Social Work Program Directors Research Articles

MSW program directors in the United States: a scoping survey of responsibilities, preparation, and support

ABSTRACT A survey of Master of Social Work (MSW) program directors in the United States investigated their current role including their environment, tasks and preparation, and support. Most respondents were untenured when they assumed the role, only 20% were head of their unit, and few had received any training. Despite working an average of 50 hours a week, lack of time for scholarship and managing competing priorities were top stressors, while joys included their students and colleagues. Respondents identified their top training needs as conflict management, their role as middle managers, and finance-related topics. While the vast majority felt supported by their colleagues and their administration, a number of those with marginalized gender and racial identities experienced difficulties, both within and outside of their program, due to these identities. These data indicate a precarious state of the preparedness of MSW program leadership. Role stressors may place tenure-track program directors at risk of not attaining promotion as time for scholarship may be lost to administrative responsibilities, while non-tenured individuals may be ill-positioned to advocate for their program. Providing adequate training and support, especially for those with marginalized identities, is needed to ensure a solid MSW program director workforce.

U.S. social work students’ attitudes on social media as treatment modality: A prepandemic national survey

Summary The present U.S.-based study adds to the ongoing discourse on the ethical use of digital technology in social work practice, made more urgent by the coronavirus disease 2019 (COVID-19). Following the achievement of Human Subjects approval, we obtained a stratified, random sample of 150 institutions of higher education with Council on Social Work Education-accredited undergraduate and graduate social work programs. Prior to COVID-19, we administered a 61-item, Likert-scale survey to social work program directors via email, who then communicated this information to student listservs. A total of 430 social work student responses were retained for analysis. The survey instrument included items related to the students’ social media use, their attitudes toward social media, and their knowledge of social media’s impact on society. Rao-Scott chi-square tests for independence were used to ascertain statistical relationships between U.S. social work students’ responses to the survey item, social media should be used as a treatment modality, and student demographic variables that include: Age, program level, course format, and social media use. Findings Statistically significant relationships were determined to exist between social work students’ endorsement of social media as a treatment modality and: (1) Age and (2) program level. Conversely, no significant relationships were found regarding (1) course format and (2) social media use. Applications Implications for social work professional education are discussed. Recommendations for future social work research are provided: (1) A national replication study; (2) qualitative studies; (3) a comparative study with social work educators and practitioners; (3) a global study; and (4) ongoing evaluation of direct practice methods.

Family violence content in baccalaureate and master's level social work programs

Summary Scholars continue to call for social work students to be better prepared in the areas of family violence. In this study, we gathered information on the inclusion of intimate partner violence (IPV), child maltreatment, and elder abuse content in accredited baccalaureate and master's level social work programs across the United States. A survey invitation was sent to 538 baccalaureate and 306 master's level social work program directors in the summer of 2020. The final sample consisted of program directors representing 177 baccalaureate and 79 master's level social work programs. Survey data were analyzed using descriptive statistics. Findings Data revealed that 12.43% of baccalaureate social work programs had a course on elder abuse, 25.42% had a course specific to IPV, and 60.45% had a course focused on child maltreatment; however, few programs required these courses. Master's program directors reported that 6.33% of their programs had a course on elder abuse, 34.18% on IPV, and 46.84% on child maltreatment; yet only three programs required a course on child maltreatment and none required courses on IPV or elder abuse. Applications Social workers will likely work with client systems who experience family violence and it is critical that social work programs look for ways to improve the quantity and quality of family violence content into their curricula. It is also important for state licensing boards to require content on family violence at the initial and renewal stages. These educational efforts will enhance the knowledge and abilities of the social work workforce.

Social work & social media: a survey of use, attitudes, and knowledge among U.S. students

ABSTRACT The propagation of social media carries important ethical ramifications for communication norms, democracy, societal wellbeing, and individual mental health. These issues fall within the professional purview of social work. The purpose of this national survey study (N = 430) was to describe social media use, attitudes, and knowledge among social work students across the United States. To achieve this stated purpose, the authors obtained IRB Human Subjects approval and contacted undergraduate and graduate social work program directors at the identified 150 institutions using a random, stratified sampling method. A 66-item Qualtrics survey on social media use, attitudes, and knowledge was subsequently sent to program directors, who in turn administered the link to enrolled social work students. Overall, findings reveal that social work students seemingly hold conflicting attitudes toward social media that are also at times contrary to their self-reported knowledge and use of social media, and that have potential implications for the social work profession. The authors discuss social media’s ethical implications for the social work profession, supporting the position that information about social media should be included in social work curricula and making suggestions to this end.

