Social Work Degree Research Articles

The fall and rise of ‘use of self’? An exploration of the positioning of use of self in social work education

‘Use of self’ was a central concept in social work in the middle of the twentieth century. Since then its emphasis in social work education has declined as more managerial, procedural and task-focused approaches have prevailed. A review of the degree and postgraduate diploma in social work in Scotland, initiated in 2014, incorporated a comparative content analysis of past and present UK National Occupational Standards (NOS) for social work. The analysis revealed many shifts in thinking and practice, including increased emphasis on ‘use of self’ in the 2013 Standards. This paper reports on this finding in the context of the fluctuating positioning of use of self in social work education, and the potential impact of these changes on qualified practice. It concludes that the changing standards reflect increasing interest in social workers’ ability to draw reflectively on ‘self’ in their day to day practice. Some of the drivers and challenges for a renewed focus on relationship-based practice and use of self are identified, as well as the opportunities presented by this review of the degree for evaluating the impact of changing educational policy on day to day social work practice.

Is video-case an efficient tool to complement the practical learning in real contexts? Effects on satisfaction and performance in Social Work Degree students

The study aims to assess the impact of the video-case as an additional support tool in Social Work learning practice. The practical character of the discipline requires assessing the practical knowledge acquisition through different teaching and learning methodologies. The research was conducted with 118 Social Work Degree Students at the University of Jaén (Spain). Participants were randomly assigned to two conditions: face-to-face class (control group) vs. audiovisual class (experimental group). Both video-cases and learning were focused on Family Treatment Teams functioning in Spain. After watching the video or attending the class, participants filled in two questionnaires: The General Satisfaction Scale and the Performance Test. Among other results, ANOVA showed that participants in the audiovisual condition assessed the acquisition of skills and cognitive processes (memory and attention) better than those in the face-to-face condition. Meanwhile, the performance was not affected by the condition assigned. In conclusion, this research proves the positive effect of video-cases in Social Work practical learning processes as an extra tool.

Análisis de las competencias y conocimientos en atención a la dependencia en Trabajo Social en España

The article presents the results of an investigation aimed at identifying, describing and analyzing the skills and knowledge in care of people in a situation of reliance that integrates higher education of degree in Social Work in Spain. The article presents a study of the universe of degrees in Social Work that is taught in 39 Spanish universities. This approach allows identifying the 32 university centers that integrate the subject of dependency in their curricular, analyzing the specific competences that establish each one of the subjects. Likewise, the 43 subjects related to dependency and the 216 specific competences have been identified and analyzed, through the teaching guides. The analysis of content has entailed the identification and final description of 93 competences integrated in typologies according to the professional functions. The results obtained allow to have a knowledge about the general coverage of the Degree in Social Work in Spain, the structure and teaching organization of the subjects linked directly to the dependency and the competences that establish the specific subjects of reliance relating them to the professional activity. From the analysis we can see, among other results, that most of the subjects of reliance identify very generic competences, the existence of evident divergences in the treatment of the teaching of the dependency in the different Spanish universities and the necessity of a greater adaptation/update. Of the teaching of the dependency to the professional needs and of the working environment.

Sexismo y actitudes hacia la homosexualidad, la bisexuaidad y la transexualidad en estudiantes de Trabajo Social mexicanos

El sexismo y las actitudes hostiles hacia las personas que difieren del modelo heteronormativo (gay, lesbianas, bisexuales, transexuales, transgénero e intersexuales) son consecuencia del fenómenos socio-culturales como el patriarcado y el heterocentrismo. El calado de este tipo de actitudes en el Trabajo Social es un elemento favorecedor de la revictimización de los usuarios. No existiendo investigaciones que analicen de forma conjunta la homofobia, bifobia y transfobia en el estudiantado de Trabajo Social se plantea una investigación cuantitativa con el objetivo de identificar si existen dichas actitudes en el estudiantado de esta disciplina en México. Así como identificar si dichas actitudes están relacionadas entre sí y respecto al sexismo ambivalente. Para ello se han aplicado diversas escalas en formato liket que analizan sendas actitudes a 120 estudiantes de la Universidad Autónoma de Nuevo León. Los resultados evidencian niveles medios de sexismo, homofobia, bifobia y transfobia, siendo determinantes las variables relativas al sexo, edad, religión y nivel formativo. En base a estos resultados se considera necesario incluir contenidos de género y diversidad sexual en los planes formativos de la titulación de Trabajo Social.

