Macro Social Work Research Articles

Bridging the divide: Exploring the disconnect between micro and macro practice and implications for BSW field education

The social work profession addresses wellbeing at individual levels, or the micro, as well as structural and systemic levels, the macro. By addressing the micro and macro, social workers work towards social justice for individuals and communities to create structural systemic change. Yet, there is an increasing focus on micro and clinical-focused content in social work education. This focus creates various challenges when social work students are placed in macro-focused field education placements. A study into the experiences of Bachelor of Social Work (BSW) students, field instructors, and faculty liaisons considered the experiences of participants in their involvement of macro-level field education. The study found two emerging themes: macro-level practice is undervalued and underrepresented in the BSW curriculum, and yet at the same time there exists a deep desire for more understanding and integration of macro social work in social work education and field education. Implications for social work education, regulation, and the profession are also considered.

Social Work Graduates as Youth Not in Education, Employment, or Training (NEET) in Türkiye: An Intersectional Analysis

This research investigates the experiences of social work graduates as youth who are not in employment, education, or training (NEET) by employing an intersectional perspective. In-depth interviews were conducted with 21 social work graduates who are unemployed for at least a year. The findings encompass three key themes: being NEET, the reasons for being NEET, and solutions proposed by social work graduates as NEET. The findings evaluate the shared experiences among participants while endeavoring to elucidate how these experiences diverge concerning various social categories. From an intersectional perspective, the results expose disparities in the NEET experience, considering factors such as gender, marital status, being a parent, class, social capital, geographical location, and societal perceptions. The research is expected to contribute to the body of knowledge concerning educated NEETs and the unique strength of it lies in the absence of previous investigations pertaining to NEETs as social work graduates. It is advised that individual and structural factors should be considered in analyzing the experience of being NEET and that micro, meso, and macro social work interventions should be developed in terms of these factors. Furthermore, future research endeavors can focus on evaluating the efficacy of interventions and conducting comprehensive mixed-method studies.

Penguatan Nilai Keagamaan Anak Binaan melalui Program Kemandirian Yatim Dhuafa LKSA Rumah Yatim Kota Medan

The orphan and poor self-reliance program is a values and life skills-based orphan empowerment program for foster children and children assisted by Rumah Yatim by developing children's potential so that they are able to live in society. Focusing on the curriculum points of the orphan self-reliance program, including religious ability, yaumiyah, morals, academic values and skills. Morals/character are one of the main points inherent in a person, especially children, where apart from academic education, strengthening religious values themselves is really needed by children in the current environment and in the future. The purpose of this writing is as a result of the author's dedication in carrying out Field Work Practices II at Rumah Yatim Ar-Rohman Institution. The method used is qualitative research with data collection techniques through observation and interviews and using Macro Social Work Techniques, namely Participatory Rural Appraisal (PRA) with a participatory assessment approach. Then the source of additional data from this writing is a review of related literature which can support the discussion. By strengthening religious values, it has a positive impact so that the target children can recognize and understand the importance of morals for themselves. This can be seen from the willingness to learn of the children assisted by Rumah Yatim Ar-Rohman, Medan City.

Managerial aspects in macro social work education: comparative analysis between MSW macro programs and nonprofit management education

ABSTRACT The aim of this study is to evaluate the scope of management education within macro social work programs in the U.S. and to contrast this with similar nonprofit management education programs across various disciplines. This comparison aims to shed light on the strengths and weaknesses of management education in social work programs. For this purpose, a thorough list of macro-focused MSW degree programs in the U.S. was compiled using the CSWE database. We examined 521 courses from 86 MSW programs with a macro focus. These courses were analyzed and their content compared with that of nonprofit management education programs in other fields. Our findings reveal that while MSW programs in macro practice emphasize personal and interpersonal management skills, they often overlook crucial management tools like fundraising, marketing, philanthropy, and economics. Consequently, it is recommended that social work educators acknowledge the critical managerial competencies needed in social work agencies and incorporate a broader range of subjects to better equip future leaders in the field.

