scholarly journals Faculty perceptions of curricular deficits in preparing students for practice with Latinos

10.18060/118 ◽  
2006 ◽  
Vol 7 (1) ◽  
pp. 33-43 ◽  
Author(s):  
Rich Furman ◽  
Kimberly Bender ◽  
Chance Lewis ◽  
Jeffery Shears
Keyword(s):  
Social Work ◽  
Faculty Perceptions ◽  
Work Practice ◽  
The United States ◽  
Social Work Practice ◽  
Culturally Sensitive ◽  
Social Work Faculty ◽  
Work Education ◽  
Qualitative Responses ◽  
Schools Of Social Work

Qualitative responses to a survey of 314 social work faculty from nearly half of the graduate schools of social work (MSW programs) in the United States elucidated valuable information about culturally sensitive social work education. This article explores faculty perceptions of the deficits or MSW programs in preparing students for culturally sensitive social work practice with Latinos. While nearly 90% of social work MSW faculty agreed or strongly agreed that it is important to prepare students for work with this population, many perceive that their programs are not currently able to do so adequately. Faculty opinions concerning the nature of the deficits and ways of remedying said deficits are discussed.

scholarly journals Fostering Information Literacy

2021 ◽  
Vol 21 (1) ◽  
pp. 1-25
Author(s):  
Sarah C. Johnson ◽  
Margaret Bausman ◽  
Sarah Laleman Ward
Keyword(s):  
Social Work ◽  
Information Literacy ◽  
Social Work Education ◽  
Work Practice ◽  
The United States ◽  
Social Work Practice ◽  
Academic Librarians ◽  
Sufficient Information ◽  
Social Work Faculty ◽  
Work Education

Genuine collaboration between academic librarians and social work faculty in which information literacy is embedded in social work education is lacking. Drawing from the results of the authors’ 2016 quantitative study surveying academic social work librarians across the United States, this qualitative follow-up uses data from 27 semi-structured interviews concerning the prevalence and nature of information literacy instruction (ILI) in social work education, how ILI is introduced and sustained in social work curricula, and the alignment between ILI efforts with institutional goals, guidelines from accreditation authorities, and professional social work practice standards. The literature review engages the reader in a robust definition of “information literacy” as applied to social work practice and its connection to social justice and anti-oppressive pedagogy. The findings and subsequent discussion center on current systemic obstacles in ensuring social work graduates enter the profession with sufficient information literacy (IL) skills for an ethical, research-informed, data-driven practice and conclude with recommendations for the evolution of integrated ILI at a local level within social work curricula. Collaborative and sustainable partnerships among academic librarians and social work faculty are essential for educating information literate social work practitioners of tomorrow.

Visions of community

1999 ◽  
Vol 42 (1) ◽  
pp. 27-38
Author(s):  
Pauline Jivanjee ◽  
Susan Tebb
Keyword(s):  
United States ◽  
Social Work ◽  
Social Work Education ◽  
Work Practice ◽  
The United States ◽  
Social Work Practice ◽  
Women's Movements ◽  
Work Education

Experiences traveling in Kenya provide a backdrop to an examination of the principles and practices of the Harambee and women’s movements in Kenya as they compare with feminist social work practice in the United States. Concluding remarks address the implications of our learning for our work in social work education.

Reflections of stress in US abortion narratives

2019 ◽  
Vol 20 (5) ◽  
pp. 533-556 ◽  
Author(s):  
Mickey Sperlich ◽  
Gretchen E Ely ◽  
Rebecca S Rouland ◽  
Connor A Walters ◽  
Max Carwile
Keyword(s):  
United States ◽  
Social Work ◽  
Thematic Analysis ◽  
Traumatic Stress ◽  
Work Practice ◽  
The United States ◽  
Social Work Practice ◽  
Trauma Informed Care ◽  
Trauma Informed ◽  
Work Education

A trauma-informed, thematic analysis that identified stress-related themes evident in 39 personal abortion narratives from the Tennessee Stories Project in the United States is presented in this paper. Using the Braun and Clarke model of thematic analysis, guided by the trauma-informed social work framework, researchers examined these narratives to identify stress related themes.FindingsAn overall theme of stress and traumatic stress was found to be present throughout the abortion narratives. These themes were categorized into subthemes, including: (a) existing life stressors preceding the abortion experience, (b) stressors while trying to access abortion services, (c) stressors while obtaining abortion services, and (d) stressors arising after the procedure.ApplicationsThese results suggest that stress and traumatic stress were reflected in these abortion narratives throughout the abortion seeking experience. This finding supports the need for social work practice responses that are designed to address and eliminate stress during the process of seeking and obtaining an abortion in the United States. A trauma-informed framework is recommended for guiding social work education about abortion, social worker interactions with clients who are seeking abortions, and the development of abortion policy in the United States in order to better align the abortion seeking experience with the principles of trauma-informed care.

scholarly journals Social work practice with Arab Muslim women living in Western societies

2012 ◽  
Vol 7 (2) ◽  
pp. 25-38
Author(s):  
Bassima Schbley ◽  
Mark Kaufman
Keyword(s):  
Social Work ◽  
Relevant Literature ◽  
Muslim Women ◽  
Work Practice ◽  
The United States ◽  
Social Work Practice ◽  
Lead Author ◽  
Small Scale ◽  
Arab Muslim ◽  
Work Education

This article discusses how practice teachers and others involved in social work education can enhance the quality of services being provided to Arab Muslim women living in Western societies. It draws upon the relevant literature, as well as the results of a small-scale survey by the lead author of Arab Muslim women living in the United States. The authors argue that social work learning cannot be separated from the influence of culture, which sometimes includes religious beliefs and practices.

