-risk behaviors; (b) clients with serious illness who have multiple relapses; (c) clients who attempt or commit suicide; and (d) those who perpetrate violent or aggressive acts against themselves or others. This paper described and evaluated three sets of experiential learning activities with graduate level social work students, designed to increase their self-awareness and understanding of work-related stress, establish professional boundaries with difficult clients, and practice professional self-care. Major themes covered in these activities include: (a) increasing self-awareness and therapeutic competence; (b) becoming emotionally present and accepting limits; and (c) assessing traumatic stress and self-care. Selected journals from 26 students who took a clinical social work practice in health care elective course and the instructor’s blogs were content analyzed. An evaluation survey was administered with 43 students to gather their overall feedback about the course activities. Results indicated that students felt that course activities increased the amount and quality of interaction they had with other students and the instructor. Many students showed an increase of self-awareness and their own abilities in managing work-related stress. Overall, the findings support the use of experiential learning activities and self- reflective journals, as an innovative pedagogical approach, to enhance students’ self-awareness and abilities to manage work-related stress.

Implementation Science: Why It Matters for the Future of Social Work

ABSTRACTBridging the gap between research and practice is a critical frontier for the future of social work. Integrating implementation science into social work can advance our profession’s effort to bring research and practice closer together. Implementation science examines the factors, processes, and strategies that influence the uptake, use, and sustainability of empirically supported interventions, practice innovations, and social policies in routine practice settings. The aims of this article are to describe the key characteristics of implementation science, illustrate how implementation science matters to social work by describing several contributions this field can make to reducing racial and ethnic disparities in mental health care, and outline a training agenda to help integrate implementation science in graduate-level social work programs.

A Pedagogical Approach to Engaging Social Work Students in Research

Attitudes of US-based students in graduate-level social work master's in social work (MSW) toward required research courses often appear ambivalent, but developing an effective pedagogical approach to research could have lasting implications on students, educators, and the field. This article uses Bandura's social learning theory (SLT) to provide a framework for successfully engaging MSW students in the content of an introductory research class. This article outlines the thinking behind and the strategies used to engage students in the course content.

Engaged in Research/Achieving Balance: A Case Example of Teaching Research to Masters of Social Work Students

This article considers the use of participatory action research and Photovoice as a tool for engaging graduate level social work students in research education. Photovoice is an investigative tool that assists people in critically reflecting on the everyday social and political realities of their lives, enriching their understanding of their communities and the issues pertinent to them, while at the same time, giving them a voice from which to educate others on these issues. In the context of a group assignment, 26 social work students, enrolled in an introductory graduate research course, were asked to reflect upon the question, “What does balance look like for you in the MSW program?” Thirty-two photographs with captions were submitted and analyzed by class members for relevant themes. Balance was described as existing along a continuum from balanced to unbalanced and was comprised of four major themes: connection, nurturance, keeping perspective, and disengagement. Although this teaching strategy was not formally assessed, preliminary impressions are that students benefited from participating in the Photovoice activity.

Leadership in Social Work Education and the Social Change Model of Leadership

Leadership is a topic of international debate in both social work education and practice. Questions remain, however, regarding what specific models of leadership should be emphasized and how leadership content should be infused within the social work curriculum. This paper seeks to contribute to the ongoing discussion about the infusion of leadership within social work education. Specifically, this paper shares the design and development of a graduate-level social work course in program evaluation that infused education around the social change model of leadership (SCM) and then explores qualitatively how 39 graduate students interpreted and applied this model of leadership through an experiential community-based evaluation project. Findings of this study suggest that students utilized the values identified in the SCM in a range of ways to understand and interpret their leadership experience both in their collaborative groups and in their partnerships with community-based organizations. Community organizations also reported benefiting from the experience in partnership with the students. Implications are discussed in relation to the potential value and impact of this model for social work education.

Comparative Analysis of Distance Education and Classroom-based Formats for a Clinical Social Work Practice Course

A growing body of research suggests that online courses are as effective as face-to-face courses in delivering knowledge-based content. Scant research, however, has been conducted to examine the usefulness of distance education (DE) for teaching clinical coursework. This study compared the outcomes of students who participated in DE sections of a graduate level Social Work Practice with Groups course with students engaged in traditional face-to-face sections of the same course. The DE sections were primarily online and used asynchronistic and synchronistic technology coupled with a few Saturday sessions. Results revealed no significant differences between DE and in-class students in knowledge of leadership skills, group processes and dynamics, or perception of course content and effectiveness. Implications for social work education are discussed.

