Pub Date : 2022-10-20DOI: 10.1080/08841233.2022.2120163
A. Spector
ABSTRACT Community college human services students comprise a significant number of nascent and future professionals for the social services and social work workforce. An associate degree in human services prepares students either to enter this workplace or to begin a four-year college program. Regrettably, these important future providers are overrepresented among students affected by economic and social inequality. They are often young, first-generation-to-college students, and have limited professional experience. Developing a sense of professional identity can help these students prepare for a career and achieve academic success. While professional identity development among senior level and graduate social work students is well studied, there is a paucity of research with respect to community college students in the human services, leaving a gap in our understanding of best practices for pedagogy that would support their social work aspirations. This study helps to fill this gap by proposing a theoretical framework for professional identity adapted from Barretti’s Professional Socialization Model and based on 40 qualitative reflective journal entries from community college students in field placement.
{"title":"“Beginning to Belong” Emerging pre-professional Identity among Community College Fieldwork Students: A Theoretical Framework for Aspiring Social Workers","authors":"A. Spector","doi":"10.1080/08841233.2022.2120163","DOIUrl":"https://doi.org/10.1080/08841233.2022.2120163","url":null,"abstract":"ABSTRACT Community college human services students comprise a significant number of nascent and future professionals for the social services and social work workforce. An associate degree in human services prepares students either to enter this workplace or to begin a four-year college program. Regrettably, these important future providers are overrepresented among students affected by economic and social inequality. They are often young, first-generation-to-college students, and have limited professional experience. Developing a sense of professional identity can help these students prepare for a career and achieve academic success. While professional identity development among senior level and graduate social work students is well studied, there is a paucity of research with respect to community college students in the human services, leaving a gap in our understanding of best practices for pedagogy that would support their social work aspirations. This study helps to fill this gap by proposing a theoretical framework for professional identity adapted from Barretti’s Professional Socialization Model and based on 40 qualitative reflective journal entries from community college students in field placement.","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":"42 1","pages":"449 - 468"},"PeriodicalIF":0.8,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41602177","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 : 2022-10-20DOI: 10.1080/08841233.2022.2127141
Sandra Juneau, Nathalie Sasseville, M. Fortin
ABSTRACT Being a social worker requires facing many social upheavals, juggling with organizational changes, and working with various populations with increasing complex social issues. Future social workers must quickly familiarize themselves with the conditions of the practice. In order to do so, it is essential to provide students with multiple opportunities to integrate theory and practice throughout the school curriculum through educational activities that are as close as possible to professional practise. This article shows the results of a qualitative study that compares the comments of two groups of students, one exposed to an experiential pedagogy and the other not, in order to better understand the benefits of pedagogy for the integration of theory into practice. One of the principal results of this study shows that putting students in situations similar to practice environments makes the learning meaningful, promotes the integration of theory and practice, and strengthens professional identity.
{"title":"The Benefits of an Innovative Teaching Pedagogy Aimed at Combining Theory and Practice in Social Work","authors":"Sandra Juneau, Nathalie Sasseville, M. Fortin","doi":"10.1080/08841233.2022.2127141","DOIUrl":"https://doi.org/10.1080/08841233.2022.2127141","url":null,"abstract":"ABSTRACT Being a social worker requires facing many social upheavals, juggling with organizational changes, and working with various populations with increasing complex social issues. Future social workers must quickly familiarize themselves with the conditions of the practice. In order to do so, it is essential to provide students with multiple opportunities to integrate theory and practice throughout the school curriculum through educational activities that are as close as possible to professional practise. This article shows the results of a qualitative study that compares the comments of two groups of students, one exposed to an experiential pedagogy and the other not, in order to better understand the benefits of pedagogy for the integration of theory into practice. One of the principal results of this study shows that putting students in situations similar to practice environments makes the learning meaningful, promotes the integration of theory and practice, and strengthens professional identity.","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":"42 1","pages":"469 - 488"},"PeriodicalIF":0.8,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48742253","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 : 2022-10-20DOI: 10.1080/08841233.2022.2120159
K. Hash, L. Tower
ABSTRACT Opioid addiction is a widespread problem that social workers will undoubtedly face in practice. Curricular infusion is an approach that has gained recognition in social work education for integrating critical, contemporary topics into courses. This paper details a project that infused opioid addiction in baccalaureate of social work (BSW) courses, including human behavior in the social environment (HBSE), policy, and research. When implemented and evaluated, this effort was found to be beneficial to student learning and has implications for integrating this and other contemporary issues into the curriculum.
