Professional  Development      Globe
The International Journal of Continuing Social Work Education


By Topic

Child Welfare / Youth Services
Collaborations / Partnerships
Evaluation / Skills Assessment
Information and Technology
International Issues
Managed Care /Health Care
Welfare Reform

Child Welfare / Youth Services

Providing Culturally Competent Juvenile Justice Services to the Latino Community
Edward Pabon, DSW

Vol. 1 No. 1  p. 38  Full Text Available

     The interaction between traditional juvenile justice service providers and Latino youngsters and families in this society has been somewhat impersonal, structured, and formal, with minimal give-and-take questioning and relevant discussion. The resultant evidence continues to suggest that services have not been sufficiently responsive to the needs of minority clients, especially Latino youngsters. Juvenile justice providers need to understand and incorporate cultural value preferences, such as familialism, allocentrism, and personal distance, in their relationship with Latino clients in terms of building therapeutic contacts.

Grounded Training: Preparing Child Welfare Supervisors for Domestic Violence Work
Ann Fleck-Henderson, PhD; Stefan Krug, PhD
Vol. 1 No. 2 p. 19   Full Text Available

     Grounded training is an approach to staff development which draws on insights about adult learners and public service workers, and which continuously involves trainees in curriculum development. As recipients of an innovative training grant from Health and Human Services, the authors of this article developed a training program for child welfare supervisors on working with families affected by domestic violence. Partners in the grant were Simmons College School of Social Work, Boston Medical Center, and the Massachusetts Department of Social Services. A description of that project illustrates the grounded training approach.

The Evolution of Professional Training in Accord with Pedagogical Change to Meet Growing Child and Family Needs
Jean W. Ross, BSW; Lois Wright, EdD; Anna V. Skipper, MSW; Deborah P. Valentine, PhD
Vol. 1 No. 2 p. 27   Full Text Available

     Since the 1960's, child maltreatment concerns have prompted federal funding for partnerships between social work schools and public welfare agencies to train professionals working with the escalating and increasingly complex problems facing children and families. Training models at the Center for Child and Family Studies at the University of South Carolina have evolved in several stages from traditional methodology, giving scant voice to trainees, to a facilitation model, with maximum participant input assuring accountability while meeting participants' self-articulated needs and objectives. In this evolution The Center's training has paralleled the pedagogical movement from banking to midwife methodology, incorporating constructivist changes from adult education, feminism, and postmodernism.

Retention Outcomes of a Public Child Welfare Long-Term Training Program
Cathleen A. Lewandowski, PhD
Vol. 1 No. 2 p. 38   Full Text Available

     It has been estimated that approximately one-third of all social workers in child welfare resign each year, which results in discontinuity of service for clients and is detrimental to worker morale. Long-term training programs have been implemented to improve the professionalism of child welfare service delivery and improve retention rates. The purpose of this study was to assess the retention outcomes of a long-term training program and examine the impact declassification of social work positions and the privatization of child welfare services has had on long-term child welfare training.

A Collaborative Training Effort Between a Continuing Education program of a Graduate School of Social Work and a Volunteer Mentoring Youth Service Agency
Carolyn T. Cullen, MSW; Vae L. Champagne, MPA; Pauline C. Zischka, PhD
Vol. 2 No. 2 p. 32   Full Text Available

     As youth mentoring emerges as a rapidly growing field, social work continuing education can play a significant role in providing the specialized training necessary for individuals who supervise volunteer mentors. A new partnership model between a social work continuing education program and a mentoring agency is described which provides training to social service staff in the area of youth mentoring. The authors discuss the increasing need for mentoring staff training, benefits of such a collaboration, and feedback from training participants. The development of a standard curriculum by which individuals may earn credit could be a major contribution to the mentoring field.

Professional Development and Certification for Child Protective Services Supervisors: A Follow-up Study on the Texas Initiative
Maria Scannapieco, PhD
Vol. 2 No. 3 p. 29   Full Text Available

     The article provides background, implementation, and follow-up of the Texas Department of Protective and Regulatory Services' efforts, in collaboration with the Children's Protective Services Training Institute, to expand training and certification for child welfare supervisors. The author presents research findings about how supervisors perceive certification, how others perceive supervisor certification, and how supervisors utilize certification. The implications of the training and certification are explored in light of the fact that the program is currently voluntary, but could become mandatory in the future.

