scholarly journals Realities and Realizations: Reflections on a Social Work Exchange Program between the United States and China

2016 ◽  
Vol 6 (4) ◽  
pp. 1038-1044
Author(s):  
Jennifer Cullen ◽  
Jolynn L. Haney ◽  
Linda Houser ◽  
Jun Cao ◽  
Xi Mi
Keyword(s):  
Social Work ◽  
Cultural Values ◽  
The United States ◽  
Social Needs ◽  
Master Of Social Work ◽  
Exchange Program ◽  
History Of ◽  
Work Education ◽  
Political Economic ◽  
Social Work Program

China has a long and complex history of political, economic, and educational shifts that have resulted in and from changing cultural values. Over time, the significance and format of social work education in China has changed, as has the need for professionally educated social workers that can support the ever-evolving social needs of China. To this end, some Chinese schools have begun to partner with schools in the U.S. to support the professionalizing of social work in China. This article presents the reflections of faculty and students involved in an exchange program for Chinese students to study in a U.S.-based master of social work program. Expectations, realities, needs, and recommendations of both faculty and students are discussed.

These People Have Always Been a Republic

2019 ◽  
Author(s):  
Maurice S. Crandall
Keyword(s):  
Native American ◽  
New Mexico ◽  
Indigenous Communities ◽  
The United States ◽  
Social Needs ◽  
Political Rights ◽  
Indigenous Groups ◽  
The Face ◽  
History Of ◽  
Political Economic

Spanning three hundred years and the colonial regimes of Spain, Mexico, and the United States, Maurice S. Crandall’s sweeping history of Native American political rights in what is now New Mexico, Arizona, and Sonora demonstrates how Indigenous communities implemented, subverted, rejected, and indigenized colonial ideologies of democracy, both to accommodate and to oppose colonial power.  Focusing on four groups--Pueblos in New Mexico, Hopis in northern Arizona, and Tohono O'odhams and Yaquis in Arizona/Sonora--Crandall reveals the ways Indigenous peoples absorbed and adapted colonially imposed forms of politics to exercise sovereignty based on localized political, economic, and social needs. Using sources that include oral histories and multinational archives, this book allows us to compare Spanish, Mexican, and American conceptions of Indian citizenship, and adds to our understanding of the centuries-long struggle of Indigenous groups to assert their sovereignty in the face of settler colonial rule.

Evaluation and Supporting Inquiry Courses in MSW Programs

2020 ◽  
Vol 30 (7) ◽  
pp. 750-759
Author(s):  
Mary O’Brien McAdaragh ◽  
John M. LaVelle ◽  
Lixin Zhang
Keyword(s):  
Puerto Rico ◽  
Social Work ◽  
Work Practice ◽  
The United States ◽  
Social Work Practice ◽  
Master Of Social Work ◽  
Credit Hours ◽  
Social Work Programs ◽  
Work Education

Purpose: To examine the extent to which evaluation and supporting inquiry courses are included in master of social work (MSW) curricula. Methods: This study analyzed the course titles and descriptions for 674 courses across 262 Council on Social Work Education accredited colleges and universities that offer MSW training in the United States and Puerto Rico. Results: The results indicate a robust presence of evaluation-specific courses in MSW programs, as well as skills that are further supported by inquiry and analysis courses; 51.1% of MSW programs required at least one evaluation course ( n = 134) for at least some of their students. On average, MSW programs required 2.0 credit hours in evaluation and 4.5 credit hours in inquiry courses for at least some of their students. Discussion: The findings suggest that evaluation education research should include social work programs and that educators should discuss the role of inquiry and evaluation in social work practice.

Reconciliation as a Framework for Supporting Racial, Ethnic, and Cultural Diversity in Social Work Education

2019 ◽  
Vol 47 (1) ◽  
pp. 83-95
Author(s):  
Yarneccia D. Dyson ◽  
Maria del Mar Fariña, LICSW, Ph.D. ◽  
Maria A. Gurrola, MSW, Ph.D. ◽  
Bronwyn Cross-Denny, Ph.D., LCSW
Keyword(s):  
Social Work ◽  
Cultural Diversity ◽  
The United States ◽  
Negative Effects ◽  
The Social ◽  
History Of ◽  
Social Work Programs ◽  
Work Education ◽  
Historical Antecedents ◽  
Racial Ethnic

In today’s society, the marginalization and oppression among vulnerable communities emphasizes the need for racial, ethnic, and cultural reconciliation. Slavery, racism, and white privilege have had long standing and negative effects in the history of the United States that continue to perpetuate the lives of minority populations. As a result, the need to emphasize the importance of anti-racist education that focuses on addressing all levels of practice (micro, mezzo, and macro) and challenges structural ideologies is paramount. The pursuit and maintenance of social justice for all is the foundation of the Social Work profession, therefore, students and practitioners must be equipped with the knowledge, training, and skills necessary for understanding how the historical antecedents and racism affect communities they will serve. This paper will explore the concept of racial reconciliation as a framework for addressing racial, ethnic, and cultural diversity within social work programs.

