Abstracts Volumes 1 & 2
By Title:
- An Infusion Model for Including Content on Elders with Chronic Illness in the Curriculum
- Asset Building: Integrating Research, Education, and Practice
- Cultural Sensitivity in ATOD Agencies: Administrator and Staff Perceptions in the Hispanic Heartland
- Economic Modeling in Social Work Education
- Effect of Urban Poverty on Parents' Expectation of their Children's Achievement
- Ethical Interactions in Cyberspace for Social Work Practice
- Faculty-Student Collaboration: Issues and Recommendations
- Implementation of the Adoption and Safe Families Act of 1997: The Indiana Experience
- Perceptions of Field Instructors: What Skills are Critically Important in Managed Care and Privatized Environment?
- Power in the People: Strengths and Hope
- Social Welfare Policy Changes and Social Work Practice
- Social Workers' Religiosity and its Impact on Religious Practice Behaviors
- What Social Workers Should Know About Ethics: Understanding and Resolving Ethical Dilemmas
By First Author:
- Angeline Barretta-Herman and Kendra J. Garrett
- Elaine P. Congress
- Barry R. Cournoyer, Gerald Powers, James Johnson, and Robert Bennett
- Sherry M. Cummings & Nancy P. Knopf
- Cathleen S. Graham
- David R. Hodge, Paul Cardenas, and Harry Montoya
- Michael N. Kane, Elwood R. Hamlin II, and Wesley Hawkins
- Debra Mattison, Srinka Jayaratne, & Tom Croxton
- Stephen M. Marson & Sara B. Brackin
- Doris McGartland Rubio, Julie Birkenmaier and Marla Berg-Weger
- Shanta Pandey & Min Zhan
- Salleby, Dennis
- Michael Sherraden & Margaret Sherraden
Volume 1, No. 1, Spring 2000
Congress, Elaine P. (2006). What Social Workers Should Know About Ethics: Understanding and Resolving Ethical Dilemmas. Advances in Social Work, 1/(1), 1-25.
Abstract: Recognizing ethical issues and dilemmas that arise in professional practice is crucial for social work practitioners, educators, and students. After a discussion about the limited, although growing, literature on social work ethics, the ten main tenets from the most current NASW Code of ethics are presented. These topics include limits to confidentiality, confidentiality and technology, confidentiality in family and group work, managed care, cultural competence, dual relationships, sexual relationships, impairment and incompetence of colleagues, application to administrators and relevance to social work educators. In addition to understanding the Code of Ethics, social workers can use the ETHIC model of decision making for resolving ethical dilemmas. This easy to use five step process includes examining personal, agency, client, and professional values, thinking about ethical standards and relevant laws, hypothesizing about consequences, identifying the most vulnerable, and consulting with supervisors and colleagues. A case example involving confidentiality, HIV/AIDS, and family therapy demonstrates how social workers can use the ETHIC model.
Marson, Stephen M. and Brackin, Sara B. (2000). Ethical Interaction in Cyberspace for Social Work Practice. Advances in Social Work, 1/(1), 27-42.
Abstract: The nature of ethics on the Internet may be confusing to some social workers because of the unique characteristics of client contacts in cyberspace. This article addresses three basic issues/questions that clarify the ethical relationships among clients, other professionals and the Internet. These include: What must I do to maintain professional ethical standards on the Internet? How do I deal with the unethical interactions of others within cyberspace? How do I examine and analyze ethical issues with no clear guidelines?
Mattison, Debra; Jayaratne, Srinka; and Croxton, Tom (2000). Social Workers' Religiosity and its Impact on Religious Practice Behaviors. Advances in Social Work, 1/(1), 43-59.
Abstract: This study explores the impact of the social work practitioner's religiosity on religious practice behaviors. A random sample of 1,278 social workers who possessed M.S.W. degrees, who provided direct services to clients and were members of NASW were surveyed regarding their personal religiosity. They were also asked about their views on the appropriateness of six Religion and Prayer in Practice behaviors. Variations in Religion and Prayer Practice behaviors were analyzed in relationship to the worker's religiosity, race, gender and employing agency auspice. Regardless of all other factors, the more religious a worker is, the more likely a worker is to view religious and prayer activities in practice as appropriate professional behavior. Implications and recommendations regarding the integration of religion and spirituality in social work education and practice are discussed.