PRACTITIONERS’ EXPERIENCES OF STUDENT SUPERVISION IN THE BACHELOR OF SOCIAL WORK DEGREE

The developing and evolving social welfare system in South Africa coupled with inadequateM human and material resources and high staff workloads, all impact on student learning in the Bachelor of Social Work (BSW) degree. This paper focuses on the challenges experienced by social work practitioners with regard to student supervision in the BSW. A qualitative case study design was used, in which the researcher purposively selected social work practitioners involved at third -year level teaching and learning in the BSW at a selected South African university. The findings point to challenges relating to limited agency resources, institutional–agency cooperation and students’ personal challenges. These findings have implications for social work education and practice in South Africa as well as for continued professional development of social workers and agencies who offer student placements to universities.

Ubiquitous interaction for ESP distance and blended learners

Purpose The purpose of this paper is to analyse some effective e-tools and interactive tasks to enhance language acquisition and competence building in today’s English for specific purposes (ESP) students in higher education programmes. Design/methodology/approach There are countless learning methods, often supported by the access of ubiquitous learning materials, which improve students’ engagement, group interaction and independent learning skills in foreign language learners. More frequently, students become successful, independent and cooperative creative learners by means of participating in multimodal virtual learning platforms that would help them to improve a variety of competences. This study is based on English applied to social work, a compulsory subject offered either in a blended (b-learning) or a distance (d-learning) learning environment as part of the degree in social work. It combines its correspondent course book with digital content and multimedia tasks. Findings Results suggest that a ubiquitous practice for ESP b/d learners can be innovative and successfully competence-addressed when implementing interactive learning tasks that can combine individual and group work inside and outside the classroom hours. Originality/value The challenge of this research is to integrate a ubiquitous learning approach so that students would interact more and, consequently, enhance their communicative language skills, both in b-learning and d-learning environments.

Explaining Student Interest and Confidence in Providing Care for Older Adults: The Role of Demographics and Life Experiences.

America's aging population needs interprofessional health care providers committed to providing high-quality, patient-centered care. Considering the often negative attitudes held by health care students about older adults and the impact that can have on their care, it is important to explore factors that influence student attitudes and desire to provide geriatric care. Five hundred seventy-two students pursuing nursing, physical therapy, athletic training, dietetics, and social work degrees were surveyed. Students reported demographic factors, amount of contact with older adults, how rewarding that contact had been, and confidence and interest in working with older adults. Higher levels of confidence were associated with gender, studying nursing or physical therapy, and being older. Overall, confidence and interest were positively correlated with (a) positive attitudes toward aging, (b) contact frequency, and (c) quality experiences with older adults. Therefore, confident students with an interest in working with the geriatric population upon graduation have more exposure and more rewarding experiences with older adults before entering their program. [Journal of Gerontological Nursing, 43(3), 13-18.].

Selected Recent Articles About Chinese Instrument/Scale Development and Intervention Research

