Abstracts, Volumes 5 & 6
By Title
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Assessment as Learning: The Role of Minor Assignments in Teaching and Learning
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Assessment in Social Work Education: A Bibliography
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Effectiveness of Admission Criteria on Student Performance in Classroom and Field Instruction
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Equal Access to Justice in a Rural Western State
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Evaluation of Two Interviewing Skills Measures: An Instrument Validation Study
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Factors That Influence Domestic Violence Practice Self-Efficacy: Implications for Social Work
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Gatekeeping Prior to Point of Entry
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Looking Through the Prisms: A Synthesis of the Futures of Social Work
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Mental Health Services in the 21st Century: The Economics and Practice Challenges on the Road to Recovery
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Sequencing Tasks in Developing an Accredited Social Work Program and Assessing Program Outcomes
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Social Welfare Policy in an Information Age: New Visions or More of the Same?
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Social Work Education: A Future of Strength or Peril
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Social Work in Health Care in 2025: The Landscape and Paths to Transformation
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Social Work Practices and People With Disabilities: Our Future Selves
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Social Work Values and Ethics: Reflections on the Profession's Odyssey
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Teaching Content Social Work Practice with Feligious Congregations: A Curriculum Module
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Technology Convergence and Social Work: When Case Management Meets Geographic Information
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The Acquisition of Social Work Interviewing Skills in a Web-based and Classroom Instructional Environemnt: Preliminary Findings
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The Future of American Families: Implications for Social Work Research, Practice and Education
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The Future of Evidence-Based Social Work: An Optimistic View?
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The Future of Global Social Work
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The Future of Macro Social Work
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The Future of Multicultural Social Work
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The Future of Rural Social Work
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The Future of School Social Work Practice: Current Trends and Opportunities
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The Future of Social Work as a Profession
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The Future of Social Work in Aging: "Everything Old is New Again"
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The Future of Social Work in Child Welfare
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The Future of Social Work Practice in Addictions
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The Future of Spirituality in Social Work: The Farther Reaches of Human Nurture
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The Future of Strengths-Based Social Work
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The Future for Social Work in Juvenile and Adult Criminal Justice
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The Professional Implications of Using First Names with African-American Adults: A Practice Perspective
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The Struggle to Survive: The Power of Partnerships in the Quest for Nonprofit Sustainability.
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Using Portfolios: Integrating Learning and Promoting for Social Work Students
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Using Technology to Evaluate a Web-Based Clinical Social Work Research Course
Views of Reference List Accuracy from Social Work Journal Editors and Published Authors
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Why Conduct a Spiritual Assessment? A Theoretical Foundation for Assessment
By First Author:
- Paul Adams
- Robert Bennett; Valerie Chang; and Cathy King Pike
- Edward R. Canda
- Barry R. Cournoyer
- James G. Daley
- Diana M. DiNitto
- Kathleen Ell and Betsy Vourlekis
- Rowena Fong
- Cynthia Franklin
- Zvi D. Gellis
- Leon Ginsberg
- Patricia Henry; Roseanna McCleary and M. Thomas
- Karen Kayser
- Nancy P. Kropf and Margaret Adamek
- Jacquelyn McCroskey
- John G. McNutt
- Susan Murty
- F. Ellen Netting
- Philip M. Ouellette and Valerie Chang
- Lisa S. Patchner
- Miriam Potocky-Tripodi and Tony Tripodi
- Charles A. Rapp; Dennis Saleebey; and W. Patrick Sullivan
- Frederic G. Reamer
- Tim Reutebach and Charles Zastrow
- Larry Reynolds
- Rosemary C. Sarri and Jeffrey J. Shook
- Mona C.S. Schatz
- W. Patrick Sullivan
- Robert Vernon
- Robert Vernon and Mary Stanley
- Julia M. Watkins and Dean Pierce
Volume 5, Number 1 Spring 2004
(Special Issue on Student Assessment)
Reutebach, Tim and Zastrow, Charles (2004). Sequencing Tasks in Developing an Accredited Social Work Program and Assessing Program Outcomes. Advances in Social Work, 5/(1), 1-17.
Abstract: Two of the major challenges for developing an accredited social work program are to sequence the tasks in developing an educational program and to develop accurate and useful assessment instruments. A model for sequencing the tasks is presented, and a field placement evaluation instrument is highlighted in assessing the extent to which students are attaining the program objectives. Programs need to utilize multiple measures of program outcomes.
