The Great Divide Between Social Work Educational Policy and Licensure Examinations: Differing Approaches to Identifying Competency That are Challenging the Profession

2019 ◽  
pp. 1-16
Author(s):  
Dawn Apgar
Keyword(s):  
Social Work ◽  
Educational Policy ◽  
Licensure Examinations ◽  
Great Divide

Facilitating CSWE's Social Justice Competency in Baccalaureate Social Work Courses

2011 ◽  
Vol 16 (2) ◽  
pp. 55-73
Author(s):  
Simon Funge ◽  
Nancy Meyer-Adams ◽  
Chris Flaherty ◽  
Gretchen Ely ◽  
Jeffrey Baer
Keyword(s):  
Social Justice ◽  
Social Work ◽  
Educational Policy ◽  
Social Workers ◽  
Core Competencies ◽  
The Other ◽  
Policy Positions ◽  
Practice Behaviors ◽  
The Social ◽  
Work Education

The Council on Social Work Education identifies social justice as one of 10 core competencies in its 2008 Educational Policy and Accreditation Standards. Educators can find it daunting to address this particular competency. The National Association of Social Workers' Social Work Speaks can provide a practical guide for educating students in the policy positions of social work's primary professional association. This article offers uses of these materials that can infuse social justice concepts into foundation coursework, mitigating not only some of the challenges associated with teaching this content but also fostering the expected practice behaviors associated with the social justice competency. This model can apply to teaching strategies pertaining to the other nine competencies. Examples of assignments and methods for assessment are provided.

scholarly journals Exploring Redundancy in SocialWork Education

10.18060/42 ◽  
2018 ◽  
Vol 4 (1) ◽  
pp. 48-63
Author(s):  
Bruce Dalton ◽  
Lois Wright
Keyword(s):  
Social Work ◽  
Educational Policy ◽  
First Year ◽  
Content Areas ◽  
Accreditation Standards ◽  
The Social ◽  
Study Results ◽  
Msw Students ◽  
Study Process

The issue of redundancy has not been well explored in the social work curriculum. The Educational Policy and Accreditation Standards (EPAS) (CSWE, 2001) requires redundancy in the form of integration of material across content areas and addresses redundancy vertically between levels of education and year of program. Furthermore, research and theory support the notion that various types of redundancy produce educational benefits.This paper uniquely uses MSW students to track instances of redundancy over their first year of study and distinguishes between helpful and unhelpful redundancy. It presents both the study results and a description of the study process so that other schools may use or adapt it.

The Intersection of Religion and Sexual Orientation: Pedagogy and Challenges

2015 ◽  
Vol 20 (1) ◽  
pp. 157-178
Author(s):  
Claire L. Dente
Keyword(s):  
Sexual Orientation ◽  
Social Work ◽  
Cultural Competence ◽  
Educational Policy ◽  
Social Work Education ◽  
Social Work Students ◽  
Religion And Spirituality ◽  
Culturally Competent ◽  
Diversity Issues ◽  
Work Education

The Council on Social Work Education's (CSWE) 2008 Educational Policy and Accreditation Standards (EPAS) included the goal of competency in the ability to “engage diversity and difference in practice.” This goal continued efforts to raise awareness of diversity issues for clients articulated in earlier EPAS. Social work education has included cultural competence in areas of difference including sexual orientation and religion and spirituality. Undergraduate social work students should understand the complexity of this intersection to provide culturally competent services to lesbian, gay, bisexual, transgender, and queer clients, and to understand religious backgrounds that may not include affirmative messages on sexual orientation. This article presents an overview of the intersection of religion/spirituality and sexual orientation, and recommends audiovisual materials that can highlight salient issues for BSW students in pedagogy on this intersection.

Social Work Competencies and Multidimensional Assessment

2015 ◽  
Vol 20 (1) ◽  
pp. 117-135 ◽  
Author(s):  
John Poulin ◽  
Selina Matis
Keyword(s):  
Social Work ◽  
Educational Policy ◽  
Accreditation Standard ◽  
Multidimensional Assessment ◽  
Accreditation Standards ◽  
Practice Behaviors ◽  
Assessment Plans ◽  
Assessment Of Practice ◽  
Significant Change

The authors review the Council on Social Work Education's 2015 Educational Policy and Accreditation Standards (EPAS) related to the assessment of social work competencies. The 2015 EPAS focuses on the multidimensional assessment of holistic competencies (Drisko, 2015). This is a significant change from the assessment of practice behaviors approach of the 2008 EPAS. This article aims to clarify the intention and language related to assessment in the 2015 EPAS and to provide programs with an overview of possible ways of developing assessment plans that are in compliance with Accreditation Standard 4.0–Assessment.