Sherraden, Michael and Sherraden, Margaret (2000). Asset Building: Integrating Research, Education and Practice. Advances in Social Work, 1/(1), 61-77.
Abstract: Asset building is an emerging concept in anti-poverty work in economically advanced nations. In the past, welfare states have defined poverty primarily in terms of income. While income is necessary to maintain consumption, saving and investment is also necessary if families and communities are to progress out of poverty over the long term. Asset building is a broad idea with many possible applications, including homeownership, microenterprise, and individual development accounts (IDAs). IDAs are matched savings accounts for low-wealth families. In this paper, the authors describe asset building as a policy and practice innovation; discuss results from two research projects, one on IDAs and a second on microenterprise; and illustrate a strategy for education and advocacy. This work may serve as an example of simultaneous advances in research, education, and practice, wherein each aspect of the work is enriched by and contributes to the others. The strongest advances in social work proceed not by the separation of ideas, study, and application, but by their integration and mutual reinforcement.
Graham, Cathleen S. (2000). Implementation of the Adoption and Safe Families Act of 1997: The Indiana Experience. Advances in Social Work, 1/(1), 79-92.
Abstract: The Adoption and Safe Families Act of 1997 (ASFA) is expected to have a profound impact on children and families the child welfare system serves. This article provides information about Indiana's experience in implementing ASFA, including policy decisions made by the legislative and executive branches of government and the involvement of the judiciary. A multi-disciplinary task force addressed training and program needs for positive implementation. Initial outcomes for Indiana children and remaining challenges are discussed.
Cummings, Sherry M. and Kropf, Nancy P. (2000). An Infusion Model for Including Content on Elders with Chronic Illness in the Curriculum. Advances in Social Work, 1/(1), 93-105.
Abstract: Older people with chronic mental illness (CMI) are experiencing longer life expectancies that parallel those of the general population. Due to their experience of having CMI, these older adults present unique issues that affect service delivery and care provision. Content on this population is often omitted in the curriculum, which leaves students unprepared to practice with these clients. This article proposes an infusion model that can be used in baccalaureate or graduate foundation courses to increase exposure to elders with CMI.
Pandey, Shanta and Zhan, Min. (2000). Effect of Urban Poverty on Parents' Expectation of their Children's Achievement. Advances in Social Work, 1/(1). 107-125.
Abstract: In this study we examine if parents' expectations of their children's success in life varies by type of urban neighborhood. Do parents' expectations of their children's educational achievement and age at which their offspring may start their first job, marry and have children vary by the type of urban neighborhood in which they reside? Analysis of data taken from inner city Chicago indicates that residents in urban neighborhoods varied in their demography, ethnic status, marital status, labor force participation, earnings ability, welfare dependency and asset holdings. Parental expectation of their offspring's educational achievement and age at which offspring may begin working or marry, however, did not vary by type of neighborhood. Expected age at which their children may have kids, however, did vary by type of neighborhood. Actual first child's success indicators were also similar across types of neighborhood. This study shows that parents' expectations for their children's achievement are largely independent of the poverty level of the urban neighborhood in which they reside. The findings also challenge the validity of the culture of poverty theory.
Volume 1, No. 2, Fall 2000
Salleby, Dennis (2000). Power in the People: Strengths and Hope (2000). Advances in Social Work, 1/(2), 127-136.
Abstract: The strengths perspective and resilience literature suggest that social workers may learn from those people who survive and in some cases flourish in the face of oppression, illness, demoralization, and abuse. Social workers need to know what steps these natural survivors have taken, what processes they have adopted, and what resources they have used. In this article, written specifically for Advances in Social Work, Dennis Saleeby discusses the central tenets of strength-based practice.
Hodge, David R.; Cardenas, Paul; and Montoya, Harry (2000). Cultural Sensitivity in ATOD Agencies: Administrator and Staff Perceptions in the Hispanic Heartland. Advances in Social Work, 1/(2), 137-147.
Abstract: Administrator and staff perceptions (N=72) of alcohol, tobacco, and other drugs (ATOD) agency cultural sensitivity were explored in a predominantly Hispanic rural area with elevated levels of acculturation and high ATOD usage. While providers generally agreed that a relatively moderate need existed for training related to cultural issues, a more nuanced picture emerged in the purview of culturally-related barriers. Administrators viewed the lack of appropriate interpreters and language as a greater barrier than did the staff. Administrators also held higher perceptions of agencies' cultural competency. The overall high assessment of cultural sensitivity may result from the substantial number of Latino providers.