Reynolds, Larry R. (2004).Gatekeeping Prior to Point of Entry. Advances in Social Work, 5/(1),18-32.
Abstract: Social work educators have an obligation to the profession to admit into its ranks those applicants judged to have the requisite knowledge, skills, and values for effective practice.Even though considerable disagreement exists as to what those specifics encompass, there is a genera! sense that students should be monitored throughout the curriculum and that, by making admission decisions for students, the profession and ultimately the clients are better served. This study presents longitudinal data on an instrument utilized by a small BSW program across five pre-professional courses, yielding scores at mid-term and at the end of the semester that address students' compatibilities with the demands of the profession. Data are used in a feedback loop for assessing students compatibility with the profession prior to the initial point of entry into the major. Strengths and limitations of the study are addressed.
Henry, Patricia; McCleary, Roseanna; and Thomas, M. (2004).Effectiveness of Admission Criteria on Student Performance in Classroom and Field Instruction. Advances in Social Work, 5/(1), 33-46.
Abstract: This study examines the effectiveness of admission criteria on graduate student performance in classroom and field instruction in a new MSW program.Graduate applicants' undergraduate GPA, GRE, and total weighted admission score consisting of four items were gathered. These were correlated with their classroom and field instruction performance. Findings reveal that GRE, undergraduate GPA, and total weighted admission scores are significantly correlated with their classroom performance. End of first year cumulative GPA and human service experience were identified as significant predictors of field performance. Implications of these findings for social work educators and graduate school programs are discussed.
Adams, Paul. (2004). Assessment as Learning; The Role of Minor Assignments in Teaching and Learning. Advances in Social Work, 5/(1), 47-60.
Abstract: This article focuses on assessment at the level of the course and classroom, rather than the program or institution. The assumption that building a culture of assess-ment in a social work program, or its host university—assessment, understood as a "rich conversation about student learning informed by data" (Marchese, 2004)—requires that both faculty and students are engaged by assessment as an activity that directly benefits their own teaching and learning while these are in progress. Classroom assessment based on the frequent use of minor assignments- ungraded tasks set by instructors for students to perform in the classroom—offers this direct and immediate linkage of assessment to learning. The uses and advantages of minor assignments are described, and the dynamic interplay between minor assignments and assessment is illustrated with an example from the teaching of Social Security in a social welfare policy class.
Bennett, Robert; Chang, Valerie; and Pike, Cathy King (2004). Evaluation of Two Interviewing Skills Measures: An Instrument Validation Study. Advances in Social Work, 5/(1), 61-76.
Abstract: This article reports an initial validation of an instrument that measures basic interviewing skills and compares its psychometric results with another instrument that has been used more frequently to measure similar skills. Four field supervisors rated 30 students' videotaped interviews (N=I20) using two instruments, the validation, and a comparison instrument. The current validation instrument had high internal consistency reliability, a clear factor structure, and performed well in construct validity evaluations.These preliminary results supported the instrument's internal consistency reliability; content, factorial, and construct validity. The validation instrument had higher internal consistency reliability, lower error measurement, and a more interpretable factor structure than the comparison instrument.
Gellis, Zvi D. (2004).Using Technology to Evaluate a Web-Based Clinical Social Work Research Course. Advances in Social Work, 5/(1), 77-90.
Abstract: This article reports on a clinical research methods course taught online to a total of 90 off-campus MSW students in the fall of 1999,2000, and 2001. The course was taught in a mid-size public university in a CSWE--accredited School of Social Work.The purpose of the course was to teach single subject design research skills for the evaluation of clinical social work practice. The student experience of the online course was assessed using qualitative interviews that add a deeper, textured understanding of the various facets of online instruction from the learner's perspective. Important dimensions for social work instruction in online courseware were delineated. A collaborative learning and teaching framework is presented for those social work educators interested in implementing web-based courses.
Ouellette, Philip M. and Chang, Valerie (2004).The Acquisition of Social Work Interviewing Skills in a Web-based and Classroom Instructional Environment: Preliminary Findings. Advances in Social Work, 5/(1), 91-104.
