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Social work and criminal justice: are we meeting in the field?
- Authors:
- SCHEYETT Anna, et al
- Journal article citation:
- Journal of Teaching in Social Work, 32(4), September 2012, pp.438-450.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Social workers are often needed but infrequently involved with criminal justice system in the United States. One suggested way to increase the number of social workers in the criminal justice system is by allowing social work students to work in these settings. This study explored the number, types, and utilisation of criminal justice field placements in MSW programmes by surveying sixty three field education directors, responsible for an average of 279 students. On average, just 7.7% of field placements were in criminal justice settings. When asked about barriers to criminal justice placements, the most frequently identified challenge was a lack of MSW supervisors. Implications for future research and education are discussed.
Assertive community treatment as community change intervention
- Authors:
- SCHEYETT Anna, PETTUS-DAVIS Carrie, CUDDEBACK Gary
- Journal article citation:
- Journal of Community Practice, 18(1), January 2010, pp.76-93.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philapelphia, USA
Individuals with severe mental illnesses (that is with mental disorders of extended duration resulting in significant impairment such as schizophrenia and bipolar disorder), face multiple challenges living in the community. Assertive Community Treatment (ACT) is a treatment intervention for people with severe mental illnesses, with long-term intensive services in the home and community provided by teams generally consisting of psychiatrists, nurses, social workers, vocational rehabilitation specialists, and case managers. This study, part of a larger project assessing the broader impact of ACT teams serving individuals with severe mental illnesses involved with the criminal justice system, focused on the community impacts of ACT. Using focus groups with ACT teams based in Ohio and Indiana, the researchers explored changes in community service systems as a result of ACTs teams' presence. Changes identified included increased understanding of severe mental illnesses, increased access to services, and increased collaboration across service systems, achieved through processes including knowledge communication, negotiation, and local dialogue and local relationships.
Autonomy and the use of directive intervention in the treatment of individuals with serious mental illnesses: a survey of social work practitioners
- Authors:
- SCHEYETT Anna, et al
- Journal article citation:
- Social Work in Mental Health, 7(4), 2009, pp.283-306.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Respect for client autonomy is a fundamental social work principle underpinning social workers' support of clients' right to self-determination, but ethical dilemmas are frequently experienced by social workers in the mental health field, who may struggle to support the principle of autonomy because of issues of client capacity in decision-making. This study used data from a survey of 193 social workers in North Carolina to explore social workers' attitudes toward autonomy and directive intervention in mental health treatment, as part of a larger attitudinal survey of psychiatrists, psychologists, and social workers regarding client autonomy specifically focused on their views of Psychiatric Advance Directives (PADs), including legal documents that allow individuals, while competent, to state their preferences for treatment during future times when they may become incapable of making treatment decisions. The results indicated that social workers have varied and sometimes inconsistent views and behaviours about autonomy and directive intervention in the treatment of individuals with serious mental illnesses, and that respondents having a client with a PAD were significantly more supportive of client autonomy. The implications of the findings for practice, training and research are discussed.
Danger and opportunity: challenges in teaching evidence-based practice in the social work curriculum
- Author:
- SCHEYETT Anna
- Journal article citation:
- Journal of Teaching in Social Work, 26(1/2), 2006, pp.19-29.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This article examines some issues social work educators may wish to consider as they teach evidence-based practice to social work students, including encouraging student critical thinking, rather than simple acceptance of any practice guideline labelled “evidence-based,” enhancing student awareness of potential misuses of evidence-based practices, and facilitating exploration of evidence-based practices within the larger context of social work values. Recommendations for addressing these issues are provided. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580).
Working together: an ongoing collaboration between a school of social work and advocates for families of people with mental illnesses
- Authors:
- SCHEYETT Anna, MCCARTHY Erin
- Journal article citation:
- Social Work Education (The International Journal), 25(6), September 2006, pp.623-632.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
A common criticism of academic activity, including that of social work faculty, is that it does not fully engage in interaction with the realities of community life. This paper discusses an innovative partnership that seeks to address this criticism, describing collaboration between a graduate level school of social work in the United States and the National Alliance for the Mentally Ill, North Carolina Chapter (NAMI-NC). NAMI-NC is an advocacy organization for family members of people with severe mental illnesses, with a particular interest in system change in public mental health care. The partnership between the School of Social Work and NAMI‐NC has to date resulted in collaborative activities in three areas: (1) the development of a class project to provide NAMI-NC with information needed for system reform; (2) the involvement of a group of students in the analysis of policy documents of interest to NAMI-NC; and (3) the participation of a field placement intern (student placement) in gathering family input and opinion and infusing it into system reform efforts.
The mark of madness: stigma, serious mental health illnesses, and social work
- Author:
- SCHEYETT Anna
- Journal article citation:
- Social Work in Mental Health, 3(4), 2005, pp.79-97.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Stigma is a major barrier to recovery for individuals with mental illnesses. It interferes with community living and attainment of resources and goals and damages self-esteem and self-efficacy. This article explores stigma theory in general and for individuals with serious mental illnesses, discuss the implications of this stigma analysis for social work, and make recommendations for action in both practice and research. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580).
Walking our talk in social work education: partnering with consumers of mental health services
- Authors:
- SCHEYETT Anna, DIEHL Matthew J.
- Journal article citation:
- Social Work Education (The International Journal), 23(4), August 2004, pp.435-450.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Social work education emphasizes the importance of partnership and collaboration with clients, defining clients as experts in their lives and needs. However, academic departments of social work do not usually model this concept of partnership by fully collaborating with clients in the process of educating social work students. Clients are seldom partners with academic educators in curriculum development, information dissemination, or student evaluation. The authors developed and implemented a facilitated dialogue process between consumers of mental health services and social work students as a way to begin to address this issue. Areas of discussion included consumer views on helpful social worker actions and interventions, as well as ways consumers could be, and wished to be, included in social work education. This paper reports on the strategies and recommendations generated by consumers during the dialogue, and discusses implications for social work education.
Can we talk?: using facilitated dialogue to positively change student attitudes towards persons with mental illness
- Authors:
- SCHEYETT Anna, KIM Mimi
- Journal article citation:
- Journal of Teaching in Social Work, 24(1/2), 2004, pp.39-54.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
To facilitate the recovery of people with mental illness (users of mental health services), social workers must be strengths-focused and believe in the potential for service users growth and improvement. Describes a facilitated dialogue process between service users and master's level social work students in the USA that had a goal of positively shifting students' attitudes towards consumers. Pre/post-tests using standardised instruments, as well as post-dialogue semi-structured interviews, showed that the dialogue was effective in improving student attitudes towards consumers. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580).
The research to teaching initiative: infusing faculty research into the MSW curriculum
- Author:
- SCHEYETT Anna
- Journal article citation:
- Social Work Education (The International Journal), 23(4), June 2004, pp.341-346.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Social work educators have a responsibility to facilitate student utilization of research-based knowledge. Tremendous research based knowledge is generated at many schools, but due to multiple responsibilities, faculty often find it difficult to share their findings with fellow faculty outside of their immediate project team, or to inquire into the research efforts of their colleagues within the school. This paper describes the development, implementation and preliminary evaluation of Research to Teaching, an initiative to infuse the curriculum of a school of social work with current research findings from its faculty. The goal of the Research to Teaching initiative is to take current publications from faculty, and distill them into easy-to-use lecture materials including slides summarizing the content, teaching notes, discussion questions, and group activities such as skill practice, simulation, and other integrative activities. These lectures are placed on a site within the school's larger website, and are accessible to all faculty, students, alumni, and other interested individuals.