Council on Social Work Education

2013 ◽  
Author(s):  
Julia M. Watkins ◽  
Jessica Holmes
Keyword(s):  
Social Work ◽  
Board Of Directors ◽  
Social Work Education ◽  
Educational Innovation ◽  
Faculty Members ◽  
Development Research ◽  
The Social ◽  
Work Programs ◽  
Social Work Programs ◽  
Work Education

The Council on Social Work Education (CSWE) provides leadership in social work education through faculty development, research, and accreditation of baccalaureate and master's social work programs. As of February 2012, 689 social work programs were accredited by CSWE. These programs represent an estimated 7,500 faculty members and 82,000 students at the baccalaureate and master's levels. CSWE promotes continued educational innovation and relevancy through setting accreditation standards, which are regularly revised by volunteer representatives from the social work education and practice community and approved by the CSWE Board of Directors.

Safety Education: A Study of Undergraduate Social Work Programs

2007 ◽  
Vol 12 (2) ◽  
pp. 141-153 ◽  
Author(s):  
Geraldine Faria ◽  
Mary Agnes Kendra
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Academic Programs ◽  
Safety Education ◽  
Education Programs ◽  
The Social ◽  
Client Violence ◽  
Work Programs ◽  
Social Work Programs ◽  
Work Education

The literature on client violence against social workers calls for social work education programs to teach students how to protect themselves and minimize the risk of verbal and physical harm. Although the social work literature cites examples of content that should be taught, there is little information on whether safety education is covered in academic programs and, if so, what exactly is taught. This study focused on nineteen baccalaureate programs and determined the extent to which they teach safety education. The study also identified the minimum safety education content that should be taught in baccalaureate social work programs.

Truth in Labeling? An Initial Evaluation of Associate in Social Work Programs

2020 ◽  
Vol 25 (1) ◽  
pp. 65-87
Author(s):  
Rex J. Rempel
Keyword(s):  
Community Colleges ◽  
Social Work ◽  
Social Work Education ◽  
The United States ◽  
Consensus Definition ◽  
College Programs ◽  
Work Programs ◽  
Social Work Programs ◽  
Definition Of ◽  
Work Education

Although BSW programs have long accepted transfer students with associate degrees in human services, community colleges in the United States also offer associate in social work (ASW) degrees. Absent from the peer-reviewed literature, however, little is known about community colleges’ social work programs. They are unrecognized by the Council on Social Work Education (CSWE), and the validity of their claims to teach social work is untested. This research located 57 such programs and evaluated their ability to meet customary benchmarks for social work education. One- third of ASW program directors completed surveys about their programs, reportedly meeting 41% of select CSWE 2015 Educational Policy and Accreditation Standards for BSW programs. This empirical study of community college programs suggests broader options for both students and colleges, challenges the consensus definition of social work education as beginning in baccalaureate studies, and raises concerns about unproven claims to teach social work.

Interdisciplinary collaboration in social work education in the USA, Israel and Canada: Deans’ and directors’ perspectives

2010 ◽  
Vol 53 (4) ◽  
pp. 457-473 ◽  
Author(s):  
Laura Bronstein ◽  
Terry Mizrahi ◽  
Yossi Korazim-Kőrösy ◽  
Debra McPhee
Keyword(s):  
Social Work ◽  
Survey Research ◽  
Social Work Education ◽  
Interdisciplinary Collaboration ◽  
Community Level ◽  
The Usa ◽  
Work Programs ◽  
Social Work Programs ◽  
Work Education ◽  
The University

This article utilized survey research to examine where interdisciplinary collaboration is occurring and being taught in social work programs in three countries. Findings indicate that social work programs participate in high levels of interdisciplinary collaboration at the university—community level and the interdepartmental level and teach it through an array of courses.

Gatekeeping for Small Baccalaureate Social Work Programs

2000 ◽  
Vol 5 (2) ◽  
pp. 67-80 ◽  
Author(s):  
Deana F. Morrow
Keyword(s):  
Social Work ◽  
Students With Disabilities ◽  
Due Process ◽  
Field Instruction ◽  
Work Program ◽  
The Social ◽  
Work Programs ◽  
Social Work Programs ◽  
Work Education ◽  
Social Work Program

This article provides an overview of the gatekeeping process, including Council on Social Work Education (CWSE) requirements for gatekeeping, with an emphasis on small baccalaureate social work programs. Gatekeeping criteria, including admission to the social work major, admission to field instruction, and approval for graduation are reviewed. Also, criteria for the development and monitoring of termination policies are highlighted as well as legal considerations relative to due process, program liability, and serving students with disabilities. A sample gatekeeping policy used in one small baccalaureate social work program is provided.

