scholarly journals Dual Degree Social Work Programs: Where are the Programs and Where are the Graduates?

10.18060/173 ◽  
2008 ◽  
Vol 9 (1) ◽  
pp. 29-43 ◽  
Author(s):  
Shari E. Miller ◽  
Karen M. Hopkins ◽  
Geoffrey L. Greif
Keyword(s):  
Social Work ◽  
Degree Programs ◽  
Career Trajectories ◽  
The Social ◽  
Accredited Schools ◽  
Social Work Programs ◽  
School Of Social Work ◽  
Work Education ◽  
Dual Degree ◽  
Schools Of Social Work

This article presents results of an exploratory study designed to survey the dual degree graduates of one large school of social work, and to report on the prevalence and types of dual degree programs offered at accredited schools of social work in the U.S. Quantitative and qualitative data were gathered from 72 dual degree graduates. Income, career trajectories, identification with social work, satisfaction with the decision to obtain a dual degree, whether graduates would encourage others to follow the dual degree path, and implications for the social work profession and social work education are discussed.

scholarly journals Challenging ‘ableism’ and teaching about disability in a social work classroom

2019 ◽  
Vol 12 (1) ◽  
Author(s):  
Micheal Shier ◽  
Carole Sinclair ◽  
Lila Gault
Keyword(s):  
Social Work ◽  
Social Context ◽  
Service Delivery ◽  
Social Workers ◽  
Social Environment ◽  
Training Module ◽  
Direct Practice ◽  
The Social ◽  
Social Work Programs ◽  
Work Education

Social work programs in Canada teach emerging generalist practitioners about the consequences of oppression in the lives of the clients they work with. More emphasis within social work education could be placed on practical ways of contextualizing forms of oppression as each relates specifically to practice. The following provides a description of the oppression of ‘ableism’, and offers an applied training module to help prepare generalist social workers (i.e. current students or direct practitioners) to work with issues of disability as they emerge in their direct practice with clients. The training module helps to facilitate learning specific to the leading theoretical discussions and the social context of disability within society. Through these discussions students might then become more aware of their role as practitioners in challenging the oppression of ‘ableism’, rather than maintain outdated modes of service delivery and intervention with those people disabled by the social environment.

Council on Social Work Education

2013 ◽  
Author(s):  
Julia M. Watkins ◽  
Jessica Holmes
Keyword(s):  
Social Work ◽  
Board Of Directors ◽  
Social Work Education ◽  
Educational Innovation ◽  
Faculty Members ◽  
Development Research ◽  
The Social ◽  
Work Programs ◽  
Social Work Programs ◽  
Work Education

The Council on Social Work Education (CSWE) provides leadership in social work education through faculty development, research, and accreditation of baccalaureate and master's social work programs. As of February 2012, 689 social work programs were accredited by CSWE. These programs represent an estimated 7,500 faculty members and 82,000 students at the baccalaureate and master's levels. CSWE promotes continued educational innovation and relevancy through setting accreditation standards, which are regularly revised by volunteer representatives from the social work education and practice community and approved by the CSWE Board of Directors.

Safety Education: A Study of Undergraduate Social Work Programs

2007 ◽  
Vol 12 (2) ◽  
pp. 141-153 ◽  
Author(s):  
Geraldine Faria ◽  
Mary Agnes Kendra
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Academic Programs ◽  
Safety Education ◽  
Education Programs ◽  
The Social ◽  
Client Violence ◽  
Work Programs ◽  
Social Work Programs ◽  
Work Education

The literature on client violence against social workers calls for social work education programs to teach students how to protect themselves and minimize the risk of verbal and physical harm. Although the social work literature cites examples of content that should be taught, there is little information on whether safety education is covered in academic programs and, if so, what exactly is taught. This study focused on nineteen baccalaureate programs and determined the extent to which they teach safety education. The study also identified the minimum safety education content that should be taught in baccalaureate social work programs.

Fighting for Field: Seven Threats to an Important Component of Social Work Education

1999 ◽  
Vol 5 (1) ◽  
pp. 15-25 ◽  
Author(s):  
Rita Rhodes ◽  
Jim Ward ◽  
Jan Ligon ◽  
Wanda Priddy
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Field Education ◽  
Education Programs ◽  
Number Of Factors ◽  
Loss Of Autonomy ◽  
Social Work Programs ◽  
Faculty Commitment ◽  
Work Education ◽  
Schools Of Social Work

Field education programs have historically been viewed as the single most important component of social work education at both the baccalaureate and graduate levels. However, a number of factors may affect the ability to execute quality field education programs. This article identifies and discusses seven significant threats to field education in social work programs, including the academization of schools of social work, loss of autonomy in the larger academic systems; the devaluation of field directors; growth of programs; gatekeeping; changes in the student population; and a lack of faculty commitment to field education. Two of six recommendations to address these problems are also challenged.