Fostering Practice Self-Efficacy: An Exercise to Promote Student Self-Efficacy and Evidence-Based Practice

2016 ◽  
Vol 21 (1) ◽  
pp. 23-31
Author(s):  
Lydia Ogden
Keyword(s):  
Substance Use ◽  
Social Work ◽  
Educational Policy ◽  
Self Efficacy ◽  
Evidence Based Practice ◽  
Social Work Students ◽  
Role Playing ◽  
Professional Responsibility ◽  
Evidence Based ◽  
Accreditation Standards

This teaching note describes my experience discovering and addressing challenges to graduating baccalaureate social work students' self-efficacy, particularly on the use of a substance-use-oriented evidence-based practice (EBP) in fieldwork placements. This discovery led to the development of an exercise, presented here, to proactively identify and address such challenges. The exercise consists of a structured discussion that invokes theory and professional responsibility, followed by the instructor modeling role playing for the class. The exercise culminates in dyadic role playing between students with individualized feedback provided by the professor. In addition to promoting student self-efficacy, the exercise is designed to address practice competencies specified by the Council on Social Work Education's Educational Policy and Accreditation Standards and specifically to promote the use of EBP in the field.

Incorporating Practice Evaluation With the Field Practicum

2004 ◽  
Vol 9 (2) ◽  
pp. 78-90 ◽  
Author(s):  
Tracy J. Dietz ◽  
Alex Westerfelt ◽  
Thomas R. Barton
Keyword(s):  
Social Work ◽  
Educational Policy ◽  
Practice Research ◽  
Policy Statement ◽  
Curriculum Policy ◽  
Research Knowledge ◽  
Accreditation Standards ◽  
Agency Support ◽  
Field Practicum ◽  
Social Work Programs

Social work programs are expected to provide students with the research knowledge, skills, and applications they can use in their practice to develop interventions and evaluate their own practice effectiveness. Based on CSWE's Curriculum Policy Statement and Educational Policy and Accreditation Standards, a rationale for and a model incorporating practice evaluation and research with the field practicum are described here. Several issues concerning implementation, such as alleviating student fears and enlisting agency support as well as the authors' experience incorporating practice research in the field practicum, are presented and discussed.

Curriculum Mapping in a Social Work Program With the 2015 Educational Policy and Accreditation Standards

2019 ◽  
Vol 55 (1) ◽  
pp. 23-33
Author(s):  
Monit Cheung ◽  
Shu Zhou ◽  
Sarah C. Narendorf ◽  
Rebecca L. Mauldin
Keyword(s):  
Social Work ◽  
Educational Policy ◽  
Curriculum Mapping ◽  
Work Program ◽  
Accreditation Standards ◽  
Social Work Program

scholarly journals The Integration of Disability Content into Social Work Education: An Examination of Infused and Dedicated Models

10.18060/2131 ◽  
2012 ◽  
Vol 13 (3) ◽  
pp. 633-647 ◽  
Author(s):  
Kristen Faye Bean ◽  
Taylor E. Krcek
Keyword(s):  
Content Analysis ◽  
Social Work ◽  
Educational Policy ◽  
Social Workers ◽  
Social Work Education ◽  
People With Disabilities ◽  
Accreditation Standards ◽  
Work Education ◽  
Schools Of Social Work

Disability content has been slowly integrated into social work curricula despite the large proportion of social workers supporting people with disabilities and its requirement in social work education by the Council on Social Work Education Educational Policy and Accreditation Standards. Schools of social work offer disability content to their students in three ways: infused, dedicated (specialization), or a combination of both. A content analysis of 1620 course titles and descriptions from the top schools of social work was conducted to assess the integration of disability content into social work curricula. Eighty percent of the schools included disability content in their curriculum. Disability content was more likely to be integrated using the infused rather than the dedicated model.

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