The Meaning of Service Learning in an MSW Course

Service learning is an educational practice that bridges the gap between academics and the real world. Knowledge generated within educational institutions is offered to a community with the goal of strengthening student learning and increasing students' civic engagement. There is a pedagogical congruence between service learning, civic engagement, and the educational and professional values of social work given the field's commitment to social justice and the empowerment of oppressed groups at the macro-level. Though social work may hold an affinity for service learning, there has not been a corresponding connection to research regarding service learning's impact on civic engagement. The following research contributes to knowledge by understanding the experience of a group of graduate-level social work students who demonstrated civic engagement after the completion of a service learning experience.

Exploring the Unique Features of a First Nations Graduate-Level Social Work Program

Recently, a one-time cohort of graduate-level social work students completed a unique MSW program. The program was delivered in partnership between the Faculty of Social Work, University of Calgary and Blue Quills First Nations College and, of the twenty four graduates; twenty-one were of First Nations or Me´tis ancestry. The program honored traditional knowledge and ways of learning combined with a critical analysis of Western perspectives of social work knowledge. Strong fiscal resources enabled the program to establish a formal support network for the students and to support the development of Indigenous curriculum and programming that encouraged success for the students. The program was fundamentally different than urban on-campus programs while still maintaining graduate level accreditation requirements. This analysis of the program required the use of Indigenous Research Methodology to collect and create an understanding of the program. Instructors commented on the centered, empowered, balanced, and congruent students. The formal and informal, concrete and invisible supports to the students ensured the success of this program and this cohort of students. As one student commented, the program started in ceremony, ended in ceremony, and could not fail within the context ceremony.

Self-Efficacy, Curriculum Content, Practicum Experience, and the Interest of Social Work Students in Gerontology

The present study examined the linkages among perceptions of self-efficacy, curriculum, and field experience on students’ attitudes and interest in working with older adults. Graduate level social work students were surveyed regarding perceived self-efficacy to intervene with older adult clients, the amount of aging content in the master of social work (MSW) curriculum, and practicum experience with older clients. Regression analysis showed a relationship between attitudes toward older adults and perceptions of self-efficacy. Pearson correlations revealed that self-efficacy was significantly related to levels of gerontology content in curriculum, as well as practicum opportunities to work with older adults. While both gerontology curriculum and practice experience significantly predicted self-efficacy, multiple regression analysis revealed that practice experience had the stronger influence.

Introducing Asset-Based Models of Social Justice into Service Learning: A Social Work Approach

Increased attention is being given to university–community partnerships. Among such partnerships is service learning, a pedagogical model that integrates experiential community service activities and academic learning. Traditional service learning models often diverge from social work methods that embrace strengths, empowerment, antioppressive principles, and citizen-driven approaches. This article presents the integration of a progressive service learning model into a graduate-level social work macro practice course. The model gives explicit attention to respecting the dignity and worth of the individual by sharing power and developing collaborative relationships between students and community residents where both are serving and learning together.

Improving Social Work Students' Understanding of Health and Social Justice Knowledge through the Implementation of Service Learning at a Free Community Health Clinic

Service learning is a teaching strategy that involves engaging in a mutually beneficial partnership between a community and students in the classroom. Social work education and service learning share core values of service and social justice and, when unified, can offer students unique opportunities to engage in meaningful application of knowledge and skills in a real-world setting. This article provides an exemplar describing the unique student learning outcomes that resulted from a service learning partnership between graduate-level social work students in a diversity course and a community health clinic serving Latino immigrants and Burmese refugees.

Evidence-Based Practice and Information Literacy in Social Work: An Assessment of Students' Reference Lists

ABSTRACT To date, only a small number of articles have been written about the information literacy needs of social work students. This is a topic that needs to be addressed more among librarians because of the emergence of the evidence-based practice paradigm within the social work profession. Now more than ever, social work students need to know sophisticated techniques for searching and identifying high-quality research. The authors of this paper have attempted to start to address this need by conducting a small citation study in order to assess the information literacy needs of graduate level social work students at Boston College. The results of our study indicated that the students need instruction that emphasizes evidence-based searching skills. These skills include retrieving peer-reviewed articles and identifying research-based sources. We outline recommendations for incorporating evidence-based searching skills in instruction sessions.