Abstract: Little is known regarding the learning of social work practice skills in a Web-based online environment, most especially social work interviewing skills. This article presents a review of the research methodology used to initiate a study to explore the similarities and differences of two groups of students who were taught interviewing skills in a classroom-based teaching environment with those taught in a Web-based instructional environment during the same 15-week period. Students' background characteristics and their perceptions of their learning experience and skill acquisition are reported as preliminary findings.
Schatz, Mona C.S. (2004).Using Portfolios: Integrating Learning and Promoting for Social Work Students. Advances in Social Work, 5/(1), 105-125.
Abstract: Portfolios are a valuable educational tool to aid in the integrative experience for graduate social work students. Forty-one graduate students were asked to evaluate their portfolio experience. A Pearson correlation shows that graduate students find the experience of developing a portfolio to be reflective of their second year MSW program (r=.511; p<.01), reflective of their competence as a social worker (r=.587: p<.0l), and reflective of their personal uniqueness (r=.526; p<..01). All students demonstrated generalist social work practice through the inclusion of materials reflecting practice with individuals, families, groups, organizations, agencies. and communities. Students also report that the portfolio was a valuable tool to foster integration of class and field learning (N=24 or 58.5%).Findings reveal that two-thirds of the students, 68.3%, applied a "medium level of effort" in the development of their portfolios, yet were able to create a final product that adequately reflected their uniqueness, their integration of learning, and their competence as a second year student.
Vernon, Robert and Stanley, Mary (2004). Assessment in Social Work Education: A Bibliography. Advances in Social Work, 5/(1), 126-138.
The authors have compiled a 270 plus list of references on assessment.
Volume 5, Number 2, Fall 2004
Besel, Karl, Hoang, Ngoan, Cloud, Richard, Golder, Seana, Bledsoe, Linda and McKiernan, Patrick (2004).The Struggle to Survive: The Power of Partnerships in the Quest for Nonprofit Sustainability. Advances in Social Work, 5/(2), 139-149.
Abstract: This article provides information about a Youth Service Bureau’s (YSB) experience in collaborating with court officials to expand services and a subsequent funding base. YSB’s, like many other nonprofit human service agencies, have found that partnering with local governmental officials, especially judges, can enhance sustainability. Implications for strengthening partnerships between local nonprofits and county judges are discussed.
Danis, Fran (2004). Factors That Influence Domestic Violence Practice Self-Efficacy: Implications for Social Work. Advances in Social Work, 5/(2), 150-161.
Abstract: This article discusses the results of an exploratory study to identify facilitating factors and barriers for practice self-efficacy with battered women. Based on self-efficacy theory, personal factors such as professional experience, academic preparation, personal experience, and continuing education training were explored with a random sample of licensed and degreed professional social workers. Professional experience (+ß = .61; t = 9.54, p = .000) and academic preparation (+ß = .26; t = 4.29, p = .000) were the strongest predictors of self-efficacy. These findings suggest that to advance the capacity of social workers to respond to domestic violence, social work education, practitioners, and researchers have a number of important steps available to take.
Collins, Wanda Lott and Moore, Sharon E. (2004).The Professional Implications of Using First Names with African-American Adults: A Practice Perspective. Advances in Social Work, 5/(2), 163-171.
Abstract: Using an individual’s last name indicates respect and contributes to positive interaction with African American clients and adults of African descent.This paper discusses the importance of using social titles as a proper form of address during, and sometimes after, the initial professional relationship.Two case vignettes will highlight potential difficulties that non-African American practitioners may experience when using first names with African Americans within the professional realm.The vignettes include a scenario for a supervisor and a client.
Wilks, Scott E. and Spivey, Christina .A. (2004). Views of Reference List Accuracy from Social Work Journal Editors and Published Authors. Advances in Social Work, 5/(2), 172-181.
Abstract: The study’s purpose was to answer two research questions: (1) In the opinion of social work journal editors, how important is reference list accuracy? and (2) Who is primarily responsible for the accuracy of reference lists published in social work journals?Method: A sample of 119 authors and 26 journal editors were surveyed to ascertain their views on the above questions and additional items.Results: Regarding the importance of reference list accuracy, editors’ responses (Likert scale) averaged between moderately and extremely important. Fifty-three percent of responding editors and 36.5% of authors reported that responsibility is shared between the editor/staff and manuscript authors; the remaining 47% and 63.5%, respectively, responded that responsibility falls upon manuscript authors. Responses from authors, mostly educators, revealed a greater-than-moderate importance (Likert scale) given to instructing students on the accurate construction of reference lists. Implications for social work education and journal publishing are discussed.