Professional Social Work Education in Child Welfare: Assessing Practice Knowledge and Skills
Maria Scannapieco, PhD; Rebecca M. Bolen, PhD; Kelli K. Connell, PhD
Vol. 3 No. 1 p. 44   Full Text Available

     Historically, the profession of social work has held a leadership role in the field of child welfare. There has been a history of collaborations between schools of social work and child welfare and state child welfare agencies. Today, hundreds of these partnerships throughout the country (Zlotnik, 1997) are spending millions of federal dollars to professionally educate Bachelor of Social Work and Master of Social Work students for careers in child welfare. Unfortunately, there is not a corresponding proliferation of evaluation research that attempts to measure the effectiveness of these partnerships. This article provides a comprehensive description and evaluation of a partnership between a school of social work and a state department of child protective services. The evaluation focuses on student learning and exploratory examination of practice changes in the agency.

Single-System Evaluation of Child Protective Services Training
Thomas E. Smith, PhD; Steven Schinke, PhD; David W. Springer, PhD
Vol. 3 No. 2 pg. 33   Full Text Available

     This paper describes a study of training methods for child protective services workers.
A sample of child protective services workers (n=34) was tested before and after a 5-day clinical program. A subset of workers was repeatedly tested within a multiple-probe research design to evaluate the effects of instruction, modeling, and practice.
Post training gains were seen for protective services workers' knowledge of child development and behavior change principles, facts about child abuse and neglect, and self-control and anger management abilities. Observational data on the subset of workers during protective service interviews showed increasingly more specificity, reinforcement, modeling, and rehearsals with a client as workers learn each training method. Along with their observed clinical skills, workers in the subset reported progressively less anxiety, greater effectiveness, and higher predictions of future success with the child protective services clients. Consumer feedback from all protective services workers supported the relevance, applicability, and value of clinical training.
     The behavioral training presented in this manuscript can be replicated in practice settings. Innovating and evaluating child protective services curricula can be accomplished with single-system designs.

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Collaborations / Partnerships

Collaboration in Human Services: Skills Assessment for Effective Interpersonal Communication
Alan B. Henkin, PhD; Jay R. Dee, MA
Vol. 1 No. 1 p. 22   Full Text Available

     Collaborative models of social service practice require high levels of interpersonal interaction among professionals representing multiple disciplines. Effective collaboration may depend significantly on the communication skills of practitioners who must manage critical interdependencies in their work. A range of skills related to effective collaboration are delineated and explicated. Several measures of constructs associated with effective collaboration and communication are examined.

A Model for International Continuing Education: Cross-Cultural, Experiential Professional Development
David P. Boyle, PhD; Chrystal Barranti, PhD
Vol. 2 No. 2 p. 57   Full Text Available

Since 1995, groups of social work practitioners have participated in a professional education experience, sponsored by the University of Georgia Continuing Education Program in association with the University of Veracruz (Mexico) for 10 days of language instruction, cultural immersion, home stays with Mexican families, visits to social service agencies, and daily social work seminars. The goal of the experience is to expand the skills of practicing social workers toward becoming bilingual and culturally competent for work with Hispanic/Latino clients. The program is described and results are summarized.

Mentoring and Organizational Learning
Michael J. Kelly, PhD; Michael L. Lauderdale, PhD
Vol. 2 No. 3 p. 19   Full Text Available

     The article describes a multi-year collaborative project, Mentor +, between a university extension program and a state human service agency that was designed as to address the need for skilled leadership in social service agencies within today's socio-political environment. The project was founded on two hypotheses: (1) that formal mentoring would be a new management development method that would help senior managers develop mid-level managers; and (2) that a university, as an entity specializing in learning and development, could serve as a unique catalyst for the development of organizational learning. The authors discuss the findings, which suggest that supported formal mentoring is an attractive management strategy for public human service agencies.

The Implementation of a Sustainable Social Work Exchange Program: The University of Georgia and the University of Veracruz
David P. Boyle, MSW, PhD; Bertha Murrieta Cervantes, MA
Vol. 3 No. 2 p. 11   Full Text Available

     Over a period of eight years, the University of Georgia (UGA) and the University of Veracruz (UV) developed a model of a sustainable exchange program. The Schools of Social Work of the two universities took the lead in implementing the program, which included short intensive courses for graduate students, faculty members, and alumni in Jalapa, Veracruz, hosted by the School for Foreign Students (Escuela para Estudiantes Extranjeros) of UV; intensive brief classes for UGA undergraduates at the two Schools of Social Work of UV; jointly-sponsored continuing education seminars; semester-long social work practicum experiences for UGA students at sites in Veracruz; faculty exchanges; and publishable research by faculty and students of the two institutions. This paper summarizes the activities, the developmental processes involved, and the lessons learned with some recommendations for similar programs.


