Pub Date : 2018-11-19DOI: 10.18084/1084-7219.23.1.111
V. Battle
This message is the president's address at the 2016 Annual Conference of the Association of Baccalaureate Social Work Directors (BPD). “Trafficking in Hope” is presented as a personal motif that describes one social worker's approach to social work education and leadership. The author examines his own journey into the field of social work and the person who best modeled for him the compassionate care and consideration of others. Building on the 2016 BPD conference theme, Promoting Excellence in Undergraduate Social Work Through Education and Leadership, social workers are asked to think about who we are at BPD and what makes us so unique. We have the opportunity to raise awareness about who we are, what we do, and the profile of BSW education. Social workers are also challenged to raise our voices and make some noise as we identify with our profession and respond to important social work and social justice issues.
{"title":"President's Address 2016: Trafficking in Hope","authors":"V. Battle","doi":"10.18084/1084-7219.23.1.111","DOIUrl":"https://doi.org/10.18084/1084-7219.23.1.111","url":null,"abstract":"This message is the president's address at the 2016 Annual Conference of the Association of Baccalaureate Social Work Directors (BPD). “Trafficking in Hope” is presented as a personal motif that describes one social worker's approach to social work education and leadership. The author examines his own journey into the field of social work and the person who best modeled for him the compassionate care and consideration of others. Building on the 2016 BPD conference theme, Promoting Excellence in Undergraduate Social Work Through Education and Leadership, social workers are asked to think about who we are at BPD and what makes us so unique. We have the opportunity to raise awareness about who we are, what we do, and the profile of BSW education. Social workers are also challenged to raise our voices and make some noise as we identify with our profession and respond to important social work and social justice issues.","PeriodicalId":152526,"journal":{"name":"The Journal of Baccalaureate Social Work","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121179268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-19DOI: 10.18084/1084-7219.23.1.117
V. Battle
This is the President's Address at the 2017 Annual Conference of the Association of Baccalaureate Social Work Directors (BPD) in which an interesting contrast is pointed out between New Orleans, LA, and the BPD. Both are noted for helping people survive as they are met with overwhelming challenges and difficulties. The author recalls the devastation that resulted from Hurricane Katrina and the disaster that followed because of a failure to respond. The case is made for the full inclusion of all social work educators and students in BPD while also recognizing our responsibility and renewing our commitment to provide the resources for training BSW program directors. The Grand Challenges for Social Work are identified, and social workers are challenged to take a stand against what stands in the way of a more just society.
{"title":"President's Address 2017: for the Future: Social Work Educators, Allied Professionals and Student","authors":"V. Battle","doi":"10.18084/1084-7219.23.1.117","DOIUrl":"https://doi.org/10.18084/1084-7219.23.1.117","url":null,"abstract":"This is the President's Address at the 2017 Annual Conference of the Association of Baccalaureate Social Work Directors (BPD) in which an interesting contrast is pointed out between New Orleans, LA, and the BPD. Both are noted for helping people survive as they are met with overwhelming challenges and difficulties. The author recalls the devastation that resulted from Hurricane Katrina and the disaster that followed because of a failure to respond. The case is made for the full inclusion of all social work educators and students in BPD while also recognizing our responsibility and renewing our commitment to provide the resources for training BSW program directors. The Grand Challenges for Social Work are identified, and social workers are challenged to take a stand against what stands in the way of a more just society.","PeriodicalId":152526,"journal":{"name":"The Journal of Baccalaureate Social Work","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133412569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-24DOI: 10.18084/1084-7219.23.1.77
Sharon D. Jones-Eversley, D. Hall, Cynthia M. Vejar
Service-learning provides an opportunity for BSW students to actively apply course concepts in the field. Experiential learning can transform abstract theories that substantiate multidimensional contexts into practical scenarios in the field. Although service-learning courses are encouraged, faculty workload concerns and the need for guided, structured experiences deter many faculty members from participating. Appreciative inquiry, a strategy focused on using strengths to build solutions in agencies, can provide a framework for student assignments that entail student-group work with community agencies and communities. Using this framework, BSW students and instructors can co-create a learning experience through planned and structured interactions with community agencies. An explanation of appreciative inquiry and its utility in the service-learning classroom are presented.
{"title":"Appreciative Inquiry in Service-Learning Courses","authors":"Sharon D. Jones-Eversley, D. Hall, Cynthia M. Vejar","doi":"10.18084/1084-7219.23.1.77","DOIUrl":"https://doi.org/10.18084/1084-7219.23.1.77","url":null,"abstract":"Service-learning provides an opportunity for BSW students to actively apply course concepts in the field. Experiential learning can transform abstract theories that substantiate multidimensional contexts into practical scenarios in the field. Although service-learning courses are encouraged, faculty workload concerns and the need for guided, structured experiences deter many faculty members from participating. Appreciative inquiry, a strategy focused on using strengths to build solutions in agencies, can provide a framework for student assignments that entail student-group work with community agencies and communities. Using this framework, BSW students and instructors can co-create a learning experience through planned and structured interactions with community agencies. An explanation of appreciative inquiry and its utility in the service-learning classroom are presented.","PeriodicalId":152526,"journal":{"name":"The Journal of Baccalaureate Social Work","volume":"109 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126027114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-04-19DOI: 10.18084/1084-7219.23.1.11
Sarah Hessenauer, D. Guthrie
This article discusses the results of a two-phase, mixed-methods study on the advising experience from the perspectives of a bachelor's-level student and an adviser in social work education. Findings indicate how academic advising can be effective, most significantly through the development of a relationship. Advisers did report the advising process is effective; however, more support and training of faculty advisers may be important. Implications for academic advising and education are discussed.