{"title":"Infusing Opioid Addiction into the BSW Curriculum: A Teaching Note","authors":"K. Hash, L. Tower","doi":"10.1080/08841233.2022.2120159","DOIUrl":"https://doi.org/10.1080/08841233.2022.2120159","url":null,"abstract":"ABSTRACT Opioid addiction is a widespread problem that social workers will undoubtedly face in practice. Curricular infusion is an approach that has gained recognition in social work education for integrating critical, contemporary topics into courses. This paper details a project that infused opioid addiction in baccalaureate of social work (BSW) courses, including human behavior in the social environment (HBSE), policy, and research. When implemented and evaluated, this effort was found to be beneficial to student learning and has implications for integrating this and other contemporary issues into the curriculum.","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":"42 1","pages":"571 - 577"},"PeriodicalIF":0.8,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47325346","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 : 2022-10-20DOI: 10.1080/08841233.2022.2125148
P. A. Kurzman
{"title":"Editorial","authors":"P. A. Kurzman","doi":"10.1080/08841233.2022.2125148","DOIUrl":"https://doi.org/10.1080/08841233.2022.2125148","url":null,"abstract":"","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":"42 1","pages":"423 - 423"},"PeriodicalIF":0.8,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47674874","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 : 2022-10-20DOI: 10.1080/08841233.2022.2120160
Jeffrey Anvari-Clark
ABSTRACT Teaching financial well-being (FWB) content in social work education programs is gaining prominence in response to both the needs of the students themselves and the clients they serve. However, the content is usually associated with the macro domain or taught as a stand-alone methods course, and thus is rarely incorporated into generalist or direct practice classes. One area where integrating a financial perspective is important is in behavioral health. This paper reviews the importance of teaching FWB content in social work behavioral health classes and explores the relationship between FWB and behavioral health (as pertaining to mental health, habits and addictions, and physical health). It concludes with a discussion of how students can develop personal and professional competencies and how to engage, assess, and intervene in cases impacted by financial concerns.
{"title":"Incorporating Financial Well-Being into Behavioral Health Social Work Education","authors":"Jeffrey Anvari-Clark","doi":"10.1080/08841233.2022.2120160","DOIUrl":"https://doi.org/10.1080/08841233.2022.2120160","url":null,"abstract":"ABSTRACT Teaching financial well-being (FWB) content in social work education programs is gaining prominence in response to both the needs of the students themselves and the clients they serve. However, the content is usually associated with the macro domain or taught as a stand-alone methods course, and thus is rarely incorporated into generalist or direct practice classes. One area where integrating a financial perspective is important is in behavioral health. This paper reviews the importance of teaching FWB content in social work behavioral health classes and explores the relationship between FWB and behavioral health (as pertaining to mental health, habits and addictions, and physical health). It concludes with a discussion of how students can develop personal and professional competencies and how to engage, assess, and intervene in cases impacted by financial concerns.","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":"42 1","pages":"520 - 537"},"PeriodicalIF":0.8,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41555621","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 : 2022-10-20DOI: 10.1080/08841233.2022.2127084
Robyn Brown-Manning
{"title":"Narrating Practice with Children and Adolescents","authors":"Robyn Brown-Manning","doi":"10.1080/08841233.2022.2127084","DOIUrl":"https://doi.org/10.1080/08841233.2022.2127084","url":null,"abstract":"","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":"42 1","pages":"582 - 583"},"PeriodicalIF":0.8,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45675459","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 : 2022-10-20DOI: 10.1080/08841233.2022.2127994
Steve Burghardt
{"title":"Critical Social Work Praxis","authors":"Steve Burghardt","doi":"10.1080/08841233.2022.2127994","DOIUrl":"https://doi.org/10.1080/08841233.2022.2127994","url":null,"abstract":"","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":"42 1","pages":"578 - 581"},"PeriodicalIF":0.8,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46961143","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 : 2022-10-20DOI: 10.1080/08841233.2022.2120161
Abha Rai, Sunwoo Lee, Jung-Sun Jang, Eunhye Lee, David Okech
ABSTRACT The use of structural equation modeling (SEM) techniques in social work has increased over the last two decades. We therefore conducted a systematic review to understand the extent to which SEM is utilized in social work research, given that statistical training is now becoming a part of social work doctoral education. For our review, we utilized the PRISMA method and relied on the Web of Knowledge database. Social work articles published between March 2012 to December 2017 were included in the review. In total, we included 466 studies using SEM methods that were published across 44 social work journals. To our knowledge, this is the most up-to-date review that summarizes the extent to which research published in journals of social work utilizes SEM. Owing to the strengths of SEM over standard regression methods, its increased use demonstrates advanced application of data analysis methods in the dissemination of social work research. Further implications for social work research and education are discussed. Specifically, we discuss the role of social work doctoral programs in equipping students to efficiently utilize SEM techniques in research.