Hodge, David R. (2004). Why Conduct a Spiritual Assessment? A Theoretical Foundation for Assessment. Advances in Social Work, 5/(2), 183-196.
Abstract: In spite of increased interest in spirituality, the concept of a spiritual assessment remains a questionable practice in the eyes of many social workers. This paper develops five rationales to underscore the importance of including spirituality in assessment. These reasons can be summarized as follows: spiritual assessment provides insight into clients’ worldviews, serves as a vehicle to identify strengths, and demonstrates respect for client autonomy. In addition, the profession’s ethics implicitly recommend the administration of a spiritual assessment and, for a growing number of accrediting organizations and agencies, it is explicitly recommended. This paper concludes by discussing the implications for practitioners and educators.
Sherr, Michael and Wolfer, Terry (2004). Teaching Content Social Work Practice with Feligious Congregations: A Curriculum Module. Advances in Social Work, 5/(2), 183-196.
Abstract: This pilot study represents an effort to implement and evaluate use of a curriculum module on Charitable Choice and social work practice in a faith based organization. Using a nonequivalent control group design, repeated measures MANOVA showed significant differences between the treatment (n=54) and comparison groups (n=53) on knowledge and degree of comfort at posttest.Despite the use of a small sample (n=107) of MSW students at a public university in the Southeast, the findings provide initial support for further use and future evaluations of curriculum modules covering specific content on practice in faith based settings.
Miller, Monte (2004). Equal Access to Justice in a Rural Western State. Advances in Social Work, 5/(2), 211-224.
Abstract: Twenty three inmates from a rural state penitentiary with mental retardation participated in a study on differential treatment of persons with mental retardation by the criminal justice system.After obtaining informed consent, inmates were screened for appropriateness for the study using the PPVT-R,a proxy test for IQ.Inmates were interviewed to obtain a social history and given the CAST-MR, an instrument that measures the competency of a person with mental retardation to stand trial.Results suggest participants may not have been competent to stand trial, learned most of what they knew about the criminal justice system while incarcerated, and had difficulty with interpersonal conflict and conflict with authority.The combination of these factors suggests clients in the study may have been vulnerable to being coerced into confessing to crimes that they did not commit.The presence of an advocate during criminal justice system encounters may benefit persons with mental retardation.
Volume 6, Number 1 Spring 2005
(Special Issue on The Futures of Social Work)
Ginsburg, Leon (2005). The Future of Social Work as a Profession. Advances in Social Work, 6/(1), 7-16.
Abstract: This is an introductory, overview article that summarizes some of the major issues social work will encounter as a profession in the 21st Century. Employment trends are projected. Clinical and other direct services employment appears to be much more pervasive than employment in organization and management of services. Professional employment data show that nonmetropolitan employment will be more prevalent than employment in large cities. Social work in schools will be a major area of growth. So will programs to provide treatment and other alternatives to prison for those involved with illegal drugs. Some of the effects of current political issues and the 2004 elections on social work are also discussed.
Watkins, Julia M. and Pierce, Dean (2005). Social Work Education: A Future of Strength or Peril. Advances in Social Work, 6/(1), 17-23.
Abstract: In a dynamically changing world and one in which higher education generally is challenged by a scarcity of resources and the ever present need to justify the results of its mission and purpose, social work education faces an uncertain and, perhaps, perilous future. But rather than succumbing to pessimism, one should consider the strengths that social work education brings to the academy. The authors suggest the major challenges that face social work education in the coming decade and tie these to active initiatives on the part of social work educators in shaping a positive and dynamic future within the academy.
Reamer, Frederic G. (2005). Social Work Values and Ethics: Reflections on the Profession's Odyssey. Advances in Social Work, 6/(1), 24-32.
Abstract: Social workers' understanding of ethical issues has matured significantly. This article traces the evolution of the profession's approach to values and ethics. During its history, social work has moved through four major periods--the morality period, the values period, the ethical theory and decision-making period, and the ethical standards and risk management period. The author argues that the profession's current emphasis on ethics risk management (the prevention of ethics complaints and ethics-related lawsuits) is diverting social workers from indepth exploration of core professional and personal values, ethical dilemmas, and the nature of the profession's moral mission. The author encourages the profession to recalibrate its focus on values and ethics.