Homophobia Among Students in Social Work Programs

1996 ◽  
Vol 2 (1) ◽  
pp. 23-41 ◽  
Author(s):  
Beverly Black ◽  
Thomas Oles ◽  
Linda Moore
Keyword(s):  
Social Work ◽  
Civil Rights ◽  
Gay Men ◽  
Social Work Education ◽  
Positive Influence ◽  
Gender And Race ◽  
The Social ◽  
Students Attitudes ◽  
Social Work Programs ◽  
Work Education

This article presents the results of a study examining students' levels of homophobia and changes in these levels at various points in the social work curriculum. The study found that social work courses exert a weak but positive influence on students' attitudes toward lesbians and gay men. The level of homophobia expressed by students significantly varied by gender and race. Major course of study in school did not significantly influence levels of homophobia. Students in all classes reported the highest levels of homophobia on statements related to sexuality and the lowest levels of homophobia on statements related to civil rights. Implications for social work education are also discussed.

Interprofessional Education in Undergraduate Social Work Education

2015 ◽  
Vol 20 (1) ◽  
pp. 179-188 ◽  
Author(s):  
Jaylene Schaefer ◽  
Shelagh Larkin
Keyword(s):  
Social Work ◽  
Educational Policy ◽  
Social Work Education ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Leadership Position ◽  
Interprofessional Learning ◽  
Work Programs ◽  
Social Work Programs ◽  
Work Education

This teaching note discusses the role interprofessional education (IPE) can play in social work education. The Final 2015 Educational Policy (Council on Social Work Education, 2015) includes the term interprofessional collaboration as a descriptor of Competency 7 (Assess individuals, families, groups, organizations, and communities) and as a component behavior in Competency 8 (Intervene with individuals, families, groups, organizations, and communities). We contend that the interprofessional learning initiatives currently under way in many other professions offer opportunities for social work programs as their administrators begin to think about operationalizing these two social work competencies. We present several examples of learning initiatives from our program that can be used to develop student's competence in interprofessional collaboration. In addition, social work's strength as a profession, rooted in collective practice, can be used to move social work into a leadership position in IPE.

A Practical Guide for Developing Effective Technical Standards in Social Work Programs

2010 ◽  
Vol 15 (2) ◽  
pp. 17-30
Author(s):  
Marie Huff ◽  
John Hodges
Keyword(s):  
Social Work ◽  
Graduate Students ◽  
Technical Standards ◽  
Social Work Educators ◽  
The Social ◽  
History Of ◽  
Work Programs ◽  
Behavioral Attributes ◽  
Social Work Programs ◽  
Work Education

Social work educators are increasingly faced with concerns about students who do not possess the technical standards (basic skills, values, and abilities) of the social work profession. This article discusses the purpose of technical standards, which ensure that social work programs admit, retain, and graduate students who possess the physical, cognitive, emotional, and behavioral attributes required for success. The history of technical standards, concerns about their use, and the growing need for technical standards are also addressed. Finally, practical advice on developing technical standards for social work education and examples of one university's standards are offered.

The 5-Year BSW–MSW Program: A New Curricular Option

2010 ◽  
Vol 15 (1) ◽  
pp. 67-82
Author(s):  
Shirley Simon ◽  
Edward Gumz ◽  
Susan Grossman ◽  
James Marley ◽  
Yolanda Golden
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Potential Role ◽  
Faculty Members ◽  
Specific Information ◽  
Admission Process ◽  
Msw Students ◽  
School Of Social Work ◽  
Work Education

This article describes and analyzes the development and implementation of a 5-year BSW–MSW program at a Midwestern school of social work. Key pedagogical and programmatic considerations in the development of such programs are identified. Specific information about the admission process and curricular pathway is provided. Five-year and traditional MSW students are compared on their performance in foundation-level MSW courses. The results of evaluative surveys of faculty members and 5-year students are also presented. The potential role of 5-year programs in social work education is discussed.

Social work education in action: How studying for the profession facilitates the adaptation of internationally educated social workers in Canada

2018 ◽  
Vol 64 (1) ◽  
pp. 114-127
Author(s):  
Annie Pullen Sansfaçon ◽  
Marion Brown
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Social Work Education ◽  
Educational Background ◽  
Work Skills ◽  
The Social ◽  
Theory Project ◽  
Work Education ◽  
Adaptation Processes ◽  
Depth Interviews

This article presents the results and theorization of a 4-year Grounded Theory project that sought to understand the processes and dynamics involved in the professional adaptation of internationally educated social workers now practicing in Canada. In-depth interviews with 66 participants, who undertook social work education outside of Canada and have subsequently settled to practice in the country, were conducted. Results highlight that the social work educational background of the professionals not only offers key conceptual, theoretical, and analytical foundations needed to adapt knowledge and skills to practice abroad, but also provides tools to navigate and negotiate professional adaptation processes as a whole. We conclude that ultimately, social workers may adapt well to their new work contexts because of the transferability of social work skills, knowledge, and values to new practice settings, thus facilitating interventions with services users and also their own process of professional adaptation.

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