在过去的二十年中，结构方程建模(SEM)技术在社会工作中的应用有所增加。鉴于统计培训现在已成为社会工作博士教育的一部分，因此我们进行了一次系统的回顾，以了解SEM在社会工作研究中的应用程度。在我们的综述中，我们使用了PRISMA方法并依赖于Web of Knowledge数据库。2012年3月至2017年12月期间发表的社会工作文章被纳入审查。我们总共纳入了466项使用SEM方法的研究，这些研究发表在44份社会工作期刊上。据我们所知，这是最新的综述，总结了社会工作期刊上发表的研究利用扫描电镜的程度。由于SEM优于标准回归方法，其使用的增加表明数据分析方法在社会工作研究传播中的先进应用。对社会工作研究和教育的进一步影响进行了讨论。具体来说，我们讨论社会工作博士课程在装备学生有效地利用扫描电镜技术的研究中的作用。
{"title":"Utility of Structural Equation Modeling in Social Work Research: A Call to Strengthen Doctoral Education","authors":"Abha Rai, Sunwoo Lee, Jung-Sun Jang, Eunhye Lee, David Okech","doi":"10.1080/08841233.2022.2120161","DOIUrl":"https://doi.org/10.1080/08841233.2022.2120161","url":null,"abstract":"ABSTRACT The use of structural equation modeling (SEM) techniques in social work has increased over the last two decades. We therefore conducted a systematic review to understand the extent to which SEM is utilized in social work research, given that statistical training is now becoming a part of social work doctoral education. For our review, we utilized the PRISMA method and relied on the Web of Knowledge database. Social work articles published between March 2012 to December 2017 were included in the review. In total, we included 466 studies using SEM methods that were published across 44 social work journals. To our knowledge, this is the most up-to-date review that summarizes the extent to which research published in journals of social work utilizes SEM. Owing to the strengths of SEM over standard regression methods, its increased use demonstrates advanced application of data analysis methods in the dissemination of social work research. Further implications for social work research and education are discussed. Specifically, we discuss the role of social work doctoral programs in equipping students to efficiently utilize SEM techniques in research.","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":"42 1","pages":"538 - 570"},"PeriodicalIF":0.8,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42929125","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 : 2022-08-08DOI: 10.1080/08841233.2022.2102706
Lea Tufford, V. Thieu, Rose Zhao
ABSTRACT Professional uncertainty is a feature of generalist social work practice, particularly for students completing their social work education or those new to the profession. This study saw graduating Bachelor of Social Work students (N = 34) engage in a 15-minute interview with a Standardized Client (SC) in an Objective Structured Clinical Examination on a case vignette with the mother of a transgender person. Following the interview, participants responded to structured reflection questions. Responses revealed that almost half (n = 16) the sample disclosed feelings of uncertainty and lack of knowledge regarding the clinical issue. Thematic analysis of the responses revealed the following themes: 1. Manifestations of Uncertainty; 2. Strategies to Manage Uncertainty; and 3. Navigating Uncertainty in Future Practice. This paper offers suggestions for social work educators to address students’ feelings of uncertainty and lack of knowledge in generalist social work practice.