Ethical dilemmas in policy practice: a Conceptual Framework

ABSTRACT Policy practice refers to the engagement of social workers in policy processes as part of their job. Over the last decades the discourse on policy practice has expanded significantly. However, missing still is a comprehensive and systematic discussion focused on the ethical dilemmas that emerge when social workers engage in policy practice. The aim of this article is to offer a novel conceptual framework that identifies and categorises the diverse potential ethical dilemmas that emerge when social workers engage in policy practice. The framework draws upon the general conceptual and empirical literature on ethical issues within social work, the more specific macro practice literature which discusses ethical dilemmas, and our experience as teachers who have instructed social workers and social work students in policy practice. It combines two axes: the first axis relates to three prevalent types of ethical conflicts common both in direct and macro social work practice and the second relates schematically to three explicit or implicit decisions that social workers are required to take either prior to, or during, their engagement in policy process. The interactions between these two axes create 19 policy practice ethical dilemmas that are presented in the article.

Convergence of community social work practice, collective impact, and design thinking: What, why, and how?

Summary Social workers engage with marginalized communities impacted by challenges that are intensely complex and dynamic. This necessitates designing strategies and interventions that are sustainable, effective, nonduplicative and collaborative across systems and organizations. This article aims to provide a synthesis of three frameworks that can intersect to facilitate systems-level change: community practice, collective impact, and design thinking. Each framework provides unique contributions for bolstering contemporary macro social work practice. Findings The article provides an overview of the three frameworks and their distinctive features, limitations, and points of intersection. The integration of community practice with collective impact and design thinking frameworks for enabling social workers to come up with innovative solutions that include diverse stakeholder perspectives is elucidated with a case example. Application The article specifies the implications of integrating community practice, collective impact, and design thinking for further strengthening social work practice, education, and research.

Engaging Antiracism Through Interdisciplinary Teaching

ABSTRACT This article examines the role of interdisciplinarity in strengthening social work’s commitments to antiracism at the macro level. We describe our experiences of designing and implementing an interdisciplinary workshop for undergraduate students focused on the use of public policy to aid in the dismantling of white supremacy. Engaging sociological theories of race and racism supported student learning about the systemic nature of racial inequality and the need to accompany individual-level interventions with structural change. The dialogic benefits of interdisciplinarity are discussed in terms of strengthening macro social work education and forwarding a robust and clearly defined antiracist social work epistemology and praxis. Implications for social work education and practice are discussed.

Enhancing Student Commitment to the Micro-Mezzo-Macro Continuum

Despite the importance of macro practice to the social work profession, research related to social work students’ preparation and enthusiasm for macro practice suggests that there is significant room for improvement within macro social work education. The purpose of this report is to describe and explore a novel macro social work pedagogy that is designed to encourage student engagement within macro practice social work courses. The Macro Practice Assignment (MPA) offers students a real-world learning exercise with embedded micro, mezzo, and macro social work applications with one vulnerable population. The results of a multiple case study exploring the effectiveness of the MPA reveals that the MPA 1) reduces students’ negative perceptions of macro practice courses and careers, 2) fosters students’ interest in future macro practice, and 3) helps students see macro practice as a necessary component of the micro-mezzo-macro practice continuum. In order to address shortcomings in macro social work education, educators should consider adding real-world macro practice learning exercises such as the MPA, grounded in Bloom’s Taxonomy, with the goal of enhancing social workers’ lifelong commitment to macro practice.

The Advocacy Coalition Framework—a Must-Know for Macro Social Work Policy Practice, Research, and Education

The Advocacy Coalition Framework—a Must-Know for Macro Social Work Policy Practice, Research, and Education

Planning and social work: teaching pre-professional university students across colleges

ABSTRACT Macro (community practice) social work and community planning practitioners do not have an extensive tradition – over time or space – of working together, despite overlapping professional goals and service populations. In an exploratory qualitative study using a convenience sample, we analyzed student responses to questions about the experience of interdisciplinary course activities to assess whether students in these two disciplines valued opportunities to collaborate with those from an unfamiliar and yet complementary profession. Content analysis suggested modest positive attitudes – and some differences, with planning students somewhat more positive about the interaction, and social work students less likely to see the planning profession as relevant to community practice.

