Pub Date : 2017-10-20DOI: 10.18084/1084-7219.22.1.63
M. Daley
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.
{"title":"BPD President's Address to the 2010 Annual Conference: There's Nothing Just About a BSW Program!","authors":"M. Daley","doi":"10.18084/1084-7219.22.1.63","DOIUrl":"https://doi.org/10.18084/1084-7219.22.1.63","url":null,"abstract":"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.","PeriodicalId":152526,"journal":{"name":"The Journal of Baccalaureate Social Work","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131743170","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 : 2017-10-20DOI: 10.18084/1084-7219.22.1.53
Shane R. Brady, Jason M Sawyer, Samara Crawford Herrera, Haley Stevens
This study provides a description, overview, and lessons learned from an undergraduate generalist practice course assignment aimed at promoting critical dialogues about race among undergraduate social work students at a historically Black university and students from a predominantly White institution. The preliminary qualitative results from reflection journals provide lessons learned about how students experienced this dialogue project and can be helpful to other undergraduate social work instructors considering incorporating race dialogues into their classes.
{"title":"Engaging Undergraduate Social Work Students in Challenging Dialogues About Race","authors":"Shane R. Brady, Jason M Sawyer, Samara Crawford Herrera, Haley Stevens","doi":"10.18084/1084-7219.22.1.53","DOIUrl":"https://doi.org/10.18084/1084-7219.22.1.53","url":null,"abstract":"This study provides a description, overview, and lessons learned from an undergraduate generalist practice course assignment aimed at promoting critical dialogues about race among undergraduate social work students at a historically Black university and students from a predominantly White institution. The preliminary qualitative results from reflection journals provide lessons learned about how students experienced this dialogue project and can be helpful to other undergraduate social work instructors considering incorporating race dialogues into their classes.","PeriodicalId":152526,"journal":{"name":"The Journal of Baccalaureate Social Work","volume":"434 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133238042","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 : 2017-10-20DOI: 10.18084/1084-7219.22.1.43
J. McGovern
Beyond reviewing ways to make research experiences available to undergraduate social work students, this article provides a step-by-step guide to implementing a one-semester qualitative research project adopting a photovoice design. Research in the classroom is a high-impact pedagogy with outcomes that support student success in the classroom and beyond. When applied to the social work curriculum, research experiences stand to improve client outcomes as well by improving workforce preparedness. Beyond providing a guide to implementation, this article reports on an evaluation of a project that advocates providing a wide range of research experiences to social work students to promote workforce preparedness through practice and research skill building and to improve client outcomes as a result.
{"title":"Integrating Student Research Across the Social Work Curriculum: A Photovoice Case Study","authors":"J. McGovern","doi":"10.18084/1084-7219.22.1.43","DOIUrl":"https://doi.org/10.18084/1084-7219.22.1.43","url":null,"abstract":"Beyond reviewing ways to make research experiences available to undergraduate social work students, this article provides a step-by-step guide to implementing a one-semester qualitative research project adopting a photovoice design. Research in the classroom is a high-impact pedagogy with outcomes that support student success in the classroom and beyond. When applied to the social work curriculum, research experiences stand to improve client outcomes as well by improving workforce preparedness. Beyond providing a guide to implementation, this article reports on an evaluation of a project that advocates providing a wide range of research experiences to social work students to promote workforce preparedness through practice and research skill building and to improve client outcomes as a result.","PeriodicalId":152526,"journal":{"name":"The Journal of Baccalaureate Social Work","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125257320","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 : 2017-10-20DOI: 10.18084/1084-7219.22.1.69
M. Daley
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.