{"title":"How Graduating BSW Students Manage Uncertainty in an Objective Structured Clinical Examination","authors":"Lea Tufford, V. Thieu, Rose Zhao","doi":"10.1080/08841233.2022.2102706","DOIUrl":"https://doi.org/10.1080/08841233.2022.2102706","url":null,"abstract":"ABSTRACT Professional uncertainty is a feature of generalist social work practice, particularly for students completing their social work education or those new to the profession. This study saw graduating Bachelor of Social Work students (N = 34) engage in a 15-minute interview with a Standardized Client (SC) in an Objective Structured Clinical Examination on a case vignette with the mother of a transgender person. Following the interview, participants responded to structured reflection questions. Responses revealed that almost half (n = 16) the sample disclosed feelings of uncertainty and lack of knowledge regarding the clinical issue. Thematic analysis of the responses revealed the following themes: 1. Manifestations of Uncertainty; 2. Strategies to Manage Uncertainty; and 3. Navigating Uncertainty in Future Practice. This paper offers suggestions for social work educators to address students’ feelings of uncertainty and lack of knowledge in generalist social work practice.","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":"42 1","pages":"354 - 370"},"PeriodicalIF":0.8,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43369138","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 : 2022-08-08DOI: 10.1080/08841233.2022.2111019
Janet M. Liechty, Vanessa Parker, Anna-Sigrid Keck
ABSTRACT Rapid Cycle Quality Improvement (RCQI) is often required for behavioral health work force training and evaluation projects supported by the U.S. Health Resources and Services Administration (HRSA). The RCQI process is well established within healthcare but under-utilized in academia to improve teaching and learning. We created and piloted the Friday Feedback (FF) survey tool as part of a HRSA funded training program for weekly completion by MSW interns. Across two semesters of full-time field education, a cohort of 15 MSW students completed 281 weekly FF surveys. Students reported activities such as number of patients seen, observations about integration of behavioral and physical health, patient successes and challenges, and time spent working on interdisciplinary teams. Cumulatively, students reported working with 2,425 patients/clients and in frequent close collaboration with other health professions. A review team comprised of faculty and staff met weekly to discuss students’ FF data and create response plans to promote student learning. The RCQI process was feasible and acceptable to students and the team. It created a feedback loop to improve students’ field experiences, enhanced the curriculum, and enabled effective monitoring and rapid response from team to students. Benefits and challenges of this RCQI approach to enhance field education along with lessons learned for wider adoption are discussed.
{"title":"Enhancing MSW Field Education Using Rapid Cycle Quality Improvement: Feasibility and Acceptability of an Online Weekly Feedback Tool and Process","authors":"Janet M. Liechty, Vanessa Parker, Anna-Sigrid Keck","doi":"10.1080/08841233.2022.2111019","DOIUrl":"https://doi.org/10.1080/08841233.2022.2111019","url":null,"abstract":"ABSTRACT Rapid Cycle Quality Improvement (RCQI) is often required for behavioral health work force training and evaluation projects supported by the U.S. Health Resources and Services Administration (HRSA). The RCQI process is well established within healthcare but under-utilized in academia to improve teaching and learning. We created and piloted the Friday Feedback (FF) survey tool as part of a HRSA funded training program for weekly completion by MSW interns. Across two semesters of full-time field education, a cohort of 15 MSW students completed 281 weekly FF surveys. Students reported activities such as number of patients seen, observations about integration of behavioral and physical health, patient successes and challenges, and time spent working on interdisciplinary teams. Cumulatively, students reported working with 2,425 patients/clients and in frequent close collaboration with other health professions. A review team comprised of faculty and staff met weekly to discuss students’ FF data and create response plans to promote student learning. The RCQI process was feasible and acceptable to students and the team. It created a feedback loop to improve students’ field experiences, enhanced the curriculum, and enabled effective monitoring and rapid response from team to students. Benefits and challenges of this RCQI approach to enhance field education along with lessons learned for wider adoption are discussed.","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":"42 1","pages":"316 - 334"},"PeriodicalIF":0.8,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46945870","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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