Potocky-Tripodi, Miriam and Tripodi, Tony (2005). The Future of Global Social Work. Advances in Social Work, 6/(1), 33-42.
Abstract: This article addresses social work within the context of internationalism and globalization. Based on an examination of published documents on international social work in the past decade, the authors make an evidence-based projection of what is likely to occur in the future of global social work. Finally, the authors make a social work values-based projection of what should occur.
Fong, Rowena (2005). The Future of Multicultural Social Work. Advances in Social Work, 6/(1), 43-50.
Abstract: Multicultural social work has been evolving over the last 40 years despite challenges in limited knowledge, insufficient resources, and inadequate infusion into the curriculum. Discussions continue about appropriate conceptual frameworks, culturally sensitive terms, traditional and indigenous practice approaches and treatments, and relevant outcome measures and evaluation methods. Future directions foster the inclusion of cultural values as strengths. Intersectionality guides practice approaches and systems of care. Service learning requirements, national ethnic resource centers, and ethnic studies dual degree programs are innovative initiatives yet to be fully integrated into social work curriculum.
Netting, F. Ellen (2005). The Future of Macro Social Work. Advances in Social Work, 6/(1), 51-59.
Abstract: Macro social work is social work. History tells us that the profession was birthed from diverse traditions in which relief work, reform work, and radical work interfaced. Yet different traditions were grounded in different assumptions, spurring different ways of knowing and doing. This versatility is a hallmark of the field and it will serve macro social work well into the future. A profession that seeks to sustain, advocate and change, with the intent of increasing quality of life, will always need practitioners who can recognize diverse worldviews, understand multi-layered contexts, deal with limitless inter-connections, and be invigorated by conflict.
McNutt, John G. (2005) Social Welfare Policy in an Information Age: New Visions or More of the Same? Advances in Social Work, 6/(1), 60-67.
Abstract: As we move into the 21st Century, the social policy enterprise stands as the nexus between technological, political and social forces that will undermine the base that contemporary programs and policies depend upon. Assumptions about work and the workforce, the nature of governance and the role of technology will radically change. If our social welfare system is to remain relevant, changes will be needed. This paper explores these changing systems and examines how they will influence the current system. It will also speculate on the types of changes that will be necessary if social welfare is to remain relevant to the society of the future.
Cournoyer, Barry R. (2005). The Future of Evidence-Based Social Work: An Optimistic View? Advances in Social Work, 6/(1), 68-78.
Abstract: This abbreviated article contains a brief overview of the contemporary state of evidence-based social work (EBSW) and projections of its likely future. The forecast is based upon a review and analysis of the current trends and themes reflected in books, journal articles, dissertations, conferences, university programs, centers, and resources available through the World Wide Web. The analysis suggests that the future evidence-based practice (EBP) in social work is likely to be characterized by further evolution, clarification, and explication of the EBP perspective; continued growth in popularity and a commensurate increase in the number of publications about EBP; modest increase in the number of practice-relevant research studies conducted by social workers; slight decrease in the gap between research-based knowledge and actual practice; and continued polarization within the profession about the relative value and utility of evidence-based social work.
Rapp, Charles A.; Saleebey, Dennis; and Sullivan, W. Patrick (2005). The Future of Strengths-Based Social Work. Advances in Social Work, 6/(1), 79-90.
Abstract: The future of strengths-based social work is both promising and precarious. In this article, we seek to capture this uncertain state by sketching the evolution of the strengths approach and offering a brief evaluation of its status today. There are any number of approaches in both theory and practice at present that profess to be strengths-based. It is imperative that we develop stable and concrete criteria for determining whether a given perspective or framework is, in fact, funded by strengths principles and practices. We offer six standards for making such a judgment. We also examine the future of the strengths model. Of course, writing on the future tempts one to make predictions. We have eschewed such folly. Instead, we offer four tasks that we believe would bolster the development of strengths-based social work in the future.
Vernon, Robert (2005). Technology Convergence and Social Work: When Case Management Meets Geographic Information. Advances in Social Work, 6/(1), 91-96.
Abstract: Two information technologies, case management systems and geographic information systems may merge. This will foster better service planning and delivery to people in need. This may also result in continued agency mergers and mission revisions.