Infusing Content on the Physical Environment into the BSW Curriculum

2002 ◽  
Vol 7 (2) ◽  
pp. 1-14 ◽  
Author(s):  
Mitchell Kahn ◽  
Susan Scher
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Physical Environment ◽  
Liberal Arts ◽  
Professional Activities ◽  
The Social ◽  
Foundation Program ◽  
Social Work Programs ◽  
Work Education ◽  
Social Work Program

In August 1999, the National Association of Social Workers (NASW) delegate assembly passed a major platform on environmental policy. The NASW now mandates that social workers take a proactive stand on environmental exploitation and environmental justice issues in all facets of their professional activities. This requires social work education to provide a more comprehensive view of the environment to include the physical as well as the social. The authors are faculty members of the Ramapo College Social Work Program, which has infused environmental content into all aspects of its BSW Curriculum. This article will describe how Ramapo incorporated such content into the liberal arts foundation, program prerequisites, and professional foundation areas of human behavior in the social environment (HBSE), research, practice, field, and policy. This model is offered as a guide to assist other social work programs in developing content on the physical environment in the BSW curriculum.

Correction and Social Work

1963 ◽  
Vol 9 (2) ◽  
pp. 185-188
Author(s):  
Charles S. Prigmore
Keyword(s):  
United States ◽  
Social Work ◽  
Community Organization ◽  
The United States ◽  
Policy Statement ◽  
Curriculum Policy ◽  
New Directions ◽  
Accredited Schools ◽  
Work Education ◽  
Schools Of Social Work

Every decade since the 1930's, the Council on Social Work Education has issued a curriculum policy statement as a guide and framework for the curriculum development of accredited schools of social work in the United States and Canada. The fourth such statement, issued in 1962, sets forth a number of new directions for the curriculum which emphasize social func tioning, prevention, control, and the methods of group and community organization. It distinguishes between social work as a profession and social welfare as a field.

scholarly journals Rethinking Social Work Education for Indigenous Students: Creating Space for Multiple Ways of Knowing and Learning

2020 ◽  
Vol 3 (4) ◽  
pp. 13-21
Author(s):  
Nicole G. Ives ◽  
Oonagh Aitken ◽  
Michael Loft ◽  
Morgan Phillips
Keyword(s):  
Social Work ◽  
First Nations ◽  
Social Work Education ◽  
Qualitative Methodology ◽  
Ways Of Knowing ◽  
The Social ◽  
Mcgill University ◽  
School Of Social Work ◽  
Work Education ◽  
Cultural Reality

McGill University School of Social Work initiated a research project in October 2005 to examine the social work education and ongoing professional needs of the First Nations communities of Kahnawake and Kanehsatake. These communities had previously been served by a 30-credit certificate program. Using qualitative methodology, the project sought to gather data which would eventually assist in the development of a curriculum and pedagogical approach that would reflect the social and cultural reality of these communities as part of the regular BSW program. This paper describes the process, key findings, and potential next steps for the School.

Salomon, Alice

2013 ◽  
Author(s):  
Lynne M. Healy
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
International Association ◽  
Alice Salomon ◽  
School Of Social Work ◽  
Work Education ◽  
Schools Of Social Work

Alice Salomon (1872–1948) was a leader in international movements for social work education. She opened the first school of social work in Germany in 1908 and was the first president of the International Association of Schools of Social Work.

Rothenberg, Elaine Zipes

2013 ◽  
Author(s):  
Florence Z. Segal
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Accreditation Process ◽  
School Of Social Work ◽  
Virginia Commonwealth University ◽  
Work Education ◽  
Schools Of Social Work

Elaine Zipes Rothenberg (1921–1994) was appointed dean of the School of Social Work at Virginia Commonwealth University in 1972. Her work in the accreditation process of schools of social work resulted in increasing professionalization and accountability in social work education.

Herman D. Stein, 1994

2017 ◽  
Author(s):  
Gurid Aga Askeland ◽  
Malcolm Payne
Keyword(s):  
World War Ii ◽  
Social Work ◽  
Social Work Education ◽  
International Association ◽  
Leadership Roles ◽  
Organizational Issues ◽  
The Social ◽  
The Usa ◽  
Work Education ◽  
Schools Of Social Work

This chapter contains a biography of Herman D. Stein, a leader in American social work education, who was awarded the Katherine Kendall Award of the International Association of Schools of Social Work in 1994, for his contribution to international social work education. He fulfilled senior academic roles in Columbia and Case Western Reserve Universities in the USA, and worked with displaced persons and victims of the Holocaust in Europe after World War II, and in social development work with UNICEF in Africa (particularly Tanzania). He was involved in major developments in the social work curriculum and on programmes to meet minority concerns in the US, incorporating a strong social justice perspective. He accepted leadership roles in the Council for Social Work Education (US) and the International Association of Schools of Social Work, demonstrating considerable qualities of diplomacy. His publications on behavioural and organizational issues in social work and on social work education were influential.

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