{"title":"BPD President's Address to the 2011 Annual Conference: Strengthening BSW Education for the Future: Developing Leaders and Embracing Common Vision","authors":"M. Daley","doi":"10.18084/1084-7219.22.1.69","DOIUrl":"https://doi.org/10.18084/1084-7219.22.1.69","url":null,"abstract":"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.","PeriodicalId":152526,"journal":{"name":"The Journal of Baccalaureate Social Work","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116409684","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 : 2017-09-05DOI: 10.18084/1084-7219.22.1.31
D. Dupper
Profound demographic changes as well as the introduction of religious freedom or convictions of conscience legislation in some states has made it more important than ever to equip undergraduate social work students with the knowledge and skills necessary to convey genuine empathy to clients and client groups who are stigmatized or oppressed and to use this empathic understanding to shape public policy. This article discusses the importance of enhancing current empathy training programs for undergraduate social work students by including content on implicit bias and several empirically supported strategies, including mindfulness practices, that are effective in reducing implicit bias and fostering empathy for members of stigmatized outgroups. This article concludes with an overview of instruments designed to identify, assess, and measure all aspects of interpersonal empathy and social empathy.
{"title":"Strengthening Empathy Training Programs for Undergraduate Social Work Students","authors":"D. Dupper","doi":"10.18084/1084-7219.22.1.31","DOIUrl":"https://doi.org/10.18084/1084-7219.22.1.31","url":null,"abstract":"Profound demographic changes as well as the introduction of religious freedom or convictions of conscience legislation in some states has made it more important than ever to equip undergraduate social work students with the knowledge and skills necessary to convey genuine empathy to clients and client groups who are stigmatized or oppressed and to use this empathic understanding to shape public policy. This article discusses the importance of enhancing current empathy training programs for undergraduate social work students by including content on implicit bias and several empirically supported strategies, including mindfulness practices, that are effective in reducing implicit bias and fostering empathy for members of stigmatized outgroups. This article concludes with an overview of instruments designed to identify, assess, and measure all aspects of interpersonal empathy and social empathy.","PeriodicalId":152526,"journal":{"name":"The Journal of Baccalaureate Social Work","volume":"92 26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121197876","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 : 2017-07-07DOI: 10.18084/1084-7219.22.1.1
Dorothy S. Greene, Mary H. Mullins, P. Baggett, Donna J. Cherry
Little has been published regarding BSW students' perceived stress, coping self-efficacy, and self-care. A preexperimental study, with one qualitative question, was used to determine the effects of a self-care course on students' perceived stress scores (PSS), coping self-efficacy scores (CSES), and subjective experiences. Nineteen undergraduate students participated. Mean age of participants was 25, 90% were female, and most were Caucasian. The average CSES was 161.42 (SD=41.57) at pretest and 180.72 (SD=34.97) at posttest. A statistically significant difference in mean scores was found (t=−2.109, p=.05). The average PSS was 17.58 (SD=8.50) at pretest and 14.83 (SD=5.607) at posttest. Students' subjective experiences with the course were positive, and 79% noted that their understanding of self-care changed. Despite the small sample and lack of diversity, the study's contribution is noteworthy. To the authors' knowledge, this is the first study to examine the impact of a 3-credit course on self-care for B...
{"title":"Self-Care for Helping Professionals: Students' Perceived Stress, Coping Self-Efficacy, and Subjective Experiences","authors":"Dorothy S. Greene, Mary H. Mullins, P. Baggett, Donna J. Cherry","doi":"10.18084/1084-7219.22.1.1","DOIUrl":"https://doi.org/10.18084/1084-7219.22.1.1","url":null,"abstract":"Little has been published regarding BSW students' perceived stress, coping self-efficacy, and self-care. A preexperimental study, with one qualitative question, was used to determine the effects of a self-care course on students' perceived stress scores (PSS), coping self-efficacy scores (CSES), and subjective experiences. Nineteen undergraduate students participated. Mean age of participants was 25, 90% were female, and most were Caucasian. The average CSES was 161.42 (SD=41.57) at pretest and 180.72 (SD=34.97) at posttest. A statistically significant difference in mean scores was found (t=−2.109, p=.05). The average PSS was 17.58 (SD=8.50) at pretest and 14.83 (SD=5.607) at posttest. Students' subjective experiences with the course were positive, and 79% noted that their understanding of self-care changed. Despite the small sample and lack of diversity, the study's contribution is noteworthy. To the authors' knowledge, this is the first study to examine the impact of a 3-credit course on self-care for B...","PeriodicalId":152526,"journal":{"name":"The Journal of Baccalaureate Social Work","volume":"168 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115633517","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 : 2017-07-07DOI: 10.18084/1084-7219.22.1.17
R. Barbera, K. Ward, R. Mama, Janine Averbach
The use of adjunct instructors has increased dramatically across the United States in recent years. Undergraduate social work programs also have seen this increase and have begun to rely more on adjunct faculty members. These social work practitioners have a good deal to offer to BSW students because these adjuncts can share real-life examples from their practice in class with students. They also can bring diversity into the classroom, including diversity of practice areas. However, not all social workers have the training to be effective teachers in the classroom at the undergraduate level. To ensure quality teaching by adjunct instructors, this article offers a model for adjunct training that has been quite successful in one school of social work. This article offers details as to the format and content of the training and some data on its effectiveness.