Barretta-Herman, Angeline and Garrett, Kendra J. (2000). Faculty-student Collaboration: Issues and Recommendations. Advances in Social Work, 1/(2), 138-159.
Abstract: This exploratory qualitative study of 11 social work faculty identified the benefits and risks of faculty-student collaboration. Benefits articulated include helping students learn to write for publication, learning the publication process, getting innovative student material published, and enriching the project through shared problem-solving. The benefits, however, must be weighed against the risks of exploitation of the student collaborator. Successful faculty-student collaboration in this dual relationship demands that faculty take responsibility for safeguarding boundaries, following the NASW Code of Ethics, and openly negotiating roles, tasks, workload, and order of authorship with the student.
Cournoyer, Barry R.; Powers, Gerald; Johnson, James;and Bennett, Robert (2000). Economic Modeling in Social Work Education. Advances in Social Work, 1/(2), 161-175.
Abstract: Economic modeling provides academic administrators with a logical framework for analyzing costs associated with the processes involved in the delivery of social work education. The specific costs associated with activities such as teaching, research, and service may be determined for a school of social work as a whole or for specific responsibility centers (e.g. programs and services within the school). Economic modeling utilizes modern spreadsheet software that can be configured in relation to the idiosyncratic needs and budgeting strategies that exist in virtually all colleges and universities. As a versatile planning tool, it enables managers to identify specific "cost-drivers" that cause the occurrence of real costs in relation to designated programmatic initiatives. In addition, economic modeling provides academic planners and decision-makers a useful vehicle for considering the economic impact of various projected ("what-if") scenarios.
McGartland Rubio, Doris; Birkenmaier, Julie; and Berg-Weger Marla (2000). Social Welfare Policy Changes and Social Work Practice. Advances in Social Work, 1/(2), 177-186.
Abstract: Managed care, welfare reform, changes in government-sponsored health insurance, privatization, for-profit commercial activity, and increasing competition for charitable funding are affecting nonprofit social service organizations. This study of 244 nonprofit social service agencies explores the influence of social policy changes on nonprofit organizations. The effects of such changes on social work practice and social work field education within nonprofit organizations are explicated. Guidance for social work field education departments is provided.
Kane, Michael N.; Hamlin II, Elwood R.; and Hawkins, Wesley (2000). Perceptions of Field Instructors: What Skills are Critically Important in Managed Care and Privatized Environment? Advances in Social Work, 1/(2), 187-202.
Abstract: There is an increasing demand for social work practitioners to work in managed care and privatized environments. In an attempt to build social work curriculum and identify important competencies needed in contemporary service environments, researchers investigated South Florida field instructors' (N=79) perceptions of necessary knowledge and skill to work in environments affected by privatization and managed care. This study's findings indicate that field instructors (98%) identified documentation as the most critically important skill for any social work position. Additionally, respondents identified intervention evaluation (95%), time-focused and needs-based assessments strategies (94%), and evaluation of progress through outcome measures (94%) as other critically important skills for current and future practitioners.
Volume 2, No. 1, Spring 2001
Spencer, Michael S. (2001). Identity and Multicultural Social Work Research: A Reflection In Process. Advances in Social Work, 2/(1), 1-11.
Abstract: Personal identity and multicultural issues have relevance for social work researchers as well as practitioners. Written specifically for Advances in Social Work, this self-revelatory and inspirational article by Dr. Spencer is based, in part, on an address he delivered at the January 2001 Annual Conference of the Society for Social Work and Research. Michael Spencer encourages social work educators, researchers, and practitioners to join with him in the conversations needed to address identity and multicultural issues as they pertain to service-related research. In particular, he challenges social workers to recognize and manage their identity-based personal biases and preferences, and use both quantitative and qualitative research perspectives in ways that acknowledge the uniqueness of diverse peoples. He recommends that the processes of collaboration and self-reflection characterize the conduct of multicultural social work research, and urges researchers to translate their findings into practitioner-friendly forms to facilitate application in service delivery.
Chierchio, Marianne; Cohen, Carol S.; and Phillips, Michael H. (2001). How Are We Doing? Agency/University Collaboration for Assessement of Client Outcomes. Advances in Social Work, 2/(1), 13-25.