We are pleased to present this special edition of Research on Social Work Practice based upon a set of recent selected empirical studies on Chinese instrument/scale development and intervention research. Specifically, these selected articles reflected the types of designs submitted for publication to Research on Social Work Practice in 2015–2016 and also their methodological quality. Prior to presenting introductory comments about these articles, we would be remiss not briefly contextualizing the state of the social work research in China and Hong Kong. China the country and Hong Kong a geographically designated special administrative region within it have seen much growth in the past two to three decades. The landmark SinoBritish Joint Declaration transferred the sovereignty of Hong Kong back to China on July 1, 1997, after 100 years of British rule, under the current idealized ‘‘one country, two systems’’ agreement. Hong Kong and Mainland China have undergone considerable growing pains both separately and together. Social work was first introduced to China in the 1920s but was eliminated in the early 1950s by the Communist government. After almost 30 years, it was restored to the university curriculum in 1988 because social service was deemed useful in addressing social problems triggered by the introduction of the ‘‘Open-Door’’ economic policy of China (Yuen Tsang & Wang, 2008). In 2006, the 16th Central Committee meeting of the Chinese Communist Party released a document which stated the necessity to establish ‘‘a grand team of professional social workers’’ to help in building a more harmonious society. This marked a new chapter for the development of social work in China (Yuen Tsang & Wang, 2008). At present, it is estimated that there are at least 310 tertiary education institutes that have a social work undergraduate program and about 104 with a social work masters’ program in China (Sim & Lau, 2016). Nonetheless, to date, intervention research is not well developed in China. Sim and Lau (2016) analyzed the content of n 1⁄4 206 practice research articles in Chinese journals published in the Peoples’ Republic of China since 1915 and found that only a few studies used quasi-experimental designs (3.4%) and randomized controlled trials (RCTs) (1.9%). Compared to Mainland China, Hong Kong has much fewer government-funded/supported universities. Hong Kong has only eight government-funded universities, of which five of them offer bachelor(or above) level social work training programs, including The University of Hong Kong, The Chinese University of Hong Kong, City University of Hong Kong, The Hong Kong Polytechnic University, and Hong Kong Baptist University. However, the social work educational system in Hong Kong is more structured with layered progressions and clearly articulated role differentiations between different types of programs: higher diploma in social work, bachelor of social work, bachelor of social work (honors), bachelor of social sciences (honors) in social work, bachelor of arts (honors) in social work, bachelor of social science in social work, master of social work, master of social sciences in social work, master of social science in social work, and doctor of social work. Unlike North America, the titles of these Hong Kong degrees in social work still have a very applied social sciences connotation in their respective programs. Hong Kong formally started its social work education in the early 1950s, and since then, it has developed considerably. At present, graduates with either a recognized diploma/associate degree or a degree entry-level training in social work are eligible for registration with the Social Workers’ Registration Board, with the practice designation ‘‘registered social worker.’’ On the whole, the quality of these programs is high, even when compared to international standards. Hong Kong scholars are also very productive in social work research publications. A simple search via the Social Science Citation Index (SSCI) database in June 2016 indicated that there were N 1⁄4 752 articles related to Hong Kong or China categorized under ‘‘social work’’ in the SSCI. Among the top 10 authors constituting 19% of this set of social work articles related to Hong Kong or China, 9 were Hong Kong Chinese

Evaluation Capacity Building

Purpose: Growing emphasis on program and practice evaluation in social work education coalesces with a growing interest in evaluation capacity building (ECB) within the interdisciplinary field of evaluation. However, the literature on ECB, while recognizing the importance of imparting knowledge and skills to individuals, largely ignores the potential contribution of courses that are offered as part of academic degree-granting programs. Methods: This article describes a seminar on program evaluation within a postgraduate course leading to a master of social work degree attended by currently employed social workers. The students were required to plan the evaluation of a program conducted by their respective agencies and carry out the evaluation, if possible. A survey was conducted among the graduates. Results: Almost all respondents reported that the seminar had improved their own evaluation capacity, and about a third reported enhanced evaluation capacity of their respective agencies. The ECB effect was strongest when stakeholders were involved in the evaluation. Discussion: An academic seminar can contribute to ECB, this contribution could be enhanced by designing the seminar with this purpose in mind.

A multi-level analysis of individual and agency effects on implementation of family-centered practice in child welfare

This study describes factors associated with the implementation of family centered practice (FCP) across a state child welfare system. Using Multi-Level Model (MLM) analysis of self-report data from the child welfare workers and supervisors in one multi-jurisdiction state, individual and organizational factors that may influence successful implementation of innovative practice models are identified. Individual worker's characteristics such as social work degree, training, and age were all associated with higher levels of individual adoption of FCP principles. Organizational culture including innovation and flexibility and outward focus were associated with organization level implementation of FCP principles. Implications for child welfare practice and implementation of FCP are discussed.

PRAKTYKOPLEIERS SE PERSEPSIES VAN MAATSKAPLIKE¬WERK-PRAKTYKOPLEIDING

The Bachelor of Social Work (BSW) degree was developed to equip students with the knowledge and skills to address socio-economic issues from a developmental paradigm. F ield education reflects the reality of the profession and the context in which it is utilised. Hence, field education is viewed as an integral and valuable part of the education and preparation of students for practice. The research objective of this study was to undertake a qualitative exploratory and descriptive study of the perceptions of field instructors in terms of the current state of social work practice training. The data was collected through semi-structured interviews with field instructors