Service Provider Knowledge, Misconceptions and Bias about Aging: A Case for Professional Development
Carole A. Singleton, PhD
Vol. 1 No. 2 p. 47   Full Text Available

     Qualified providers of services to the elderly may be assumed to have realistic and factually based views of the objective circumstances of their clients. An assessment of social workers' baseline knowledge about aging suggests reason for concern about potential effects of provider misconceptions and biases on decision making impacting elderly users of a range of services available to this population. Study findings support the case for formal continuing education opportunities for service providers.

Meeting the Continuing Education Needs of Nursing Home Social Workers: A Professional Development Seminar
Patricia Gleason-Wynn, PhD
Vol. 1 No. 2 p. 54   Full Text Available

     Social workers who decide to go into nursing home social work often find that their formal education has not prepared them with the skills needed to perform the job competently. This article covers the curriculum for a two-day continuing education seminar that was developed to provide a comprehensive overview of social work services in the nursing home setting. Seminar participants are presented with theoretical and practical knowledge through didactic and experiential teaching styles designed to enhance their practice. Other topics relevant for the professional development of nursing home social workers are suggested.

Evaluation / Skills Assessment

Incorporating Follow-up to Evaluate the Impact of Continuing Professional Education Programs on Social Work Practice
Tracy J. Dietz, PhD
Vol. 1 No. 1 p. 16   Full Text Available

     In order for many social workers across the nation to maintain their licenses or certifications, they must participate in continuing professional education programs. With increasing pressure from funding sources and the public, there will be greater demands to demonstrate that these programs do indeed improve practice. The author discusses the three levels at which continuing education programs are evaluated and argues that evaluators need to place greater emphasis on evaluations that measure how well continuing education programs improve practice.

Collaboration in Human Services: Skills Assessment For Effective Interpersonal Communication
Alan B. Henkin, PhD; Jay R. Dee, MA
See Collaborations / Partnerships

The Human Services Training Effectiveness Postcard (HSTEP): A Tool for Research and Evaluation of Human Services Training
Dale Curry, PhD; Theodore Chandler, PhD
Vol. 2 No. 2 p. 43   Full Text Available

     The authors describe a brief mail survey questionnaire postcard, which was used as an outcome indicator to promote research and assess training effectiveness for human service personnel. A study of almost 600 child protective social workers utilized the Human Service Training Effectiveness Postcard (ASTEP) to assess perceived impact of training on the job and to explore factors which influenced training application. Information on the reliability and validity of the tool is discussed. A survey questionnaire which assessed 11 transfer factors (Transfer Potential Questionnaire) provided supportive data which helped strengthen the validity of the Human Services Training Effectiveness Postcard. And as information technology begins to spread rapidly and widely, its impact on social work is inevitable.

Evaluation: A Practitioner's Perspective on Continuing Education Programs
Raymond C. Meyers, DSW
Vol. 2 No. 3 p. 5   Full Text Available

Evaluation: A Faculty Member's Perspective on Continuing Education Programs
Lois Milner, PhD
Vol. 2 No. 3 p. 8   Full Text Available


The Evolution of Professional Training in Accord with Pedagogical Change to Meet Growing Child and Family Needs
Jean W. Ross, BSW; Lois Wright, EdD; Anna V. Skipper, MSW; Deborah P. Valentine, PhD
See Child Welfare /Youth Services

Educating Social Workers About Changes in the American Family: Evaluating the Impact of Training
Fred Buttell, PhD
Vol. 2 No. 2 p. 14   Full Text Available

     The author reports on South Carolina's efforts to educate social work practitioners about various trends influencing the structure of the American family. Analysis of the pre-training data indicated that the participants were largely ill-informed about the rapidly changing family structure in the United States. However, analysis of the post-training data demonstrated that there was significant improvement in their knowledge of the program material at the conclusion of the training. Implications of the findings for using continuing education as a forum for disseminating information about changing family structures are explored and discussed.

