Journal of Social Work Education, Fall 2010 (Vol. 46, No. 3)
The forthcoming issue of the Journal of Social Work Education is the Fall 2010 edition (volume 46, number 3). Below are titles, authors, and abstracts from the issue. Access to JSWE articles is free for CSWE members and available for a fee for nonmembers (http://cswe.metapress.com).
Contents
Practitioners' Understandings of Spirituality: Implications for Social Work Education
Stacey L. Barker and Jerry E. Floersch
Over the past two decades the topic of spirituality and its relationship to the social work profession has taken its place as a significant and important part of the agenda for social work research, education, and practice. In this article we discuss the results of a qualitative study that addresses how a group of social work practitioners defined spirituality and the implications of these findings specifically for social work education. Based on findings from a thematic analysis of interviews with 20 social workers, we explore the usefulness of the term spirituality in social work education and the importance of student engagement in a self-awareness process related to spirituality. A template to initiate discussion of these issues for use in the classroom is proposed.
Effects of Client Violence on Social Work Students: A National Study
Pam M. Criss
This study uses a work stress theoretical framework to examine the effects of direct and indirect client violence on a randomly selected national sample of MSW and BSW social work students from the National Association of Social Workers (N=595). Client violence variables were analyzed in relationship to fear of future violence and occupational commitment. When students experienced any type of client violence except direct physical assault, they had significantly increased fears of future client violence. Students with increased fear of future violence had significantly increased normative and continuance occupational commitment. Students had exceptionally high affective occupational commitment, regardless of experiences with client violence. Implications for social work programs, field agencies, field educators, and social work students are discussed.
Mimesis: Linking Postmodern Theory to Human Behavior
Philip Dybicz
Drawing parallels to social constructionism’s critique of positivism and naturalism, mimesis is offered as a theory of causality explaining human behavior that contests the current dominance of Newton’s theory of causality as cause and effect. The contestation of Newton’s theory takes place within the specific dimension of explaining human behavior. Working complementarily to social constructionism, mimesis is offered as a broad fundamental theory defining the postmodern discourse as it relates to the human sciences. As such, it provides a vital link in connecting various postmodern theories of language (e.g., Foucault’s technology of power) to explaining human behavior and, hence, aiding postmodern social work practice.
TEACHING NOTE—Using a Standardized Patient Approach to Enhance Clinical Skills in Gerontological Social Work
Charles A. Emlet
The rapid increase in the number of older adults in the United States, coupled with new accreditation standards based on competencies, requires social workers to show competence in working with older clients. This article reports on the development and use of a standardized patient role-play to teach and evaluate the ability of graduate social work students to conduct an appropriate and sensitive mental status exam. A rubric used in the evaluation of student performance and evaluation data from student competencies is included.
Building the Implicit BSW Curriculum at a Large Southern State University
Michael Holosko, Jeffrey Skinner, Chelsea MacCaughelty, and Kate Morrissey Stahl
The Council on Social Work Education’s Educational Policy and Accreditation Standards stresses the importance of the implicit curriculum in shaping a school’s culture. This article describes how the implicit BSW curriculum was developed at a large southern state university using three Web-based projects: (1) a student glossary of terms, (2) advising frequently asked questions (FAQs), and (3) a student–field instructor list of FAQs about field problems and resources. It presents the 5-step process used in its development and discusses educational implications. The article fills a void in the social work literature about this important accreditation topic.
International Child Welfare: Guidelines for Educators and a Case Study from Cyprus
Tasha R. Howe
This article outlines challenges and opportunities educators and students face while attempting to develop a global perspective in social work. It discusses the need for more international focus in the classroom and increased field placements in nonwestern countries. Exercises using an in-depth case study of the historic and current dynamics of Cyprus are proposed. After centuries of strife Cyprus remains divided between Greek and Turkish Cypriot communities. This case provides social work educators with classroom material lending itself to both student self-reflection and a greater understanding of imperialism, colonization, and marginalization by western nations and how those impact student ideologies. Particular attention is paid to the need for culturally informed and self-reflective international approaches to child welfare.
Field Education as the Signature Pedagogy of Social Work Education
Julianne Wayne, Marion Bogo, and Miriam Raskin
In its Educational Policies and Accreditation Standards the Council on Social Work Education identifies field education as the signature pedagogy of social work education. This article analyzes the field education–signature pedagogy fit. It finds congruence in selected organizational arrangements that are pervasive and routine and disparities with respect to expectations about public student performance, peer accountability, the view of adaptive anxiety, and accountable talk. This article asserts that practicum effectiveness could be enhanced by a broader application of Shulman’s criteria through a greater emphasis on group structures for learning/teaching in the field.