Social Work Prep – Using Canvas Modules to Provide Baseline Library and Social Work Program Knowledge

This article describes the development of online modules to introduce students to information and resources needed to be successful while pursuing a Bachelors or Masters Degree in social work at the University of Tennessee, Knoxville (UTK). The course was developed by faculty at the University Libraries in collaboration with the Bachelor of Science in Social Work (BSSW) and Master of Science in Social Work (MSSW) program directors with input from students enrolled in the programs. The modules cover library-specific topics as well as an overview of social work discipline foundations, ethics, and expectations for the program. Assessment of the Social Work Prep course is ongoing, with students providing feedback for its continued development.

The role of the US baccalaureate social work program director: a national survey

ABSTRACT A national survey of Bachelor of Social Work program directors in the United States was conducted to learn about their current role including their environment, tasks and preparation, and support. Results indicated that most were untenured with no formal training when they assumed the role, and major stressors included accreditation, time demands, and budgetary issues. The vast majority indicated feeling supported and satisfied in their role, with the most common joys being students and their colleagues. Their identified training needs included online education and technology in education followed by accreditation. Implications include a need for increased training and time release.

BPD Emerging Leaders 2010–2016: Identifying and Responding to the Need for New Academic Leadership

ABSTRACTIn 2010, the Association of Baccalaureate Social Work Program Directors (BPD) participated in the Social Work Congress in Washington, DC, along with other national social work organizations. In addition to sending selected Board members, BPD sent emerging social work educators to participate in a purposeful effort to ensure leadership continuity. Those selected, the “BPD Emerging Scholars” participated in the Congress and instituted an annual BPD Emerging Leaders Forum. These forums have allowed dozens of early career educators and experienced peers to openly discuss undergraduate social work education’s future, leadership gaps, needs of those seeking leadership, and ways organizations can support these needs. This article presents forum themes and offers a plan to support the next generation of undergraduate social work leaders.

President's Address 2008: Challenges and Opportunities: Crossing Railroad Tracks

This President's Address was presented to the Association of Baccalaureate Social Work Program Directors (BPD) 25th Annual Conference in 2008 in Destin, FL. The presentation included a review of the challenges facing the organization, but also a discussion of the rich history and opportunities available for building a stronger organization to better serve its mission.

President's Address 2009: Building Bridges: Changing Lives, That's What We do

This President's Address was presented to the Association of Baccalaureate Social Work Program Directors (BPD) 26th Annual Conference in 2009 in Phoenix, Arizona. The address provides a reflection of the historical challenges of the organization and the true strengths that highlight its importance and relevance to undergraduate social work education.

LGBTQ-Affirmative Teaching at Historically Black Colleges and Universities: Understanding Program Directors' Views

Research suggests an encouraging number of social work educators use affirmative practice approaches in the classroom. Although a small number of studies have explored the lesbian, gay, bisexual, transgender, queer or questioning (LGBTQ) climate at historically Black colleges and universities (HBCU), research on baccalaureate social work program directors' understanding of LGBTQ-affirmative climates at HBCUs is virtually nonexistent to date. This study sought to address the gap by exploring baccalaureate program directors' perceptions about the teaching of LGBTQ-affirmative practice at HBCUs. We found that some HBCU social work program directors felt their programs prepare students to support the makeup of LGBTQ families, verbalize respect for LGBTQ people, and challenge misinformation about LGBTQ people. Fewer participants reported their programs prepare students to help LGBTQ clients develop positive identities or reduce shame. We review the results of the exploratory study and make recommendations for program directors' roles in helping set a vision that supports LGBTQ diversity.

BPD President's Address to the 2011 Annual Conference: Strengthening BSW Education for the Future: Developing Leaders and Embracing Common Vision

This president's address was presented to the Association of Baccalaureate Social Work Program Directors at the 28th Annual Conference in 2011. This address centers on addressing the challenges that face BSW education and the profession through leadership development and working toward a common purpose.

A Multivariate Analysis of Writing Skills in BSW Case Study Papers

This study assesses BSW student writing (N=87, 35.2% African American) on a case study writing assignment in a U.S. school of social work. Papers were scored for response to rhetorical situation, organization, grammar, and adherence to the Publication Manual of the American Psychological Association. We then predicted students' scores based on demographic factors using multivariate linear regression. Descriptive statistics showed that students scored lower in response to rhetorical situation (M=2.20, SD=.78, scale of 1–5) than in organization (M=2.60, SD=.82), style (M=2.57, SD=1.03), or grammar (M=2.66, SD=.77). In the multivariate models, grade point average and race were the strongest predictors of scores. Results suggest that baccalaureate social work program directors may consider increasing writing support and process assignments and examining how defining good writing reinforces sociopolitical bias in social work education.