Information and Technology

Globalization, Technology and Continued Professional Education
Michael J. Kelly, PhD; Michael L. Lauderdale, PhD
Vol. 2 No. 1 p. 4   Full Text Available

     This special issue on social work continuing education explores some of the more salient factors seen to be influencing the direction of professional continuing education. Briefly, there are four analytically separable but intertwined changes that will, when taken together, influence how CE professionals will conduct their work. The first factor is globalization of business and social services including changes in consumer demand. The second is the resulting changes in organizations as they respond to competitive pressure via staff involvement and continuous learning. The third is the computerization of the workplace and, finally, the fourth, the blurring of the distinction between formal education, credentialing, in-service training, and continuing education.

Technology and Continuing Education in Social Work
Michael L. Lauderdale, PhD; Michael J. Kelly, PhD
Vol. 2 No. 1 p. 10   Full Text Available

     The authors examine important new technologies that are available to those that provide professional continuing education. They examine the recent traditions of how programs were designed and provided and offer some criticism of the shortcomings of that process. They explain the more salient technologies that are now available, how they can be used, and the likely impact such approaches to education will have on traditional faculty and institutions.

The Failed Promise of Hypertechnology in Social Work
Larry W. Krueger, PhD; John J. Stretch, PhD
Vol. 2 No. 1 p. 19   Full Text Available

     The authors argue that the worldwide hypertechnology assemblage has not lived up to its promise. They are concerned about a shift from worker-client face-to-face dynamics to impersonal photographic images. The importance of non-verbal cues has been greatly diminished, as a further example of quantitative over qualitative. The authors have adapted a set of nine recommendations, developed in 1992 by Mander, which suggest ways in which the social work profession should respond.

Paradigm Shifts and E-Training Preparedness
Sharon Weaver Pittman, PhD
Vol. 2 No. 1 p. 28   Full Text Available

     E-training opportunities abound. Organizations that remain entrenched in traditional methods will find themselves obsolete. Shifts in approach to staff training and development may be nominal or radical depending on the organization's historical responsiveness to the infusion of technology. Adapting Tapscott's (1996) model for defining paradigm shifts, the author suggests parameters that organizational leadership can use to develop a value-added approach for 21st Century staff development and training. Also provided is a Training Shifts Readiness Assessment Tool that can be useful in evaluating an organization's preparedness for the next millennium. Survey outcomes can suggest areas where equipment or software may need to be updated.

New Information Technology and Social Work Education in South Korea
YoungJong Kim, PhD
Vol. 2 No. 1 p. 35   Full Text Available

     The author describes the current state of technological development and its impact on social work education in South Korea. During the 1990's, there has been a general consensus on the usefulness of borrowing information technology for the social work profession and education. The idea has not, however, been fully developed because of various obstacles, including the high costs of utilizing those technologies. Now, the costs are being lowered at a rapid rate, and as information technology begins to spread rapidly and widely, its impact on social work is inevitable.

Continuing Social Work Education in an Electronic Age: The Opportunities and Challenges Facing Social Work Education in Ghana
Osei K. Darkwa, PhD
Vol. 2 No. 1 p. 38   Full Text Available

     The author discusses social work education and training in Ghana. Highlighted are the role of emerging communication technologies and the choices and challenges confronting social work educators in Ghana as they seek to incorporate distance education into social work education and training in that country. The benefits of technology-based education are addressed, and a discussion of information technology initiatives in Ghana is undertaken. The author concludes by making recommendations on how to incorporate distance education into continuing social work education and training in Ghana.

Internet Technology and Assessment of Supervisors: A Unique Perspective for Professional Development and Continuing Education
Noel Landuyt, PhD
Vol. 2 No. 1 p. 44   Full Text Available

     The author focuses on the task of upper level management in mentoring and in guiding the development of lower ranking supervisors. This may include overseeing areas of continuing education. These tasks require access to accurate and pertinent data. The author explains how a general assessment of organizational functioning, using the Survey of Organizational Excellence, creates a need for specific continuing education. The use of Internet Technology captures employee perceptual data basic to successful work with the supervisors.

Infusing Technology into the Social Work Curriculum
Lee F. Gustafson, PhD; Austin Kuhn, PhD
Vol 2. No. 1 p. 49   Full Text Available

     The authors report on an illustration of the soon to be routine use of information technology in traditional undergraduate teaching. It is suggestive of what will quickly become the norm in social work education and will prove to offer an extensive set of new relationships with field agencies. It also illustrates a knowledge gap that may rapidly develop between persons educated in social work some years ago and the more technologically capable new graduate. The authors suggest agency partnerships as a means of closing that gap.