PhD Versus DSW: A Critique of Trends in Social Work Doctoral Education

ABSTRACTSocial work educators are in a phase of reintroducing the doctor of social work (DSW) degree and refining distinctions between PhD and DSW doctoral programs. This article examines how the two options have been prey to a noticeable seesaw of precedence, resulting in a debatable history of social work’s approach to doctoral education that is yet to be discussed in a manner leading to the profession’s acknowledgment of the quandary. It is essential for those in social work education to be progressive and abreast of emergent needs; however, it is also critical to be cognizant of the far-reaching implications associated with major educational shifts to avoid an identity crisis stemming from outside criticism potentially similar to Abraham Flexner’s report on social work’s ambiguity as a profession.

Structure and Placement of Academic Social Work Units in the United States

ABSTRACTFor this study of social work degree programs, data were drawn from the Council on Social Work Education (CSWE) website, the Group for the Advancement of Doctoral Education (GASE) website, and the websites of 841 U.S. social work programs, including the 763 programs accredited (or in candidacy for accreditation) by CSWE when these data were collected. This article provides a context from relevant literature, enumerates the structures of social work units, identifies the most common departments and schools where they are found, and analyzes several factors associated with structure and placement of those units. Implications include the benefits of independent social work units rather than placement within a host department, and association with professional rather than liberal arts disciplines.

A model for Māori research for Māori practitioners

This article will discuss the theory and the research design used in a study as partial fulfilment of completing a Master of Social Work degree. The research design consisted of a Māori-centred approach, drawing strongly from Kaupapa Māori theory and principles, using qualitative methods. It presents the author’s research journey and discusses the practical tasks involved in doing research, as encouragement and support for other Māori practitioners thinking about doing a Master of Social Work.

Social Work Field Education in and with Congregations and Religiously-Affiliated Organizations in a Christian Context

Recent attention to human spirituality, research on congregationally-related practice, and growth in employment within religiously-based organizations energize the creation of educational initiatives to prepare future professionals for competent social work practice within these settings. Internship experiences with congregations and religiously-affiliated organizations (RAOs) play a pivotal role in delivering the competencies required by the social work accreditation body. Conceptual tools are needed for understanding congregationally-related practice, for navigating potential conflict between faith and professional practice, and for delivering effective internship experiences. This article, written from the faculty’s perspective of a Christian, religiously affiliated social work degree program, offers a framework for conceptualizing social work with congregations and RAOs and a beginning discussion for sorting out dilemmas in the integration of faith and practice in these settings. Two models, individual placement and rotational model placement, for congregationally-related internship experiences are presented and evaluated. Recommendations for enriched internship learning and future research are offered.

The Problem of Pseudoscience in Social Work Continuing Education

ABSTRACTThe National Association of Social Workers requires social workers to obtain continuing education (CE) after they receive their social work degrees. A large and profitable industry that has emerged catering to this need for CE that is particularly focused on the needs of licensed social workers. Quality control mechanisms in place to monitor the content and delivery of CE approved by the field of social work is relatively lax, and as a result a considerable number of social work CE programs convey content that can be labeled as pseudoscientific. We provide illustrations of currently approved social work CE courses that provide training in a variety of bizarre and unsupported assessment methods and treatments that are pseudoscientific.

Gerald W. Dorn II: Thinker, Teacher, Tinkerer.

Cardiologist and molecular and cell biologist Gerald Dorn, MD, has built his research career crafting interesting questions and teaching himself techniques needed to find answers. Using approaches including genetic and physiological manipulation in animal models, development of mini-mouse technology to elucidate cardiac mysteries, and human genetics/genomics, Dorn is helping to unravel cellular and molecular mechanisms underlying cardiomyopathy and heart failure.1,2 Gerald W. Dorn II Dorn, 57, is founding director of the Center for Pharmacogenomics at the Washington University in St. Louis School of Medicine, where he joined the faculty in 2008. As a teenager Dorn sped through high school, starting college two years early. He earned his medical degree and trained in internal medicine, pharmacology, and clinical and interventional cardiology at the Medical University of South Carolina (MUSC) in Charleston, where two key mentors sparked in him a passion for patient care and research. After a couple of years at the University of Texas Health Science Center at San Antonio, Dorn moved to the University of Cincinnati, where an American Heart Association Established Investigator Award kick-started his research program. From 1990 to 2008 Dorn rose through the ranks at Cincinnati, capitalizing on the institution’s strength in mouse cardiac transgenesis. Dorn’s current interests include molecular mechanisms of cell death,3 microRNA regulation of cardiac genes,4 and mitochondrial dynamism5—work that has expanded to Parkinson’s disease. Building on an upbringing that valued lifelong growth, and drawing from his own broad experience, Dorn now leverages the holism of systems biology to fill in what he calls his field’s “infinitely large shades of gray.” My father was a career naval aviator. Whenever he moved, we moved. So I’m not really from anywhere. We spent a lot of time on both coasts. As a child I lived, in addition to …