Abstract: Assessment of client outcomes in social work practice has new urgency in today's service environment. However, traditional visions of agency staff as doers and social work educators as thinkers limit opportunities for collaboration. The agency/university collaboration model integrates doer and thinker roles, providing opportunities to both enhance assessment of client outcomes in practice and bring current practice knowledge into the social work classroom. An example of a multi-site-parenting program illustrates how agency administrators and educators may forge collaborations. The authors discuss relevant issues, such as ownership of collaboration, appraisal of risks, and pacing the work.
Finn, Jerry and Marson, Steven M. (2001). Social Work Programs' Use of the World Wide Web to Facilitate Field Instruction. Advances in Social Work, 2/(1), 27-37.
Abstract: Employing a systems model, this study presents a content analysis of the Websites of social work academic programs in the United States. A sample of 292 academic programs was extracted from the Baccalaureate Programs Directors' (BPD) online directory of CSWE-accredited social work programs. Of these, 119 were MSW or MSW/BSW programs; the remaining 173 were BSW programs. Although many aspects of Website content were examined, field curriculum was the central focus of this study. The results demonstrate the wide variety of information included on the Websites. MSW and MSW/BSW program Websites offer more information than BSW programs. However, most programs are not making use of the Internet to obtain feedback, create interaction, or provide support. A variety of model Websites are offered to assist social work academic programs develop and maintain their own Websites.
Besel, Karl (2001). The Role of Local Government Funding in Nonprofit Survival. Advances in Social Work, 2/(1), 39-51.
Abstract: Nonprofit social service organizations in America originally relied on private donations and charitable events to sustain their operations. As the number of nonprofit organizations has proliferated over the last few decades, so has nonprofit dependency on governmental and other sources of revenue. A case study design was used to examine factors that have impacted the survival of the original Indiana Youth Service Bureaus. This study highlights salient factors that influence survival and explores the characteristics and circumstances of selected organizations that enhance their sustainability. The findings suggest that social work administrators need to foster long-term relationships with local funders as a means of enhancing organizational survival.
Ellis, Rodney A.; Pruett, Anne L.; and Sowers, Karen M. (2001). Issues in the Seclusion and Restraint of Juveniles: Policy, Practice and Possibilities. Advances in Social Work, 2/(1), 53-64.
Abstract: The appropriate use of seclusion and restraint (S/R) is an important issue among juvenile justice professionals. Recent newspaper articles have brought the issue to the attention of the United States Senate, law enforcement agencies, and the general public. The result has been a series of investigations and publications by the Senate, law enforcement, and professional associations. Despite the attention this issue has received, professionals have yet to reach a definitive agreement as to what constitutes appropriate procedure. The authors of this article review several pieces of recent legislation and the professional and popular literature regarding the use of S/R. They identify major issues currently under discussion, highlight areas of consensus, and enumerate several dimensions that require further exploration. Finally, the authors discuss the implications of S/R for social work practitioners, including the importance of education and training, monitoring, hiring, policy advocacy, and ongoing research.
Galambos, Colleen. (2001). Healing Rituals for Survivors of Rape. Advances in Social Work, 2/(1), 65-74.
Abstract: Therapeutic rituals focus on clinical healing within different contexts and client populations. This article explores the use of therapeutic ritual at individual and collective levels to help survivors of rape to heal. This technique is applied to both levels through a discussion of two rituals developed for rape survivors. Results of a study that examined participant comments about a collective ritual for healing are discussed. Findings indicate that participants attend the ritual to be supportive of others ands to be supported themselves. Family members attend to obtain information about rape. This article explores practical information from a service planning and implementation perspective.
Conaway, Michael B.; Klemmack, David L.; Lee Roff, Lucinda; and McCallum, Debra M. (2001). Perceptions of Welfare Recipient Fraud and Provider Fraud: A 20-year Follow-up. Advances in Social Work, 2/(1), 75-81.
Abstract: This study replicated Roff & Klemmack's (1983) investigation of adult Alabamians' opinions regarding the degree to which welfare recipients and welfare employees defraud the government. The majority of the current respondents continue to see recipients as dishonest, but the mean recipient fraud index score dropped from 13.34 to 11.34. As was the case in the earlier study, beliefs that recipients defraud the government predicted lower support for government programs. The percentage of respondents who believed welfare employees to be dishonest doubled from 15.4% to 30.0% from 1981 to 2000, and the mean worker fraud index score increased from 4.14 to 7.02. Consistent with the previous study, beliefs that welfare employees are dishonest predicted higher, not lower, support for government programs and services. Social workers should be aware that a growing proportion of the population questions the integrity of those running welfare programs.