Social Workers and Technology: Challenges of the Multidisciplinary Team
A. Elizabeth Cauble, PhD; Janice M. Dinkel, MSW
Vol. 2 No. 2 p. 4   Full Text Available

     As social workers start using technology for continuing education program development and training, they are teaming with technical disciplines. This departure from traditional teamwork creates a new working environment with many challenges. A multidisciplinary training project using interactive multimedia technology is described. The benefits and challenges for social workers as well as other team members are discussed. The authors propose using social work practice methods to plan for and resolve difficulties as they arise in the multidisciplinary team.

Distance Learning in a Rural Environment: Strategies, Opportunities, and Barriers
Monte Miller, PhD
Vol. 2 No. 2 p. 19   Full Text Available

     The author presents a study of a two-course sequence designed to offer social workers and other health care professionals distance education regarding rural practice with persons with disabilities. Course delivery included high, and low, technology methods. Factors discussed include selecting distance education strategies, course development, barriers to distance learning, and strategies for overcoming barriers.

Personality Comparison Between On-Campus and Distant Learners: Implications for Continuing Social Work Education
Christine B. Hagan, PsyD; Marilyn K. Potts, PhD; Ginger K. Wilson, MSW
Vol. 2 No. 2 p. 26   Full Text Available

     The authors compared MSW students on the NEO-Personality Inventory (Costa & McCrae, 1989). Comparisons were made between 37 distance learners and 53 on-campus students on five facets of personality: neuroticism, extraversion, openness, agreeableness, and conscientiousness. Findings indicated minimal differences between off-campus and on-campus cohorts. Among distance learners, personality factors had negligible effects on student satisfaction. These findings suggest that personality factors have little influence on the successful recruitment and retention of distance education students. Such efforts might focus more productively on improving the learning environment in distance education classrooms.

The Role of the Site Coordinator in a Social Work Distance Education Program
Christine B. Hagan, PsyD; Ginger K. Wilson, LCSW; Marilyn K. Potts, PhD; Donna Wheeler, LCSW; Gary Bess, MSSW
Vol. 2 No. 3 p. 11   Full Text Available

     The authors describe the role of the site coordinator in a social work distance education program. The 3-year part-time MSW program links rural off-campus sites to a host urban university campus, using interactive television. Site coordinators serve as teaching assistants, field placement coordinators, academic advisors, and community liaisons. Additionally, the site coordinator provides an administrative link to the host campus, serves as an advocate for students, and provides socialization of students to the values of the social work profession.

Creating Social Work Virtual Learning Communities in Africa
Osei Darkwa, PhD; Fikile Manzibuko
Vol. 3 No. 1 p. 15   Full Text Available

     The article discusses the creation of a social work virtual learning environment to promote professional development, continuing education, and access to higher education and training to Africans seeking access to social work education. It begins by discussing the evolution of social work education, professional development, and continuing education in Africa. It highlights the role of emerging communication technologies and the choices and challenges confronting policy makers in Africa in their attempt to incorporate distance education into social work education and training. Additionally, the article explores the technological opportunities for Africans wishing to acquire further education and training.

International Issues

In the Polish Way: Social Service and Professional Social Work Development in Contemporary Poland
Alice E. Smith, PhD
Vol. 1 No. 1 p. 31   Full Text Available

     The author identifies and discusses major ideological and methodological issues, which underlie the administration of human services and direct social work practice in Poland. Understanding historical assumptions about the nature and role of government, along with the socio-economic context of the former Eastern Block countries, is crucial for western educated social workers who wish to engage in or study international human services/social work education and practice development in Europe.

New Information Technology and Social Work Education in South Korea
YoungJong Kim, PhD
See Information and Technology

Continuing Social Work Education in an Electronic Age: The Opportunities and Challenges Facing Social Work Education in Ghana
Osei K. Darkwa, PhD
See Information and Technology

A Model for International Continuing Education: Cross Cultural, Experimental Professional Development
David P. Boyle, PhD; Chrystal Barranti, PhD
See Collaborations / Partnerships

Creating Social Work Virtual Learning Communities in Africa
Osei Darkwa, PhD; Fikile Manzibuko
See Information and Technology

Challenges for Modern Social Work in Russia: Problems and Prospects
Tatiana Tregoubova, MEA
Vol. 3 No. 1 p. 5   Full Text Available

     Because social work as a profession appeared in Russia only in 1991, there is a deficit of social work experience and qualifies personnel to solve the social problems of the Russian population. To what extent is real deterioration in social services, education, health care, and culture in Russian society observed, or an explosion of negative information regarding persistent problems rather than an actual increase in the magnitude of those problems being seen? Moreover, to what extent are the negative features of the contemporary social situation in Russia the result of the politics of reform, and to what extent are the inevitable consequences of the Soviet Union's totalitarian past? The normal functioning and development of social work and social services in Russia can be secured through radical changes in the people's attitude. It may be necessary to carry out public relations activities that will attract people's attention toward the social work role and challenges in Russia.

