The task of developing a graduate social work curriculum

The gap

Evidence profile

Stated in the recommendations and future work sections of the source papers, classified as general, drawn from work published between 1973 and 1977, spanning 2 journals.

Supporting evidence — 3 representative gaps

• A Continuing Education Curriculum for the Graduate Social Worker (1973) · Journal of Education for Social Work · doi

  This unit on the curriculum design sug- gests the need for practicing social workers to carefully study the professionalization of social services and related human ser- CONTINUING EDUCATION vices now offered in the society. Hopefully, the practicing social worker can concen- trate more on “multiplying” his influence through a broader sharing of his knowledge and skills with other professionals and even the general public than in simply increas- ing the public’s dependency upon his pro- fessional skills. T h e accomplishment of this continuing education goal requires a special kind of politization of the social worker, one which requires political activity within the pro- fession. T h e two principle targets of such political intervention would be our pro- fessional organizations (principally NASW) and the Council on Social Work Education. ON THE NATURE OF SOCIAL WORK PRACTICE THEORY I n the absence of a strong scholarly and research base, social work practice theory has had a weak development history. Al- though recognizing a b i 0-ps y c ho-s o ci a1 framework for understanding human be- havior, only the psychological explanations of behavior have been well developed. De- spite the fact that the sociological (environ- mental) factors in behavior are now being more fully explored, it remains that many critical knowledge variables are relatively unexplored and unexploited in social work practice theory. I n effect, the practicing so- cial worker is operating from a theoretical base that is far from comprehensive. Space does not allow a full detailing of the significance of these relatively over- looked variables in our practice theory. For purposes of this paper, and as a guide for further study, they will simply be listed: T h e need for a more clearly articu- lated “theory of society” consistent with our values and practice aims. T h e need for an updated theory of social welfare organization. T h e need for a theory of social prob- WINTER 1973 77 Downloaded by [University of Toronto Libraries] at 16:28 19 June 2016 THOMAS H. WALZ lem definition that is consistent with our views of man and society. (4) T h e need for a re-evaluation of our theory of personality development incorporating the apparent parent- ing and socializing influences of large organizations and mass com- munica tions. (5) T h e need for study of a range of other unexplored variables that a p pear to affect human social function- ing (i.e. weather, space, color, time, etc.). (6) T h e need for an understanding 7if the sociology of knowledge, namely the extent to which theory is itself created and employed to achieve a certain kind of cultural stability and normativeness. T h e emergence of a cybercultural era is challenging the validity of theories based upon an understanding of man in a con- ventional industrial society. As the basic philosophy and structure of the society is altered by the advancing technology, all of the basic questions upon which a practice theory is based must be restated and a set of new answers provided. What kind of society will best serve the cybercultural man? Given the complexities of such a society, how do we define the set of social problems that ultimately de- termine our professional work? How much of what we have ascribed to the psycholog- ical order in a causative way in our explor- ation of behavior belongs to the biological or environmental order? What specific variables have we totally overlooked? Is there any basis for assuming these over- looked variables may have great signifi- cance in updating our practice theory? With the emergence of a corporate revolu- tion, led by big government, in an age of abundance and leisure, what change do we make in our theory of social welfare or- ganization?

  generalstated in recommendationsevidence 5/5
  Keywords: social theory need society practice variables practicing human education worker knowledge upon kind understanding behavior
• Developing a Graduate Social Work Curriculum with an International-Crosscultural Perspective (1977) · Journal of Education for Social Work · doi

  The task of developing a graduate social work curriculum with an international- crosscultural perspective-with the neces- sary innovations in curriculum building, the need for faculty development, and the teaching resources called for -is necessari- ly a shared task beyond the capacity and resources of a single school of social work. In this context, the formation of the In- ter-University Consortium for Interna- tional Social Development among Ameri- can schools of social work, which should give further stimulus to the introduction of crosscultural and developmental content in social work education, is a timely develop- ment. It has the potential of opening the door for systematic exchange of faculty and students interested in international social welfare, of stimulating research, of de- veloping teaching resources, and producing innovations in education and practice. The initial meetings of interested faculty from a few schools of social work to pursue this concept of interuniversity collaboration in international social development, which led to the formation of the consortium, and subsequent plans to ensure collaborative projects are encouraging signs.I3 The Council on Social Work Education should continue to play a leadership role in giving support and furthering this concept. The issues as to what type of practi- tioners are to be educated, whether to pre- pare for now or the future, and whether to prepare for the local scene or a model of practice with broader dimensions, will con- tinue to be debated.I4 If we acknowledge our role and share in the social develop- Downloaded by [New York University] at 07:54 24 April 2015 INTERNATIONAL-CROSSCULTURAL PERSPECTIVE 83 ment of a world community, we will provide for the educational preparation of persons with the range of knowledge, skills, and values necessary for effective practice beyond narrow cultural and national boundaries. International social work, which affords the opportunity for people collectively to solve common problems and work together toward common goals, could indeed be a powerful force in furthering development and peace in the world. NOTES 1. Peter S. Adler, “Beyond Cultural Identity: Re- flections on Cultural and Multicultural Man,” in Topics in Culture Learning, vol. 2, ed. Richard W. Bris- lin (Honolulu: East-West Center, 1974), pp. 23-24. 2. See Gisela Konopka, “Cultural Differences and Social Work Philosophy,” International Social Work, Vol. 14, NO. 3 (1971), pp. 4-5. 3. Joseph W. Eaton, “The International Dimen- sion in Social Work Education,” International Social Work, Vol. 16, Nos. 2 & 3 (1973), pp. 56-57. 4. Daniel S. Sanders, “Educating Social Workers for the Role of Effective Change Agents in a Multicultural, Pluralistic Society,” Journal of Edu- cation fo

