Journal of Social Work Education最新文献

{"title":"A “Totally, Acceptably Racist Environment”: Examining Anti-Black Racism in a School of Social Work","authors":"J. Lilly, Jasmine Hillyer, Eboni Jaggers, Kayla Garnigan","doi":"10.1080/10437797.2022.2119357","DOIUrl":"https://doi.org/10.1080/10437797.2022.2119357","url":null,"abstract":"ABSTRACT Social work education is considered an important venue for advancing the field’s commitment to anti-racism. This research employed collective autobiographical methods within a Critical Race Theory framework to explore Black social work students’ experiences of anti-Black racism in the learning environment of a Predominantly White Institution. Data was analyzed through a collaborative, inductive approach. Analysis revealed four interrelated themes: 1) racial microaggressions directed at Black students; 2) the perceived complicity of school administration in maintaining a racist environment; 3) the harm that an anti-Black racist learning environment caused to Black students; and 4) a relational approach to challenging anti-Black racism in the learning environment. Findings underscore the need for increased attention to racism in the implicit social work curriculum.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"59 1","pages":"391 - 406"},"PeriodicalIF":1.3,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49499952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Evaluation of the University of Pennsylvania DSW Program","authors":"P. Solomon, Neena Schultz, J. Corcoran","doi":"10.1080/10437797.2022.2119059","DOIUrl":"https://doi.org/10.1080/10437797.2022.2119059","url":null,"abstract":"ABSTRACT Currently, Doctorate in Social Work (DSW) programs are proliferating, but with limited empirical data to direct planning efforts. To fill this gap in knowledge, this article reports on the findings of an evaluation undertaken on the first DSW of its kind. This evaluation had three components: (1) an environmental scan of DSW programs; (2) a survey of current students and alumni; and (3) a review of all completed dissertations. Relevant results are presented, along with implications for changes to the DSW program based on this quality-improvement effort.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"59 1","pages":"715 - 726"},"PeriodicalIF":1.3,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45380455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching Note—A Survey of Suicide Content in Social Work Programs","authors":"Rebecca G. Mirick","doi":"10.1080/10437797.2022.2119063","DOIUrl":"https://doi.org/10.1080/10437797.2022.2119063","url":null,"abstract":"","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59654078","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"To What Extent Is Criminal Justice Content Specifically Addressed in MSW Programs? A 10 Year Review and Update","authors":"Phillipe Copeland, Christopher J. Collins, Shelby D. Pederson, Stephen Tripodi, Matthew W. Epperson","doi":"10.1080/10437797.2022.2119066","DOIUrl":"https://doi.org/10.1080/10437797.2022.2119066","url":null,"abstract":"<p><b>ABSTRACT</b></p><p>This study examined the prevalence and types of criminal justice content being offered in Council on Social Work Education programs. Data were collected through questions sent via e-mail to program administrators and content analysis of school websites for three hundred and eight MSW programs. Criminal justice content was measured in three main areas: (a) dual- or joint-degree options, (b) concentrations or specializations, and (c) courses. The results show that most MSW programs do not cover criminal justice content. Less than one-fourth of programs had a dual-degree or joint-degree program (<i>n</i>=54, 17.5%), a specialization or concentration (<i>n</i>=17, 5.5%), or a course specific to criminal justice (<i>n</i>=74, 24%). Social work education must do more to include criminal justice content in its MSW programs.</p>","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"337 ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138515153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching Note—Beyond #Freebritney: Teaching Social Workers About Surrogate Decision Making Through the Spears Case","authors":"Lesley M. Harris, Sara M. Williams, Eva X. Nyerges, Rebecka Bloomer","doi":"10.1080/10437797.2022.2119065","DOIUrl":"https://doi.org/10.1080/10437797.2022.2119065","url":null,"abstract":"","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59653648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What Is Plagiarism, How to Identify It, and How to Educate to Avoid It","authors":"J. Drisko","doi":"10.1080/10437797.2022.2119358","DOIUrl":"https://doi.org/10.1080/10437797.2022.2119358","url":null,"abstract":"ABSTRACT Plagiarism is a continuing and growing concern in higher education and in academic publishing. Educating to avoid plagiarism requires ongoing efforts at all levels and clear policies that explain the several types of plagiarism and potential consequences when it is found. Identifying plagiarism requires complex judgments and is not a simple matter of using plagiarism detection software. Both social work programs and journals should establish clear and widely distributed policies regarding plagiarism. Ongoing education, care in course and assignment development, tracking incidents within each institution, and establishing clear policies may help reduce plagiarism and improve the quality of professional writing.