The Implementation of a Sustainable Social Work Exchange Program: The University of Georgia and the University of Veracruz
David P. Boyle, MSW, PhD; Bertha Murrieta Cervantes, MA
See Collaborations / Partnerships

Managed Care / Health Care

Social Work and Managed Behavioral Health Care: We Don't Want to Be Your Darlings Anymore
G. Brent Angell, PhD; Glenn E. Rohrer, PhD
Vol. 1 No. 3 p. 18   Full Text Available

     Social Work is a profession under moral and ethical siege as a result of its favored position with respect to the delivery of fee-for-service mental and behavioral health services under managed care. The authors look at how social workers, in becoming the darlings of managed behavioral health care, have compromised their professional autonomy and their ability to advocate in the best interest of consumers of mental and behavioral health services. The authors call for a professional-identity check-up, and suggest alternative approaches to practice within managed behavioral health care, which have ramifications for teaching and continuing education.

Interfacing with Managed Behavior Health Care Organizations: An Emerging Scale of Private Practitioner's Self-Perceived Competence
Robert A. Keefe, PhD; Michael L. Hall, PhD
Vol. 1 No. 3 p. 41   Full Text Available

     The Wagner and Morse Measure of Individual Sense of Competence was revised and administered to 168 psychologists, and 256 psychiatrists in private practice. The scale measured the practitioners' ability to interface with managed care organizations. Although seasoned private practitioners were sampled, they indicated that they do not perceive themselves as competent in the interactions with managed care organizations. These conclusions have pronounced implications for the practitioners' ability to advocate strongly for their clients and for continuing education programs to focus on the interface between managed care organizations and private practitioners.

Psychopharmacology Knowledge, and Use with Social Work Professionals: A Continuing Education Evaluation
Sophia Dziegielewski, PhD; Ana M. Leon, PhD
Vol. 1 No. 3 p. 31   Full Text Available

     This continuing education program was designed to increase social worker knowledge in regard to mental health medications in the practice settings. This full-day workshop presented the basics of medication use and the effects these medications can have on the counseling environment. The intention of the workshop was to explore the knowledge level social workers possess, and how comfortable they feel in relationship with other professionals when it comes to the use of medications. One hundred and sixty-nine participants were surveyed, resulting in approximately 137 usable surveys that addressed general knowledge of medications as well as pretested/posttested responses in regard to whether they felt the workshop was helpful in increasing their current levels of understanding and impressions in regard to medication use. Significant relationships were noted between several study variables as well as between pretest and posttest scores. Suggestions for future research and education in this area are presented.

Educational Challenges Facing Health Care Social Workers in the Twenty-First Century
Claire S. Rudolph, MSW, PhD
Vol. 3 No. 1 p. 31   Full Text Available

     The abstract addresses the challenges faced by the social work profession in the present health care services environment, focusing on the education and training direction for current and future practitioners in the health care arena. Based on the history of medical social work in the twentieth century, a number of challenges in the delivery of health care services are discussed, raising important issues about preparation of social workers for professional practice. Professional social work education needs to be restructured by forming new types of university, agency, and/or community partnerships, where agency personnel participate fully in identifying the knowledge and skills needed in designing the curriculum.

Welfare Reform

Welfare Reform: Implications for Professional Development in Social Work
Ronald K. Green, JD; Richard L. Edwards, PhD
Vol.1 No. 1 p.4  Full Text Available

     The authors discuss the recent and continuing changes in welfare reform within the contexts of the devolution revolution, and shifts within the socio-political environment with its statutory program requirements and implications for professional development. The authors challenge social work and related human services to approach the program shifts from the federal government to state responsibilities (with the stringent eligibility requirements, work requirements, time limitations, etc.) as new and bold creative problem-solvers.