  generalstated in future workevidence 5/5
  Keywords: social international development education cultural crosscultural faculty resources beyond practice role task curriculum perspective innovations
• Analysis of tasks in school social work (1977) · Social Work · doi

  In this age of accountability and in- flation, the effectiveness of all school services, particularly those that are considered auxiliary, is being ques- tioned by local school boards and parent groups. If school social work- ers are to retain their strategie position in the public schools, then services must affect problems of target groups of children on a larger scale. Admit- tedly, school social workers find themselves in a challenging position with a role that is not primary in the setting, but whenever opportunities do exist to give input and demonstrate leadership, the practitioner must will- ingly accept the challenge. The "here and now" provision of social work ser- vices in the schools must be replaced with long-term planning and a service that is responsive to current problems. Schools of social work must also accept responsibility for giving more attention to the public school and its problems. There must be research and observations that can provide the basis for the redefinition of social work ser- vices in the public schools, and new models of training for undergraduate and graduate students. Also, schools of social work must become more sci- entific in studying and evaluating in- tervention strategies, different levels of intervention, and ways of deliver- ing services to schools. In the past they have simply provided a basic social work education, teaching traditional methods that must now be evaluated in terms of new problems, new knowi- edge, and demands of the particular practice setting. Training should also stress the im- portance of the "professional leader- ship role," rather than emphasizing the importante of supplementing the school by assisting children in adjust- ing to school conditions. Schools of so- cial work must entourage the develop- ment of differential staffing patterns, experimenting in the public school with SOCIAL WORK / MAY 1977 using BSWs, MSWs, paraprofessionals, guidance counselors, and psycholo- gists. However, differential staffing patterns should not be developed in iso- lation from other related disciplines. Finally, schools of social work must begin to provide a program of continu- ing education for practitioners cur- rently in the field, to provide them with new knowledge and techniques as well as the opportunity to share their ex- periences and innovations with schools of social work and other practitioners. NOTES AND REFERENCES 1. "An Analysis of the Tasks in School Social Work as a Basis for Im- proved Use of Staff," Final report on Project No. 6-8315, Grant No. OEG 3-6-068315-1306 (Washington, D.C.: U.S. Department of Health, Education & Welfare, February 1968). See also Lela B. Costin, "An Analysis of the Tasks in School Social Work," Social Ser- vice Review, 43 (September 1969), pp. 274-285. 2. Benjamin H. Gottlieb and Lois J. Gottlieb, "An Expanded Role for the School Social Worker," Social Work, 16 (October 1971), pp. 12-21; Rosemary Sarri and Frank Maple, eds., The School in the Community (Washington, D.C.: National Association of Social Workers, 1972); John J. Alderson and Curtis H. Krishef, "Another Perspective on Tasks in School Social Work," Social Casework, 54 (December 1973), pp. 591-600; Lela B. Costin, "Adaptations in the Delivery of School Social Work Services," Social Casework, 53 (June 1972), pp. 348-354; and Costin, "School Social Work Prac- tice: A New Model," Social Work, 20 (March 1975), pp. 135-139. 3. Standards for Social Service Man- power (Washington, D.C.: National As- sociation of Social Workers, 1973). 4. Robert L. Barker and Thomas L. Briggs, Using Teams to Deliver Social Services (Syracuse, N.Y.: Syracuse Uni- versity Press, 1969); Richard J. Ander- son, "A Model for Developing Team Practice," Journal of the International Association of Pupil Personnel Workers, 16 (September 1972), pp. 147-151; Don- ald Brieland, Thomas L. Briggs, and Paul Leuenberger, The Team Model of Social Work Practice (Syracuse, N.Y.: Syracuse University, School of Social Work, 1973); and Thomas L. Briggs, "A Critique of the NASW Manpower Statement," lour- nal of Education for Social Work, 11 (Winter 1975) pp. 9-15. 5. Mario Fantini and Marilyn Gittell, Decentralization: Achieving Reform (New York: Praeger Publishers, 1973); William Wayson, "Guidelines for Resolving Some Urgent Problems in Urban Education," Urban Education, 7 (July 1972), pp. 109- 117; and Lawrence G. Felice, "Busing, Desegregation and Self-Concept," Inte- grated Education: Minority Children in Schools, 12 (July–August 1974), pp. 24- 25. 6. G. John Saylor, "Some Character- istics of Humane Secondary Schools," in Norman Hamilton and Saylor, eds.,

  generalstated in recommendationsevidence 5/5
  Keywords: social school schools must education services problems public workers syracuse children role provide practice tasks

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