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"59 1","pages":"744 - 755"},"PeriodicalIF":1.3,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44882588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Research Note—Interpersonal Classroom Model: Groupwork at Social Work Field Internships","authors":"Tee R. Tyler, A. N. Walker","doi":"10.1080/10437797.2022.2119070","DOIUrl":"https://doi.org/10.1080/10437797.2022.2119070","url":null,"abstract":"This research note explores Bachelor of Social Work students’ perceptions about how well their group practice courses prepared them for group opportunities at field internships. We conducted a posttest-only design pilot study to compare field groupwork experiences of students who attended group practice courses taught with and without the interpersonal classroom model, a teaching approach designed for social work group practice courses. In this research note, we share study results, including data about the types and amount of groupwork experiences students received at their field internships and responses to questions regarding how well their group practice courses prepared them for field groupwork experiences. The research note concludes with a few limitations and future directions.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44545259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From the Editor—A Peer Review Crisis or New Normal?","authors":"D. Parrish","doi":"10.1080/10437797.2022.2138070","DOIUrl":"https://doi.org/10.1080/10437797.2022.2138070","url":null,"abstract":"It has been an unusual two and a half years dealing with the COVID-19 pandemic, the reckoning with racial injustice in the United States, and a deeply divided society. Academic faculty have experienced steeper workloads due to shifting teaching modalities, caregiving responsibilities, emotionally supporting and mentoring students, and adjusting research for pandemic restrictions. All these changes fall on top of the stressors we have experienced personally from these trying times. It is not surprising that in the aftermath of this worldwide pandemic and other societal stressors, academic faculty have needed some room to rest, recover, and even deal with burnout. As we recover, there is a need to prioritize the work that we value most. In addition to finding meaning in what we do and where we spend our time, it is also important—as with any disaster—to assess the damage and decide what we want to repair. As an editor, I want to highlight the recent crisis in peer review and ask you to consider or reconsider your participation in this process. Like so many other vulnerabilities in societal systems laid bare during the pandemic, the delicate system of peer review that relies on the goodwill, and often free labor of our peers, has pushed this system to a potential breaking point (Dance, 2022; Flaherty, 2022). While there was an exponential increase in journal submissions in 2020 (Else, 2020) and reviews focused on COVID-19 were quicker and more responsive to start, timely peer review has become less reliable in the last year or so (Dance, 2022; Flaherty, 2022). The Journal of Social Work Education (JSWE) also experienced a larger number of submissions, and much fewer reviewers who were available for peer review in the last couple of years. If invited reviewers do not respond in a timely way, it can lengthen the peer-review process by several months. It has been sad to observe this process, particularly when I get e-mails from earlycareer colleagues who depend on timely peer review. As the editor of JSWE, there are times—especially during the pandemic and lately—where we invite eight or more people to review a paper before we secure reviewers. These experiences also hit home as an author. Within the last week, I received a returned manuscript held for 1 year with one of our primary professional journals with no peer review and a note from the editor that it was being released because no peer reviewers would accept it for review. This was particularly disheartening, as it was an article with two early-career colleagues. I invite you to consider your commitment as a peer reviewer as we emerge into this new normal. Peer review is an opportunity to speak into the profession and minimize the chances that a small number of peers, often fewer experts with the necessary breadth of expertise and diverse backgrounds (Dance, 2022), are doing this alone. One prepandemic survey found one-fifth of researchers contribute up to 94% of the reviews (Kovanis et al., 201","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"58 1","pages":"619 - 621"},"PeriodicalIF":1.3,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49521962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching Note—Preparing Advanced Standing Students for Social Work Practice","authors":"Toula Kourgiantakis, Karen M. Sewell, J. Sanders, Shelley L. Craig, M. Bogo","doi":"10.1080/10437797.2021.1963897","DOIUrl":"https://doi.org/10.1080/10437797.2021.1963897","url":null,"abstract":"ABSTRACT There have been longstanding debates about Master of Social Work (MSW) Advanced Standing programs. Many schools of social work offer Advanced Standing status to students with a Bachelor of Social Work (BSW) that allows students to enter directly into a concentrated and specialized second year of the MSW program. There are arguments that BSW programs are not equivalent to the foundational year of the MSW and do not adequately prepare students for entry into specialized programs and direct social work practice. This teaching note describes a bridging Advanced Standing Practice Seminar developed to prepare Advanced Standing students for competent direct social work practice using innovative teaching methods, such as simulation-based learning. Implications for social work education and practice are presented.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"58 1","pages":"780 - 786"},"PeriodicalIF":1.3,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59653200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Correction","authors":"","doi":"10.1080/10437797.2022.2111194","DOIUrl":"https://doi.org/10.1080/10437797.2022.2111194","url":null,"abstract":"","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"59 1","pages":"I - I"},"PeriodicalIF":1.3,"publicationDate":"2022-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47230347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}