Canda, Edward R. (2005). The Future of Spirituality in Social Work: The Farther Reaches of Human Nature. Advances in Social Work, 6/(1), 97-108.
Abstract: This essay discusses the development of social work profession in relation to the subject of spirituality and proposes future possibilities and recommendations for innovation. It presents historical trends within four phases leading to the present and beyond. Current trends indicate rapidly increasing quantities of publications and other professional activities about spirituality within a pattern of an ever farther reaching integra-tive approach that encompasses diverse religious and nonreligious perspectives, academic disciplines, international collaboratives, and humanity's relationship with the Earth.
Patchner, Lisa S. (2005). Social Work Practice and People with Disabilities: Our Future Selves. Advances in Social Work, 6/(1), 109-120.
Abstract: During the past 50 years, a revolution in how we recognize, advocate, medically treat, and interact with people with disabilities has taken place within contemporary society. From historical civil rights legislation to greater access to society's rights and benefits, to technological advances and population longevity, people with disabilities are integrating themselves into society. As we begin to explore the 21st Century, new concerns regarding the cost of chronic care and society's desire to fund these costs are beginning to emerge. The desire to qualify the cost of chronic care and society's desire to fund these costs are beginning to emerge. The desire to qualify the cost of care by functional longevity has begun to emerge in both private and public service delivery systems. As professional social workers continue to expand their sociopolitical influence, they will be challenged to uphold the rights of self-determination that people with disabilities have striven to attain.
Kropf, Nancy P. and Adamek, Margaret (2005). The Future of Social Work in Aging: "Everything Old is New Again." Advances in Social Work, 6/(1), 121-131.
Abstract: With the aging of the baby boom generation, the number of older adults in the United States will increase substantially. Using a biopsychosocial framework, this article presents cutting-edge issues of older adulthood and considers emerging roles of social workers with older adults and their families. Research, education, and policy perspectives that will advance social work knowledge, skills and resources in aging are proposed. Social work as a profession is challenged to lead the way in making "everything old new again."
Murty, Susan A. (2005). The Future of Rural Social Work. Advances in Social Work, 6/(1), 132-144.
Abstract: Over the years, the extensive literature on rural social work has been consistent in its recommendations for local community-based practice and rural generalist practice. However, rural social work is embedded in the larger social work profession which has been moving in the opposite direction from the one advocated by rural social workers. The gradual process of centralization and specialization in the profession now make it almost impossible for social workers to use community-based generalist practice approachs in rural areas. In order to ensure a positive future for rural social work, urban and rural social workers must work together to re-introduce a level of community-based generalist practice within regionalized and specialized social and health service systems. A range of alternative approaches to link community-based rural programs with regional programs is presented.
Kayser, Karen (2005). The Future of American Families. Advances in Social Work, 6/(1), 145-155.
Abstract: This article briefly describes the changing face of contemporary families in America and, in particular, focuses on four areas of social work practice in which a family-centered approach is needed. It then presents future suggestions for social work research, practice, and education. This is not meant to be an exhaustive review of the literature nor is it an indepth analysis of one particular area of families.
McCroskey, Jacquelyn (2005). The Future of Social Work in Child Welfare. Advances in Social Work, 6/(1), 156-166.
Abstract: Child welfare has always been a volatile and dynamic field of social work practice where policy and practice are continually shaped by attitudes, perceptions and expectations. New developments likely to shift the current balance in the field of child welfare over the next quarter century include focus on results and performance measures, focus on child and family well-being, and increasing attention to evidence-based practice.
Franklin, Cynthia (2005). The Future of School Social Work Practice: Current Trends and Opportunities. Advances in Social Work, 6/(1), 167-181.
Abstract: This article discusses information on school social work practice in the United States and summarizes recent trends and their implications for the future of school social work. The number of school workers and current infrastructure available for the development of school social work practice is also reviewed. Five sociocultural trends are summarized that are affecting public schools along with important school-based practice trends such as standardized testing and high stakes accountability measures. The emerging practice trend of evidence-based practices is discussed in light of its standards and implications for school-based practice. Finally, essential knowledge for strengthening practice competencies to meet the future challenges of school-based practice is highlighted.
Ell, Kathleen and Vourlekis, Betsy (2005). Social Work in Health Care in 2025: The Landscape and Paths to Transformation. Advances in Social Work. 6/(1), 182-192.