Perspectives on Welfare Reform
Part One:
Social Work -  Welfare and Work: Some Suggestions on How the Two Can Mesh, From a Public Policy Administrator

David C. Florey, MA
Vol 1 No. 3 p. 4   Full Text Available

Part Two:
Welfare and Work: The Need for New Practice Skills

Constance Goldman Beresin, MSS
Vol 1 No. 3 p. 7   Full Text Available

Part Three:
Occupational Social Work and Welfare Reform: Directions for Continuing Social Work Education

Roberta R. Iversen, PhD; Beth M. Lewis, PhD; Linda Hartocollis, MSS
Vol 1 No. 3 p. 12   Full Text Available

Recipient's Opinions About Welfare Reform
Daphne L. McClellan, PhD; Holly C. Matto, MSW; Malinda B. Orlin, PhD
Vol. 3 No. 1 p. 25   Full Text Available

     In all that has been written since the devolution of welfare, only occasionally have we asked the recipients themselves what they think. This article presents the views of welfare recipients regarding welfare reform and changes they recommend. Faithfully reporting the actual words of the recipients, the authors found that the suggestions for change fell into two broad categories: recommendations to improve the existing welfare programs and recommendations to transform the fundamental structure of the welfare system.


Professional Social Work and the Battered Women's Movement: Contextualizing the Challenges of Domestic Violence Work
Valli Kanuha, PhD
No. 1 Vol. 2 p. 4    Full Text Available

     Professional social work has both a distinguished and troubling history in the development of domestic violence policies and programs in the United States and internationally. Over he last two decades, the evolution of a domestic violence service industry, with social workers as key practitioners, has highlighted the ongoing challenges of the feminist, activist roots of the battered women's movement and increased professionalization of domestic violence services. The author analyses the role of social work in the domestic abuse field and provides implications for addressing some of the recurrent practice and ideological tensions.

Meeting the Continuing Education Needs of Social Workers Managers, A Professional Development Seminar
Joanne J. Thompson, PhD; David Menefee, PhD; Julee H. Kryder-Coe, MSW; Marsha Marly, DSW
Vol. 1 No. 2 p. 53   Full Text Available

     The authors explore issues impacting the entry of social workers into management roles within the human services. While historically there has been a bias toward developing social workers for direct practice roles, there is an increasing need for social workers to be prepared for supervision and management. The authors present findings of a national study identifying management competencies for human services, and discuss a continuing education human service management program for graduate social work practitioners.

The Use of Debriefings in Response to Disaster and Traumatic Events
Joshua Miller, MSW, PhD
Vol. 3 No. 2 p. 24   Full Text Available

     A debriefing is a structured group process that responds to the collective experience of trauma as a consequence of disasters. This paper considers what a debriefing is, why it should be used, and then compares different debriefing models. A detailed example is provided of a debriefing model developed by a community-based team. The article concludes with an examination of how debriefings are consistent with social work theory and practice and offers suggestions for continuing education. The paper is informed by the author's experience as a member of a local community crisis response team.

The Integration of Theory into Practice: Suggestions for Supervisors
Joan Beder, DSW
Vol. 3 No. 2 p. 40   Full Text Available

     The mandate of the supervisor is to oversee the educational experience of the social worker. This responsibility is multifaceted. One important aspect of the job is to help the social worker integrate theoretical learning and practice. This article will explore the value and necessity of integrating theory in the practice experience and will help supervisors to better identify their own theoretical orientation(s). Suggestions for integration of theory into practice will be offered.

Reaffirming Our Mission: From Past to Present
Ruth Mayden, MSS, LSW
Vol. 3 No. 2 p. 5   Full Text Available

     The underlying theme of the article concerns the continual struggle that policy makers and professional social workers face in their efforts to effectively collaborate to address the harsh realities of economic inequality and urban blight. The author's compelling message emphasizes the need for all National Association of Social Workers (NASW) members to renew their commitment to affecting positive social change as a necessary corrective. The article serves to clarify NASW's current mission within the realm of social work as well as NASW's strategic campaign to address the issues surrounding the managed care industry. By implication, the article points to possible avenues for continuing education to pursue. Regardless of one's affiliation with NASW, the author's timely appeal will resonate with all audiences: We must strive together to overcome internal and external barriers to protect the rights of our respective clients and ensure that they receive quality services.


Copyright 2007 by The Organizational Excellence Group
The University of Texas at Austin, Center for Social Work Research
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