Evaluation and Supporting Inquiry Courses in MSW Programs

2020 ◽  
Vol 30 (7) ◽  
pp. 750-759
Author(s):  
Mary O’Brien McAdaragh ◽  
John M. LaVelle ◽  
Lixin Zhang
Keyword(s):  
Puerto Rico ◽  
Social Work ◽  
Work Practice ◽  
The United States ◽  
Social Work Practice ◽  
Master Of Social Work ◽  
Credit Hours ◽  
Social Work Programs ◽  
Work Education

Purpose: To examine the extent to which evaluation and supporting inquiry courses are included in master of social work (MSW) curricula. Methods: This study analyzed the course titles and descriptions for 674 courses across 262 Council on Social Work Education accredited colleges and universities that offer MSW training in the United States and Puerto Rico. Results: The results indicate a robust presence of evaluation-specific courses in MSW programs, as well as skills that are further supported by inquiry and analysis courses; 51.1% of MSW programs required at least one evaluation course ( n = 134) for at least some of their students. On average, MSW programs required 2.0 credit hours in evaluation and 4.5 credit hours in inquiry courses for at least some of their students. Discussion: The findings suggest that evaluation education research should include social work programs and that educators should discuss the role of inquiry and evaluation in social work practice.

scholarly journals Progressive change-makers or agents of Colonialism? Taking another look at the CASWE’s Standards for curriculum accreditation

2021 ◽  
Author(s):  
Ameena Ashley Ali
Keyword(s):  
Social Work ◽  
Critical Discourse Analysis ◽  
Social Workers ◽  
Work Practice ◽  
Social Work Practice ◽  
Critical Discourse ◽  
Progressive Change ◽  
Canadian Association ◽  
Work Education ◽  
Schools Of Social Work

This major research paper (MRP) examines how Schools of Social Work (SSW) in Canada reproduce social workers who participate in and perpetuate existing systems of oppression. Social workers either end up continuing to contribute to existing oppressive structures in society or working towards breaking down those structures; and an integral part in making that distinction is the education that they receive. This MRP focuses on critically analyzing the Canadian Association of Social Work Education (CASWE) standards for Masters of Social Work (MSW) curriculum accreditation through an anti-colonial and post colonialism framework with an understanding of the effects of neoliberalism. This critical analysis was conducted through critical discourse analysis to reveal how colonialism and neoliberalism permeate curriculum standards which ultimately shape social work practice today. Main findings indicate that the curriculum accreditation standards have underlying discourses related to professionalism, social justice, surveillance, institutionalization and the absence of race.

Understanding Globalization through Short-Term International Field Experiences

2006 ◽  
Vol 12 (1) ◽  
pp. 287-302 ◽  
Author(s):  
Rosemary A. Barbera
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Social Work Education ◽  
Work Practice ◽  
Economic Globalization ◽  
The United States ◽  
Social Work Practice ◽  
Professional Lives ◽  
Short Term ◽  
Work Education

The process of globalization is contested terrain across the globe. Social work practice is affected by this process, since globalization has led to a widening of the gap between rich and poor and has increased the number of people living in poverty. Social workers must understand economic globalization in order to be able to contest its effects on our personal and professional lives. This article examines the process of economic globalization. It offers a case example of a short-term international field program, the Sin Fronteras Chile Project, which shows how social work education in the United States can help prepare social workers to be actors in a world affected by economic globalization. It also offers recommendations for strengthening undergraduate social work education, based on students' experiences with Sin Fronteras.

Social work education and practice

2001 ◽  
Vol 44 (2) ◽  
pp. 197-210 ◽  
Author(s):  
Wes Shera ◽  
Marion Bogo
Keyword(s):  
Social Work ◽  
Work Practice ◽  
Action Planning ◽  
Social Work Practice ◽  
Quality Information ◽  
Futures Studies ◽  
Meaningful Participation ◽  
Work Education ◽  
Schools Of Social Work ◽  
Multiple Constituencies

In planning for the future, schools of social work need good-quality information about current and future anticipated changes which affect the nature of social work practice. A wide variety of methods are available to conduct “futures studies” to assist schools with this planning. This article reviews the international literature on futures studies in social work and concludes that a high-quality study requires substantial funding, the meaningful participation of multiple constituencies, and the use of multiple methods for data collection and action planning.

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