Abstract: Social work in health care will, over the next 25 years, be transformed in concert with a complex and rapidly changing health care landscape and critical advances in behavioral and social science. Professional practice, research and education will be shaped by evaluating patterns of health and illness, changing population demographics, developments in medicine, behavioral and social sciences, technological innovation and applications, and health care delivery cost and market forces. The profession’s practice, research and educational communities must take actions now to guide the necessary transformation of social work in health care and, in the process, significantly influence the delivery of behavioral and psychosocial health care.
Sullivan, W. Patrick (2005). Mental Health Services in the 21st Century: The Economics and Practice Challenges on the Road to Recovery. Advances in Social Work. 6/(1), 195-201.
Abstract: Since the program was initiated in 1963, little has been stable in Community Mental Health. Not only has this important quasi-public utility fought for survival, but the primary models and philosophies that shape the mission and delivery of services have undergone cycles of reform. There is much to be optimistic about in the mental health treatment arena, particularly in services focused on those with the most challenging and debilitating conditions. However, all is not well. As states began to deemphasize institutional care and incrementally build a community infrastructure to care for those most in need, savvy administrators relied less on internal fiscal resources, and more on programs such as Medicaid to accomplish their agenda. Faced with budgetary crises in general, and in the Medicaid program specifically, many states are increasingly forced to consider processes to restrict eligibility, place limits on benefits packages and cut rates to service providers. Indeed the worlds of economic, policy and practice are on a collision course. This article explores some of the challenges of providing mental health care in the 21st century, and the continuing quest to address fiscal realities while offering high quality services.
DiNitto, Diana M. (2005). The Future of Social Work Practice in Addictions. Advances in Social Work, 6/(1), 202-209.
Abstract: Few social workers specialize in addictions practice. That number may grow in the years ahead due to demographic changes in the population, an expanding definition of addiction, and other factors. Social workers in all areas of practice see clients with addictions and their family members, but there is a large gap in the numbers who need treatment and receive it. The social work workforce of the future must be better equipped to develop and identify prevention and treatment services that are both appealing to clients and effective. These services may need to be offered in other settings where clients are seen. There is also much work to be done in the years ahead in the political environment to make treatment available and to see that individuals with addictions are treated fairly. Substantial research is being conducted on genetics and the brain chemistry of addiction. Psychosocial factors are also believed to play a substantial role in the development of addictions, thus ensuring social workers place in the addictions field in the years ahead.
Sarri, Rosemary C. and Shook, Jeffrey J. (2005). The Future for Social Work in Juvenile and Adult Criminal Justice. Advances in Social Work, 6/(1), 210-220.
Abstract: Critical contemporary issues in juvenile and adult criminal justice are identified followed by an examination of particular issues for social workers, including the increase in incarceration, the overrepresentation of people of color, and the numerous negative effects on children. The various roles for social workers in the criminal justice systems are presented and discussed. The paper also addresses the decline of social work professionals in the criminal justice systems and why it is imperative that the pattern be reversed now that there is growing interest in the rehabilitation and reintegration of offenders.
Daley, James G. (2005). Looking Through the Prisms: A Synthesis of the Futures of Social Work. Advances in Social Work, 6/(1), 221-229.
Abstract: This article synthesizes the twenty-one articles in this special issue and discusses five common themes and three further issues to ponder. The articles reflect an optimistic but precarious outlook that will require new skills and missions, a strong leadership in a society transforming itself, and increasingly facing a multicultural and global context for effective delivery of services. Evidence-based practice (EBP) is growing into the new paradigm of practice but the profession needs to consider its boundaries. Multi-country comparisons are crucial in selecting new strategies to enhance skills and missions as we embrace an international scope of practice. Finally, the complex issue of how society is evolving is intensifying and, as society seems to be resisting change, the role of social workers as advocates is vital.
Vol. 6, No. 2, Fall 2005
Dulmus, Catherine N.; Bass, Lessi L.; and Bunch, Sheila G. (2006). Perspectives on the Mission of the Social Work Profession: A Random Survey of NASW Members. Advances in Social Work, 6/(1), 231-239.