{"title":"Advising in Social Work Education: Student and Faculty Perceptions","authors":"Sarah Hessenauer, D. Guthrie","doi":"10.18084/1084-7219.23.1.11","DOIUrl":"https://doi.org/10.18084/1084-7219.23.1.11","url":null,"abstract":"This article discusses the results of a two-phase, mixed-methods study on the advising experience from the perspectives of a bachelor's-level student and an adviser in social work education. Findings indicate how academic advising can be effective, most significantly through the development of a relationship. Advisers did report the advising process is effective; however, more support and training of faculty advisers may be important. Implications for academic advising and education are discussed.","PeriodicalId":152526,"journal":{"name":"The Journal of Baccalaureate Social Work","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128276989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-04-19DOI: 10.18084/1084-7219.23.1.63
Dan Ferris
{"title":"The Neglected Transition: Building a Relational Home for Children Entering Foster Care","authors":"Dan Ferris","doi":"10.18084/1084-7219.23.1.63","DOIUrl":"https://doi.org/10.18084/1084-7219.23.1.63","url":null,"abstract":"","PeriodicalId":152526,"journal":{"name":"The Journal of Baccalaureate Social Work","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128547234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-04-19DOI: 10.18084/1084-7219.23.1.31
A. Nashwan, S. Bowie
This research investigated differential career choice factors (CCFs) that motivated Black and White graduates to enroll in MSW programs. The purposive sample (N=1,020) was mostly White (66.4%), and consisted of individuals living primarily in Tennessee (71%) and Florida (13.2%), with MSWs from CSWE-accredited schools in 45 states. Most (36%) were social work majors as undergraduates, followed by psychology (27.3%) and sociology (7.2%) majors. Data were collected using the Career Development Subscale of the Preparation for Graduate Social Work Education Scale. Influential CCFs were different for Blacks and Whites, with the former emphasizing a desire for increased income and the latter emphasizing a desire for recognition and acquiring new skills. Results affirmed the idea of data-based MSW program recruitment strategies based on race and cultural preferences. BSW faculty were found to be ideally suited to influence MSW program recruitment and should be more deliberate toward that end.
{"title":"Social Work as a Career: Comparative Motivations of Black and White Social Workers","authors":"A. Nashwan, S. Bowie","doi":"10.18084/1084-7219.23.1.31","DOIUrl":"https://doi.org/10.18084/1084-7219.23.1.31","url":null,"abstract":"This research investigated differential career choice factors (CCFs) that motivated Black and White graduates to enroll in MSW programs. The purposive sample (N=1,020) was mostly White (66.4%), and consisted of individuals living primarily in Tennessee (71%) and Florida (13.2%), with MSWs from CSWE-accredited schools in 45 states. Most (36%) were social work majors as undergraduates, followed by psychology (27.3%) and sociology (7.2%) majors. Data were collected using the Career Development Subscale of the Preparation for Graduate Social Work Education Scale. Influential CCFs were different for Blacks and Whites, with the former emphasizing a desire for increased income and the latter emphasizing a desire for recognition and acquiring new skills. Results affirmed the idea of data-based MSW program recruitment strategies based on race and cultural preferences. BSW faculty were found to be ideally suited to influence MSW program recruitment and should be more deliberate toward that end.","PeriodicalId":152526,"journal":{"name":"The Journal of Baccalaureate Social Work","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116188262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-04-19DOI: 10.18084/1084-7219.23.1.67
Peter A Kindle
{"title":"Small Teaching: Everyday Lessons from the Science of Learning","authors":"Peter A Kindle","doi":"10.18084/1084-7219.23.1.67","DOIUrl":"https://doi.org/10.18084/1084-7219.23.1.67","url":null,"abstract":"","PeriodicalId":152526,"journal":{"name":"The Journal of Baccalaureate Social Work","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130870423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-04-19DOI: 10.18084/1084-7219.23.1.55
Gayle Mallinger
{"title":"Women's Issues for a New Generation: A Social Work Perspective","authors":"Gayle Mallinger","doi":"10.18084/1084-7219.23.1.55","DOIUrl":"https://doi.org/10.18084/1084-7219.23.1.55","url":null,"abstract":"","PeriodicalId":152526,"journal":{"name":"The Journal of Baccalaureate Social Work","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130494616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-06DOI: 10.18084/1084-7219.23.1.1
Thomas E. Smith, Kristin V. Richards, L. S. Panisch, Victoria M. Shelton
Social work clients need financial literacy skills. Many clients are faced with the task of overcoming increasingly complex and challenging financial obstacles that can take a dire toll on their ph...
{"title":"Teaching Financial Problem Solving: A Curriculum Model From a Pilot BSW Course","authors":"Thomas E. Smith, Kristin V. Richards, L. S. Panisch, Victoria M. Shelton","doi":"10.18084/1084-7219.23.1.1","DOIUrl":"https://doi.org/10.18084/1084-7219.23.1.1","url":null,"abstract":"Social work clients need financial literacy skills. Many clients are faced with the task of overcoming increasingly complex and challenging financial obstacles that can take a dire toll on their ph...","PeriodicalId":152526,"journal":{"name":"The Journal of Baccalaureate Social Work","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115149413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-12-22DOI: 10.18084/1084-7219.22.1.181
Courtney M. Cronley, Christopher D. Kilgore, Tracey Daniels-Lerberg
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.
{"title":"A Multivariate Analysis of Writing Skills in BSW Case Study Papers","authors":"Courtney M. Cronley, Christopher D. Kilgore, Tracey Daniels-Lerberg","doi":"10.18084/1084-7219.22.1.181","DOIUrl":"https://doi.org/10.18084/1084-7219.22.1.181","url":null,"abstract":"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.","PeriodicalId":152526,"journal":{"name":"The Journal of Baccalaureate Social Work","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125297954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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