BPD President's Address to the 2010 Annual Conference: There's Nothing Just About a BSW Program!

The presidents' address was presented to the Association of Baccalaureate Social Work Program Directors at the 27th annual conference in 2010. This discourse focuses on the importance of BSW-level education in social work and how undergraduate education should be valued within the profession. BSW educators can take pride in what they do and represent BSW education as an equal partner in social work to their social work colleagues.

Social Work Students as Market Consumers: Faculty Perceptions of Customer Service Expectations

Social work education has become a consumers market, and social work faculty are increasingly expected to fill certain customer service roles in order to retain students as customers. Using the Academic Entitlement Questionnaire, this study sought to examine social work faculty in the USA (N = 57) who are members of the Association of Baccalaureate Social Work Program Directors listserv perceptions of student customer service expectations. Findings were that these social work faculty are under increased pressure to fill certain customer service roles, and that they feel conflict about doing so. Implications for the delivery of social work education and practice are explored.

Unification, Crafting Imperatives, and Defining a Profession

Over the past seven-plus years there have been three professionwide initiatives undertaken to strengthen, define, or better position the profession internally and externally. There have been and continue to be substantial exchanges regarding these initiatives. In 2007, the first initiative started to take shape. Organizations and associations organized a meeting of the profession titled Social Work: Future of the Profession. This meeting became known as the Wingspread Initiative. The Wingspread Initiative included the Council on Social Work Education (CSWE), the National Association of Social Workers (NASW), the Association of Social Work Boards, the National Association of Deans and Directors of Schools of Social Work (NADD), the Group for the Advancement of Doctoral Education in Social Work (GADE), the Association of Baccalaureate Social Work Program Directors (BPD), the Society for Social Work and Research, the Institute for the Advancement of Social Work Research (IASWR), and the St. Louis Group for Excellence in Social Work Research and Education. These organizations are members of the Leadership Roundtable for the profession. The primary rationale for the Wingspread Initiative was to discuss the possibility of unification of the profes sion. The meeting concluded by approving the following statement: The leaders of 10 professional social work orga

BPD: Past, Present, and Future

The outgoing president of the Association of Baccalaureate Social Work Program Directors discusses challenges for baccalaureate- level social work educators, particularly the low number of minority males in the profession and the need to address the continuing effects of racism.

Unwarranted Social Work Authorship: A Partial Solution Is at Hand

Professor Natasha K. Bowen (2013) has done an admirable job in bringing to the attention of the social work scholarly community the problem of inappropriate authorships. This problem can arise through a number of possible routes, ranging from benign ignorance to malignant misappropriation. These unethical authorships can occur when a legitimate author overgenerously grants coauthorship to a peer, to someone senior to them, to an academic or administrative supervisor, or to a friend. Unethical authorships can also be granted when a spurious author passively accepts coauthorship when it is unwarranted, perhaps awarded by a junior, by someone currying favor, or a legitimate author believing that having a more distinguished personage appear as a coauthor will enhance the professional patina of his or her paper. In some egregious cases, an overly acquisitive (usually) senior-level social worker (perhaps tenured!) implicitly or explicitly demands authorship of a junior colleague's work. Dr. Bowen proposes some suggested authorship guidelines for social work researchers, guidelines said to be potentially useful by potential authors, journal editors, social work program directors, and students. I think these guidelines are good. And bad. The good aspects are obvious. If adopted they would help mitigate the problem Bowen describes. Let me focus on why I think these are a bad idea, or at least, premature. If we adopt Authorship Guidelines for Social Work Researchers as Bowen suggests, one can readily see similar guidelines emerging for psychologists, nurses, physicians, marriage and family therapists, and so forth. I publish in a variety of different disciplinary journals, and I often coauthor projects with nonsocial work academics and practitioners. Whose guidelines should we follow? The potential for conflicting standards is obvious. Having unique authorship guidelines for social work journals may inadvertently discourage distinguished nonsocial work researchers from introducing their work to our field. Some journals, such as Nature, provide extensive guidelines for determining authorship (see http://www.nature.com/authors/policies/authorship.html), which, among many other features, requires that all authors describe their particular contributions to a given manuscript being submitted. Such existing standards could be considered for potential adoption by social work journals, first, prior to reinventing the wheel. However, a partial solution is already at hand. For reasons that are unclear to me, Dr. Bowen did not cite the current edition of the Publication Manual of the American Psychological Association (American Psychological Association [APA], 2009), a long-existing manual whose guidelines almost all English-language social work journals adhere to (including Social Work Research), and a manual most social work doctoral students learn to follow fairly closely. The APA manual provides more than a standardized method for formatting papers and citing papers--it provides information on legal and ethical aspects of publishing and has something to say on the topic of authorship. Here are some of the statements contained therein that overlap with Bowen's suggested guidelines: Definition of authorship. Individuals should only take authorship credit for work they have actually performed or to which they have substantially contributed. ... Authorship encompasses, therefore, not only those who do the actual writing but also those who have made substantial scientific contributions to a study. …