The Case for Mandatory Reporting as an Ethical Dilemma for Social Workers

Mandatory reporting of child abuse is a part of the civil legal system that can activate a policy cascade disproportionately criminalizing racialized and marginalized communities. While social work scholarship has explored ways to increase provider compliance with mandatory reporting laws, there is a dearth of research focused on how social work education guides future providers towards the praxis of mandatory reporting discourses. This article presents findings from a content analysis of social work textbook excerpts focused on mandatory reporting of child abuse in the U.S. We found that textbooks affirm social work’s loyalty to the State by approaching mandatory reporting through a deontological lens and systematically reinforcing risk management practices. Although some texts offer a nod to mandatory reporting as facilitating ethical dilemmas, none offer guidance for how to navigate competing social work commitments, and none actually treat mandatory reporting as an ethical dilemma. We argue that social work education should equip future practitioners to: a) have a nuanced understanding of mandatory reporting laws and requirements; b) contextualize mandatory reporting within broader discourses of criminalization, professionalization, and neoliberalism; and c) ground future practices in macro social work ethics.

Where are the Social Workers? A Practicum Model to Engage Social Workers in Political Advocacy for Social Justice

ABSTRACT The Policy Field Unit (PFU) is an independently designed practicum placement for School of Social Work (SSW) students at a large, urban Midwestern university. The placement provides students an opportunity to engage with the policy process as macro social work practitioners in a variety of settings. Increasing social work students’ efficacy in policy advocacy is based on the fundamental understanding that social work is a political activity. Experiential learning opportunities focused on public policy equip social work graduates for professions in policy or policy adjacent fields. The authors describe the PFU’s origin, leadership, activities, and overall practicum model completed by social work students in its inaugural year. Furthermore, the authors chronicle student experiences, report practicum benefits and encountered challenges, culminating with recommendations for future directions for the program.

Opportunities for social workers to mitigate unjust substance use policy

ABSTRACT A social work approach to addressing substance use embraces the NASW Code of Ethics with a dually focused client-centered and person-in-environment lens. These social work values often conflict with the myriad of U.S. policies that impact substance users by creating and reinforcing structural inequalities. Michael Lipsky’s Street-Level Bureaucracies reveal for social workers opportunities to mitigate policy with the consistent practice of a social work approach to substance use. This article provides an overview of Michael Lipsky’s Street-Level Bureaucracies and outlines opportunities to embrace social justice and human rights through micro and macro social work practice with people who use substances.

Nudging for Social Change: Promises and Cautions for Social Workers to Apply Behavioural Economic Tools

Abstract Emerging knowledge from the behavioural economics field has the potential to expand social workers’ repertoire of tools to facilitate clients’ behavioural change and enhance policy design. However, social work training and practice do not traditionally incorporate this school of knowledge. As an initial step to bridge social work and behavioural economics, this article introduces behavioural economic concepts to social workers. In particular, it (i) reviews behavioural tendencies that are irrational, (ii) introduces seven behavioural intervention tools (commitment devices, defaults, incentives, social comparison, planning, messaging, and simplification and salience) to address these irrationalities, (iii) discusses cautions when applying these tools, (iv) introduces potential applications in micro and macro social work practice, (v) outlines steps to incorporate behavioural economic concepts into programme/policy design and (vi) addresses ethical considerations. Enhancing social workers’ knowledge of behavioural economics can facilitate interdisciplinary communication, collaboration and cross-fertilisation. Whilst social work practice may benefit from incorporating behavioural intervention tools, social workers’ rich practice wisdom can contribute to advancing ways through which nudge interventions further facilitate cognitive changes to bring about sustainable behavioural changes.

Reorganisasi karang taruna (studi kasus karang taruna “Tunas Kahuripan” Desa Ciela, Kecamatan Bayongbong, Kabupaten Garut)

Karang taruna is a social organization that ideally can embody social welfare efforts in the midst of society. But in reality, most of the youth organizations’ performances in Indonesia are different than expected, one of which is the "Tunas Kahuripan" Youth Organization in Ciela Village, Bayongbong District, Garut Regency. Based on the initial assessment results, it is known that 1) karang taruna does not have a secretariat or office; 2) some residents do not know the Karang taruna management; 3) there were misunderstandings related to the main tasks of the Youth Organization. This service activity is carried out through community development through the macro social work method. Social Work Assessment Tool used by social workers Capacity Assessment (PEKA). Based on the results of the assessment, the alternative follow-up plan (RTL) chosen was the reorganization of the Youth Organizations at various levels, ranging from individuals, organizations, and systems. The author suggests at the individual level for a member of a youth organization to always maintain commitment. The authors suggest that organizations implement partnerships based on the basic strategy at the organizational level. Meanwhile, at the system level, the rules that have been set must be what they should be and the Youth Organizations should no longer belittle themselves, in other word Youth Organizations must take on a role in society.