{"title":"Improving Teaching: Training Program for Social Work Adjuncts","authors":"R. Barbera, K. Ward, R. Mama, Janine Averbach","doi":"10.18084/1084-7219.22.1.17","DOIUrl":"https://doi.org/10.18084/1084-7219.22.1.17","url":null,"abstract":"The use of adjunct instructors has increased dramatically across the United States in recent years. Undergraduate social work programs also have seen this increase and have begun to rely more on adjunct faculty members. These social work practitioners have a good deal to offer to BSW students because these adjuncts can share real-life examples from their practice in class with students. They also can bring diversity into the classroom, including diversity of practice areas. However, not all social workers have the training to be effective teachers in the classroom at the undergraduate level. To ensure quality teaching by adjunct instructors, this article offers a model for adjunct training that has been quite successful in one school of social work. This article offers details as to the format and content of the training and some data on its effectiveness.","PeriodicalId":152526,"journal":{"name":"The Journal of Baccalaureate Social Work","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130003282","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 : 2017-05-01DOI: 10.18084/1084-7219.22.1.IX
M. Daley
Inevitably, reading is one of the requirements to be undergone. To improve the performance and quality, someone needs to have something new every day. It will suggest you to have more inspirations, then. However, the needs of inspirations will make you searching for some sources. Even from the other people experience, internet, and many books. Books and internet are the recommended media to help you improving your quality and performance.
{"title":"Looking Forward—Looking Back","authors":"M. Daley","doi":"10.18084/1084-7219.22.1.IX","DOIUrl":"https://doi.org/10.18084/1084-7219.22.1.IX","url":null,"abstract":"Inevitably, reading is one of the requirements to be undergone. To improve the performance and quality, someone needs to have something new every day. It will suggest you to have more inspirations, then. However, the needs of inspirations will make you searching for some sources. Even from the other people experience, internet, and many books. Books and internet are the recommended media to help you improving your quality and performance.","PeriodicalId":152526,"journal":{"name":"The Journal of Baccalaureate Social Work","volume":"2 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120843449","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 : 2016-09-30DOI: 10.18084/1084-7219.21.1.BR-5
Peter A Kindle
{"title":"The Future of Whiteness","authors":"Peter A Kindle","doi":"10.18084/1084-7219.21.1.BR-5","DOIUrl":"https://doi.org/10.18084/1084-7219.21.1.BR-5","url":null,"abstract":"","PeriodicalId":152526,"journal":{"name":"The Journal of Baccalaureate Social Work","volume":"2017 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121191949","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 : 2016-09-30DOI: 10.18084/1084-7219.21.1.33
M. Banach, A. Rataj, Anthony A. Volis
Teaching has often been cited as a mechanism to deepen and enhance knowledge acquisition. Teaching assistants, being simultaneously students and teachers, are in a unique position to facilitate the...
{"title":"Exploring Vicarious Learning: A Study of Undergraduate Social Work Teaching Assistants","authors":"M. Banach, A. Rataj, Anthony A. Volis","doi":"10.18084/1084-7219.21.1.33","DOIUrl":"https://doi.org/10.18084/1084-7219.21.1.33","url":null,"abstract":"Teaching has often been cited as a mechanism to deepen and enhance knowledge acquisition. Teaching assistants, being simultaneously students and teachers, are in a unique position to facilitate the...","PeriodicalId":152526,"journal":{"name":"The Journal of Baccalaureate Social Work","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125612420","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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