Shaking the “Magic 8 Ball”: Reflections of a First-Time Teacher

ABSTRACT Social work doctoral candidates and others without much or any formal teaching experience or training are frequently invited to teach a variety of graduate-level social work courses. This beginning teaching experience can be quite challenging both personally and professionally. Yet, it is seldom discussed in the literature, especially from a personal perspective. This paper seeks to address that gap by providing a narrative account of the author's first-time experience teaching an Advanced Clinical Practice course to fifteen second year social work masters students. Included is an examination of influences on the experience of teaching, with particular attention to the importance of attending to student needs, teaching techniques, and to who the “self” is that one brings to teaching. Implications of the author's experience, including an appended “list” of what might have been done differently is presented as a general guide for other new social work educators as well as for those who mentor them.

Statistics Anxiety Among Female African American Graduate-Level Social Work Students

ABSTRACT Studies have found that statistics anxiety among female and minority graduate students is higher than that of their Caucasian counterparts. Both gender and culturally sensitive approaches to teaching statistics need to be developed to reduce student anxiety, especially in graduate programs that are dominated by women and minorities. The current study presents data on pre- and post-course statistics among female African American MSW students enrolled in a gender and culturally sensitive statistics course. A series of t-tests revealed that students had significantly lower levels of anxiety about statistics after the course. Implications for integrating gender and culturally sensitive approaches into the curriculum are discussed, and recommendations for future research are provided.

Predictors of Graduate Social Work Students' Interest in Aging-Related Work

The increasing population of older adults in this country has created a growing demand for gerontological social workers. Despite this demand, few graduate level social work students indicate a preference for working with older clients. Using symbolic interactionism as a theoretical framework, this study sought to identify factors predictive of MSW students' interest in securing post-graduate geriatric employment. The contributions of closeness to elders, contact with elders, education, attitudes toward aging, and rewarding interactions with elders were examined. In the final model rewarding interactions with older clients, contact frequency, and geriatric skill level emerged as significant predictors of students' desire to pursue aging-related employment (F(8,128) = 17.8, p <.0001, R2 = .54). Implications for social work education are discussed.

Strengthening Geriatric Social Work Training

Summary This paper presents an overview of the relationship between population aging in the United States, the growing demand for geriatric social workers, and how that need can be met through graduate-level social work training. We describe the basic components of graduate level social work training and discuss two key elements in the training of geriatric social workers. Focussing on a recent initiative by the John A. Hartford Foundation, we discuss the program in geriatric social work training recently implemented at the University at Albany School of Social Welfare and the consequences of improved training andawareness in geriatric social work for the social work community.

Problem-Based Learning in Social Work Education

This article examines the applicability of Problem-Based Learning (“PBL”) to social work education. Borrowed from medical education, PBL requires students to take a more active role in their learning. Key components of PBL are delineated; a pilot study using PBL for preparing school social work practitioners for the 21st century is then discussed. The PBL model was implementedin two graduate level social work courses and was evaluated by the students for effectiveness in learning. The majority of the students agreed that the PBL model helped them in their learning about educational disabilities and cultural diversity, and agreed that it was a stimulating approach to learning about children and families.

A Comparison of Live Instruction and Interactive Televised Teaching: A 2-Year Assessment of Teaching an MSW Research Methods Course

Objective: This study evaluated the performance and experiences of distance learning students enrolled in a graduate-level foundation social work research methods course. Method: Students who received face-to-face instruction in a media-readied classroom on the main campus of the university were compared with their remote classmates who simultaneously received course instruction at a regional campus via interactive television (ITV). Students’ performance in the course was evaluated. In addition, students’ attitudes toward distance education as well as their experiences in this course were assessed and compared. Results: The findings illustrate there were no statistically significant differences in students’ performance or attitudes and only minor differences in the assessment of their experiences in the course. Conclusions: With no statistically significant differences found in students’ performance or experiences, ITV appears to be a viable technological option for schools of social work to deliver research methods courses.