Social Justice in the Classroom: Never Forget Our Students Are Watching

© 2013 by the Association of Baccalaureate Social Work Program Directors. All rights reserved. Presented as the Ron Federico Memorial Lecture at the 30th Annual Conference of the Association of Baccalaureate Social Work Program Directors, Myrtle Beach, SC, 2013. Eleanor Pepi Downey, MSW, PhD, is professor at LewisClark State College in Lewiston, ID. Social Justice in the Classroom: Never Forget Our Students Are Watching

Developing Research Infrastructure: The Institute for the Advancement of Social Work Research

This article reviews the 15 years of research development efforts of the Institute for the Advancement of Social Work Research (IASWR); delineates IASWR's roles in relation to the social work practice, education, and research communities; presents the transdisciplinary and transorganizational partnerships in which IASWR engages to influence national-level policy; identifies markers that demonstrate increased capacity; and, finally, points toward opportunities for the profession to carry gains to the next level. Specifically discussed are IASWR's role in partnerships and coalitions to influence federal policy and research resource development and IASWR's leadership work in promoting evidence-based practices in social work. KEY WORDS: collaboration; evidence-based practice; infrastructure; policy development; resource development; social work research ********** The Institute for the Advancement of Social Work Research (IASWR) was created in 1993 to be an infrastructure through which the profession's research capacity and knowledge development could be both strengthened and demonstrated (Zlotnik, Biegel, & Solt, 2001; Zlotnik & Solt, 2006). IASWR HISTORY Despite the dual traditions of social work research and social work practice, there have been few organized and sustained national efforts focused on developing social work researchers or building social work research resources. In 1988, National Institute of Mental Health (NIMH) Director Lewis Judd funded the creation of the Task Force on Social Work Research (Task Force), recognizing that whereas 70% of mental health services are provided by social workers, fewer than one-half of 1% of NASW members identified their primary professional activity as research (Task Force, 1991). The Task Force met for three years and gathered input from a broad range of social workers and other stakeholders to assess the current state of social work research. The culminating report, Building Social Work Knowledge for Effective Services and Policies: A Plan for Research Development (Task Force, 1991) stated the following: There is a crisis in the current development of research resources in social work.... This has serious consequences for individuals using social work services, for professional practitioners, for the credibility of the profession, and for the American society. Billions of dollars are being spent for services to deal with critical social problems, including services provided by social workers. Extremely little is being spent on research to improve the effectiveness of such services. (p. viii) This report laid the groundwork for IASWR's creation. IASWR's founding organizations, NASW; the Council on Social Work Education (CSWE); the Association of Baccalaureate Social Work Program Directors (BPD); the National Association of Deans and Directors of Schools of Social Work (NADD); the Group for the Advancement of Doctoral Education (GADE); and, in 2000, the Society for Social Work and Research (SSWR) made a long-term commitment to the importance of social work research for the profession and for their organizations and constituents. IASWR's mission is to advance the profession's knowledge base by building research capacity; by increasing support and opportunities for research; by promoting linkages among social work practice, research, and education communities; and by representing the profession within the national scientific community. IASWR's work follows two parallel paths: one focuses on building research capacity and research practice connections within social work, and the other focuses on advocacy and increased social work research visibility with federal agencies, with legislators, and with sister scientific societies. SUPPORTING RESEARCH AND BUILDING RESEARCH CAPACITY Building capacity within schools of social work required development of expertise in writing and reviewing federal research grants. …

BPD Matures: A History of the Association of Baccalaureate Social Work Program Directors, Part II

BPD Matures: A History of the Association of Baccalaureate Social Work Program Directors, Part II