BPD is Launched: A History of the Association of Baccalaureate Social Work Program Directors, Part I.

1999 ◽  
Vol 4 (2) ◽  
pp. 37-59
Author(s):  
Leslie Leighninger ◽  
Paul H. Stuart
Keyword(s):  
Social Work ◽  
Undergraduate Education ◽  
Program Directors ◽  
Annual Conference ◽  
Work Program ◽  
The Social ◽  
History Of ◽  
Work Education ◽  
Undergraduate Programs ◽  
Social Work Program

The Association of Baccalaureate Social Work Program Directors (BPD), which presented its fifteenth annual conference in Philadelphia in October 1997, has a long history, extending long before the first conference, held at a convent in Nazareth, Kentucky, in 1983. The organization was formed in the mid-1970s in order to represent the interests and enhance recognition of undergraduate social work education and practice. As undergraduate programs grew in number and influence, BPD grew as well and came to be recognized as the voice of undergraduate education within the social work profession. The following history places the formation of BPD in the context of earlier efforts to speak for undergraduate education and highlights the association's flexibility of structure, emphasis on interaction with other organizations, and diversity in leadership and membership.1

Anthropological Contributions for Social Work Education

1989 ◽  
Vol 11 (3) ◽  
pp. 4-11
Author(s):  
George Esber
Keyword(s):  
Social Work ◽  
Program Planning ◽  
Master Of Social Work ◽  
Work Program ◽  
Teen Parent ◽  
Teen Parent Program ◽  
Work Education ◽  
Social Work Program ◽  
Goals And Objectives ◽  
Parent Program

A few years ago, as a student in a Master of Social work program, I listened to a presentation given by the former director of a two-year "Teen-parent" program. The talk was intended to provide insights into the process of program planning and implementation, which it did. At the conclusion, and really more as an off-the-record remark, the speaker said she had come to realize that the program, in spite of its having met its goals and objectives, was not really needed. The teens had little difficulty during their pregnancies and, as time showed, they were capable of doing a reasonably adequate job of mothering.

Training Second-Year MSW Students to Improve Cultural and Linguistic Competence

2019 ◽  
Vol 30 (4) ◽  
pp. 392-398 ◽  
Author(s):  
Susan L. Neely-Barnes ◽  
Brittany G. Kirk ◽  
Susan Elizabeth Elswick ◽  
Laura C. Taylor ◽  
Elena Delavega ◽  
...  
Keyword(s):  
Social Work ◽  
Training Program ◽  
Health Resources ◽  
Linguistic Competence ◽  
Master Of Social Work ◽  
Field Placements ◽  
Msw Students ◽  
Second Year ◽  
Work Education ◽  
Cultural And Linguistic Competence

Purpose: Cultural competency is a critical construct in social work education. This study investigated whether a grant-funded training program completed in tandem with second-year field placement and second-year Master of Social Work (MSW) curriculum could improve the cultural competence of MSW students. Method: Ninety-nine trainees completed the program over the 3-year grant period funded by the Health Resources and Services Administration. Cultural and linguistic competence was measured at the beginning and end of the training program for each cohort using a preexperimental design. Results: Findings suggest that MSW students saw improvement in their communication, values, and attitudes with respect to cultural and linguistic competence. Trainees did not report improvement on the Physical Environment subscale portion of the measure. Discussion: Results suggest that training can improve knowledge, values, and skills on cultural and linguistic competence. However, trainees may not have adequate authority to make an impact on the environment of their field placements.

Visions of community

1999 ◽  
Vol 42 (1) ◽  
pp. 27-38
Author(s):  
Pauline Jivanjee ◽  
Susan Tebb
Keyword(s):  
United States ◽  
Social Work ◽  
Social Work Education ◽  
Work Practice ◽  
The United States ◽  
Social Work Practice ◽  
Women's Movements ◽  
Work Education

Experiences traveling in Kenya provide a backdrop to an examination of the principles and practices of the Harambee and women’s movements in Kenya as they compare with feminist social work practice in the United States. Concluding remarks address the implications of our learning for our work in social work education.

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