The Inside Story: A Survey of Social Work Students' Supervision and Learning Opportunities on Placement

Practice learning accounts for half of the content of the bachelor of social work degree course requirements in Northern Ireland in their field education programmes and share a professional and ethical responsibility with practice teachers to provide appropriate learning environments to prepare students as competent and professional practitioners. The accreditation standards for practice learning require the placement to provide students with regular supervision and exposure to a range of learning strategies, but there is little research that actually identifies the types of placements offering this learning and the key activities provided. This paper builds on an Australian study and surveys social work students in two programmes in Northern Ireland about their exposure to a range of learning activities, how frequently they were provided and how it compares to what is required by the Northern Ireland practice standards. The results indicated that, although most students were satisfied with the supervision and support they received during their placement, the frequency of supervision and type of learning activities varied according to different settings, year levels and who provided the learning opportunities.

Changes and Future Challenges in the Social Work Profession in Israel Based on Stories of Veteran Social Workers

The purpose of this study is to identify: the fluctuations and the changes in the social work profession in Israel reflected in the perceptions of veteran social workers, the origins of the profession in Israel, and the changes in the role of the social worker from its inception in Israel until today. This study used a qualitative research method. Interviews were conducted by students studying for their master of social work degree in the school of social work and social welfare at the Hebrew University of Jerusalem in a course on the historical and philosophical origins of the social work. the findings highlight the differences in the veteran social workers’ perceptions of the definition, nature, and role of social work in the country that parallel major developments of the profession in the country from its first days until the present, as reflected in the different periods of growth, expansion and development of the state of Israel.

Aprendizaje basado en problemas sociales desde una perspectiva interdisciplinar: dilemas éticos de la intervención social

El presente artículo está inspirado en un proyecto de innovación educativa desarrollado en la Universidad de Málaga durante el período 2013-2015. Conforme a las exigencias del Espacio Europeo de Educación Superior, relativas a la adquisición de competencias sistémicas, instrumentales e interpersonales, se propone una experiencia didáctica innovadora, inspirada en la necesidad de retroalimentación de las ciencias sociales y en la socialización del saber, desde la perspectiva de un curriculum común. Su finalidad principal se orienta a garantizar unos resultados de aprendizaje óptimos en los grados de Trabajo Social, en disciplinas sociales relacionadas, desde una epistemología común creativa y el pensamiento lateral. Los resultados obtenidos han posibilitado la producción de unos materiales didácticos, consistentes en el planteamiento de situaciones problema procedentes de la práctica social. Esta información ha sido proporcionada por los profesionales que intervienen de forma empírica en la práctica, para generar recursos educativos, herramientas pedagógicas y sociales que aproximan la producción de conocimiento científico. Los casos sociales son analizados desde todas las perspectivas disciplinares o ciencias sociales relacionadas con el Trabajo Social y difundidos para el uso docente, profesional y académico desde la perspectiva del saber nomotético. This article is inspired by an innovative educational project developed at the University of Malaga during 2013-2015. Complies with the requirements of the European Higher Education Area, concerning the acquisition of systemic, instrumental and interpersonal skills, an innovative learning experience, inspired by the need for feedback from the social sciences and socialization of knowledge, is proposed from the perspective of the common curriculum. Its main purpose is aimed at ensuring optimum results about learning in Social Work degree in related social disciplines, from a common and creative epistemology. The results have enabled the production of a didactic approach consisting of problem situations, the partner from practice materials. This information has been provided by the professionals involved empirically in practice, in order to generate educational resources, educational and social to scientific knowledge production tools. Welfare cases have been analyzed from all disciplinary perspectives or social sciences related to social work and disseminated for faculty, professional and academic use.