Volume 2, No. 2, Fall 2001
Behroozi, Cyrus S.; Busch, Monique; Cournoyer, Barry R.; Metzger, David; Powers, Gerald T.; and Siegel, Sheldon (2001). Indiana University School of Social Work: 90 Years of Professional Education. Advances in Social Work, 2/(2), 83-100.
Abstract: In this invited article, the authors review the history and development of the Indiana University School of Social Work from its origin in 1911 as a small department to its current status as a large organization offering educational programs to nearly 900 students on five campuses. One of the nation's oldest, it is the only school to offer the full continuum of social work education from the associate through the doctoral levels. In many respects, the evolution of the School mirrors the experiences of other schools and departments of social work. As such, the article may be enlightening to those interested in the history of social work education in this country
Byers, Katharine; Fitzgerald, Edward; and Queiro-Tajalli, Irene (2001). The 2001 Educational Policy and Accreditation Standards: Issues and Opportunities for BSW Education. Advances in Social Work, 2/(2), 104-111.
Abstract: The Educational Policy and Accreditation Standards (EPAS) combines social work educational policies and accreditation standards within a single document. The EPAS establishes guidelines for baccalaureate and masters' level social work education throughout the United States. In this article, the authors discuss the implications of the EPAS for Bachelor of Social Work (BSW) programs. They focus especially upon those aspects of the EPAS that relate to foundation-level program objectives and curriculum content.
Newcomb, Paul; Wagner, Marion; and Weiler, Robert (2001). The 2001 Educational Policy and Accreditation Standards: Implications for MSW Programs. Advances in Social Work, 2/(2), 113-118.
Abstract: The 2001 Educational Policy and Accreditation Standards (EPAS) establish guidelines for baccalaureate and masters' level social work education throughout the United States. In this article, the authors discuss implications of the EPAS for masters' level social work educational programs. They focus especially upon the opportunities afforded programs to introduce innovative educational experiences.
Adamek, Margaret E. and Cournoyer, Barry R. (2001). The 2001 Educational Policy and Accreditation Standards: The Value of Research Revisited. Advances in Social Work, 2/(2), 119-126.
Abstract: Although doctoral programs in social work are not accredited by the Council on Social Work Education nor subject to the Educational Policy and Accreditation Standards (EPAS, 2001), DSW and Ph.D. programs are affected by the nature and quality of baccalaureate and masters' social work education. In this article, the authors discuss the implications of the 2001 EPAS as they relate to BSW and MSW graduates' motivation and preparation for doctoral education.
Cournoyer, Barry R. (2001). Assessment of Student Learning in Social Work Education: The Indiana Model. Advances in Social Work, 2/(2), 128-151.
Abstract: In this paper, the author discusses assessment of student learning in light of evolving accreditation standards. The author describes the Indiana Model-a comprehensive approach that includes: (a) a Course-Learning Objectives (CLO) classification system to organize and analyze the total array of course learning objectives addressed in a curriculum, (b) a direct Assessment of Student Learning system to demonstrate student learning outcomes, and (c) an indirect Assessment of Student Learning system to provide for the perspectives of consumers and other stakeholders. When integrated, the three systems may be used for curriculum analysis and development, assessment of student learning, and program evaluation-particularly in terms of student learning outcomes. The proposed integrated approach to student learning assessment addresses both university and professional accreditation standards.
Freeman, Miriam L.; Rhodes, Rita; and Wolfer, Terry A. (2001). Developing and Teaching an MSW Capstone Course Using Case Methods of Instruction. Advances in Social Work, 2/(2), 156-171.
Abstract: Using an innovative process, the authors and their colleagues developed a case-oriented MSW capstone course. This article outlines the process of developing the course, choosing instructional methods and materials, and preparing instructors to teach the course. It reviews the process of teaching the course, including preparing to teach individual class sessions, identifying and dealing with several instructional challenges that emerged, and designing means to evaluate the course. The authors provide specific recommendations to faculty who wish to provide a similar course. In particular, they show how course development involves substantial, ongoing collaboration by faculty that yield exceptional benefits.
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