Enhancing New Media Literacies of Social Work Students through a Participatory Learning Environment

Social workers must have the requisite new media literacies to engage in social work practice in the modern digital age and increase their digital competence. This article demonstrates how students can obtain the necessary digital competencies for their future social work practice through an enhanced participatory learning environment based on 12 specific new media literacies situated in a master’s level macro social work practice course. A description of the learning assignments and participatory activities is provided along with results from a mixed-methods evaluation of the student’s experiences. Findings indicate statistically significant results in increasing new media literacies among students and that participatory learning activities enhanced student knowledge and skills. Discussion and implications related to new media literacies and the future of social work education are also provided.

Growth in Motivation, Performance, and Positive Emotions: Experiential Learning in Macro Social Work

The Control Value Leaning Theory can be used to understand and impact student knowledge, interest, and experiences in content relating to health professions and associated topics, including working with organizations and communities and being a part of a task group or interdisciplinary team. This case study reports on the experiences of 19 students in a graduate practice social work course: Practice of Social Service Delivery II. Students’ increased control and input in assignments and perception of the assignments’ value were associated with increased motivation, performance, and enjoyment. Experiential learning opportunities that emphasized greater student choice and value increased students’ exposure to the professional realm and appeared to increase the perceived importance of a course topic in which students previously had low knowledge and interest.

All people matter – Global vaccine equity and human rights: An urgent macro social work challenge

As we move through the first half of 2021, world attention remains on the COVID-19 response. High-income countries move toward vaccine rollouts as the panacea to reclaim normality and rebuild economies. At a fundamental level, decisions are being made as to who should be prioritized to receive a vaccine as the mammoth logistical arrangements are implemented. These have been primarily questions for nation states managing local populations to prioritize the elderly, front line health or emergency workers and the immune compromised. These are essentially state foci based on the assumption that individual states have access to the vaccine in 2021. Few questions are being asked of what this means for humanity at a global level. This is because only state jurisdictions that have wealth and scale have a need to ask such questions. At a global level, vaccine eligibility is being determined by people’s country of citizenship. The uncomfortable and unanswered question here is, are some lives more valuable or deserving? Should someone’s citizenship be a determining factor on when and if one has access to a vaccine? What does it say about humanity if survival of the pandemic were to be determined by such ethics? This is occurring in a context where a few wealthy countries are purchasing doses of vaccine well in excess of their population needs as a type of risk management strategy (Doucleff, 2020). Furthermore, if the distribution of vaccines is restricted to high-income countries without a parallel distribution across low- and middle-income countries, this has serious public health implications globally. Travel between states is a common occurrence, and will soon return. In this context, the statement of our times ‘global is local and vice versa’ could not be more relevant. Inequity in vaccine distribution and administration will have profound implications for all countries, not just those who have had limited vaccine access.

Opportunities to “Make Macro Matter” through the Grand Challenges for Social Work

The Grand Challenges for Social Work initiative, led by the American Academy of Social Work and Social Welfare (AASWSW), aims to organize the social work profession around 12 entrenched societal challenges. Addressing the root causes of the Grand Challenges will take a coordinated effort across all of social work practice, but given their scale, macro social work will be essential. We use Santiago and colleagues’ Frameworks for Advancing Macro Practice to showcase how macro practices have contributed to local progress on two Grand Challenges. We offer recommendations and a call for the profession to invest in and heed the instrumental role of macro social work practice to address the Grand Challenges.

Research Note—Equity and Justice in the Social Work Explicit Curriculum

ABSTRACT In the context of the current sociopolitical climate, schools of social work’s expressed commitment to equity and justice is of paramount relevance. Utilizing course descriptions and syllabi posted online, we used content analysis to identify equity and justice-related content within the explicit curricula of 19 master of social work programs in the United States. We searched for content related to differences, diversity, disparities, and inclusion, as well as the mention of specific demographic and social identity groups. Findings indicate that, although social work courses are embedded with equity and justice-related content, the explicit curriculum may be strengthened by allocating greater attention to disparities and inclusion. Consideration of disparities and inclusion is critical in clinical courses, as part of a person-in-the-environment approach, and in macro social work courses that aim to equip future social workers to make broad changes that promote equity and justice in society and institutions.