Abstract: Individuals with MSW degrees and who were members of the National Association of Social Workers (NASW) in the United States (N=862) were surveyed and asked what best represents the social work profession mission for them. They were provided with 7 pre-selected choices (i.e. advocacy; lobbying; social justice; community organization; clinical work with individuals, families and groups; advancement of the social work profession; or other) from which to choose one response. Over 66 percent of those responding chose clinical work with individuals, families, and groups as the mission of the social work profession. With the complex problems facing societies today, will social work be at the forefront of the challenge or have we turned away from our historical mission of promoting social justice? This paper focuses on the findings from this research study and discusses its implications for social work education and the social work profession, as well as those individuals whom social workers serve.
Taylor, Melissa Floyd (2006). Social Workers and the Involuntary Treatment in Mental Health. Advances in Social Work, 6/(1), 240-250.
Abstract: Involuntary treatment is often a reality in mental health social work. The current research examined 330 mental health social workers’ involvement in and opinions about involuntary treatment as part of their primary job functions. Varieties of involuntary intervention and typical frequency were investigated. The most often cited areas of involuntary treatment experience proved to be mandated outpatient counseling and emergency hospitalization. In general, participants reported a high level of support for the existence of involuntary intervention, both in "idea" and "implementation." The study also explored the attitudes social workers have about these sometimes "ethically-complex" social work interventions and how these attitudes may have changed over the life of their practice careers due to practice experience and personal growth, job changes, and exposure to the reality of mental illness.
Anderson, Debra; Langer, Carol; Furman, Rich; and Bender, Kim (2006). Using Films to Teach Social Welfare Policy. Advances in Social Work, 6/(1), 251-262.
Abstract: Because social welfare policy tends to be among the least-preferred courses in the social work curriculum, using contemporary films to augment the course content may help students gain awareness of the nature of the relationship between micro- and macro-level social work. Films may also help to bring abstract policy concepts into a more grounded and focused format. The purpose of this article is to explore the use of contemporary film in teaching social welfare policy courses by presenting three films as case examples along with suggested discussion questions for each. The article concludes by discussing a framework and criteria for the selection and use of films for social work curricula.
Wilkerson, David and Ouelette, Phillip M. (2006). Community Alternatives for Love and Limits (CALL): A Community-Based Family Strengthening Multi-Family Intervention Program to Respond to Adolescents at Risk. Advances in Social Work, 6/(1), 263-275.
Abstract: Family Strengthening has become a source of growing interest, research, and program design in the fields of prevention and treatment for problems of youth delinquency, school failure, alcohol, tobacco and other drug abuse (ATOD). Despite many studies that illustrate positive outcomes of family strengthening programs and family-focused interventions, their use in communities has not advanced commensurate with their promise. This article offers a rationale for why programming efforts should continue to be directed towards family strengthening efforts as opposed to youth-focused only interventions. In addition, a community-based, family-strengthening alternative is described that addresses issues of youth delinquency while reducing barriers associated with availability, accessibility, and cost.
Bennett, Robert B. and Marshall, Eldon K. (2006). Group Work with Parents of Adolescent Sex Offenders: Intervention Guidelines. Advances in Social Work, 6/(1), 276-289.
Abstract: Interest and attention to adolescent sex offenders has increased greatly over the past twenty years. Allegations of adolescent sexual improprieties are known to have profound and disruptive repercussions on the entire family, especially the parents of the offending adolescent. Adolescent criminal acts, in general, result in a myriad of disconcerting emotions experienced by the parent(s). Although a great deal of attention is currently being focused upon treatment of adolescent sex offenders, little is being written about intervention with parents of these adolescents. This paper reviews the clinical and research literature pertaining to the family dimensions of male adolescent sexual offending behavior and offers a set of guidelines for use in group practice with parents of these adolescents.
Hodge, David R. (2006). The Spiritual Competence Scale: Validating a Population-Specific Measure of Cultural Competence with a Faith-Based Sample. Advances in Social Work, 6/(1), 390-304.
Abstract: Cultural competence, including more focused forms of cultural competence such as spiritual competence, has been a topic of increasing professional attention over the past decade. Yet, while cultural competence is increasingly viewed as essential to effective service provision, few measures of cultural competence exist. To address the gap, the present study validates a new population-specific measure of spiritual competence with a random national sample of faith-based graduate students. Analysis suggests the eight item scale is a valid and reliable measure of spiritual competence. The instrument is designed to assess levels of competence in educational programs, but with modification it can be used in agency settings, or for individual self-assessment.
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