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Implicit and explicit use of the strengths perspective in social work education
- Author:
- PROBST Barbara
- Journal article citation:
- Journal of Teaching in Social Work, 30(4), October 2010, pp.468-484.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
To date, there has been a lack of literature on strengths based perspective in social work education. Previous studies have tended to focus on content a practice based perspective, rather than data obtained directly from social work faculty. In order to address this gap, this paper presents findings form a study of faculty teaching Master of Social Work foundation courses, at Fordham University, New York. Six faculty members were included in the study. Three taught Human Behaviour in the Social Environment (HBSE), 2 taught Generalist Social Work Practice (GSWP), and 1 taught both. All participants had at least 5 years experience. Findings indicate that instructors vary in how implicitly or explicitly they use the strengths perspective, using a range of concepts and terms to capture the notion of strengths. Instructors who taught HBSE made use of strengths-based perspective differently from those that taught GSWP. In conclusion, a strengths based perspective was an effective mediator between theory and topic.
Applying post-structuralist ideas to empowerment: implications for social work education
- Authors:
- WENDT Sarah, SEYMOUR Sandra
- Journal article citation:
- Social Work Education (The International Journal), 29(6), September 2010, pp.670-682.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
The authors reflect on the difficulties they have encountered while teaching post-structuralist ideas to students who privilege empowerment as a theoretical position. They briefly define empowerment theory and outline its modernist anchoring. They then introduce Foucault's analysis of power to critique and examine the discursive practices of how power operates when some students talk about empowerment theory. This examination of power as applied to empowerment theory then supports the argument that post-structuralist ideas can be of benefit in social work education and practice. The argue that empowerment theory and power are dangerous when there is no reflection about how we apply them in practice.
Infusing content on oppression into the social work curriculum
- Authors:
- van WORMER Katherine, SNYDER Cindy
- Journal article citation:
- Journal of Human Behavior in the Social Environment, 16(4), 2007, pp.19-35.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
From 2003, the US Council on Social Work Education has required schools of social work to educate students about the systemic risks that contribute to populations being at risk of oppression, as well as strategies to redress risks. This paper presents sample class exercises for introducing the ideas and techniques of anti-oppressive social work into courses on human behaviour and the social environment, policy and policy analysis, and minority group relations. The underlying intention is to introduce a heightened focus on the principles of empowerment and the need for radical social change.
Empowerment in social work: an individual vs. a relational perspective
- Author:
- LEONARDSEN Dag
- Journal article citation:
- International Journal of Social Welfare, 16(2), January 2007, pp.3-11.
- Publisher:
- Wiley
Social workers with only an individualistic understanding of empowerment will easily end up as moralising agents rather than as facilitators for their clients. It is in the complex interaction between a given socio-material situation and the individual capacity to interpret and act that one finds the key to an empowerment worthy of its name. This presupposes two things: that social workers have as a part of their education theoretical knowledge about organisational structures, and that they themselves have been empowered in ways that give them practical competence to act in relation to situations. They need the competence to identify the complexities of interests and power relations in society. The implication of such a recognition should be clear for the education of social workers: the ideology of empowerment has to be contextualised. To discuss this topic the author makes a distinction between an individualistic and a relational perspective and between social problems conceived of as a 'lack of money' vs. a 'lack of meaning'.
Don't worry, she'll say it: a tribute to Florence Lieberman
- Author:
- KENEMORE Thomas K.
- Journal article citation:
- Clinical Social Work Journal, 33(2), Summer 2005, pp.209-216.
- Publisher:
- Springer
- Place of publication:
- New York
This paper presents a tribute to Florence Lieberman, a significant leader in the field of Clinical Social Work. Florences academic career includes 20 years at Hunter College School of Social Work in New York. As an influential member of the Hunter faculty, she has played an important role in shaping the impact of social work philosophy on psychotherapy practice. Starting with her Charter membership in the National Association of Social Workers (NASW), she has been influential in the development of the Federation of Societies for Clinical Social Work (Federation), the National Academy of Practice (NAP), and the International Committee on the Advancement of Private Practice (ICAPP). Leadership, empowerment, and adherence to Social Works mission are themes that Florence Lieberman has enacted throughout her stellar career. The author discusses his experience with her, which illustrate these essential characteristics.
Chinese culture, social work education and research
- Authors:
- CHAN Ko Ling, CHAN Cecilia L.W.
- Journal article citation:
- International Social Work, 48(4), July 2005, pp.381-389.
- Publisher:
- Sage
In the development of indigenous social work knowledge in China, the power relationship between teacher and student can act as a barrier to the development of scientific knowledge and practice research. Social work education and practice research in Chinese societies should focus on the empowerment of social work students, methodological pluralism and the development of a culturally specific practice research model.
Social work skills: a practice handbook
- Author:
- TREVITHICK Pamela
- Publisher:
- Open University Press
- Publication year:
- 2005
- Pagination:
- 340p., bibliog.
- Place of publication:
- Maidenhead
- Edition:
- 2nd ed.
Handbook providing a detailed description of over fifty social work skills, with case examples of their creative use in practice. Takes as its starting point the view that social work is a skilled activity and one that is located in no win situations, caught in a tension between conflicting and sometimes incompatible needs and expectations. These tensions call for critical thinking and balance and judicious decision making across a range of fundamental issues such as the rights of the parent and the needs of the child, acknowledging the needs of carers alongside those of their dependents and weighing individual freedom against the risk to society. In order to address these complex problems and situations social workers need to have at their fingertips a toolbox of practice skills. Giving a name to these skills and being able to identify and demonstrate their effective use in evidence based practice is a central theme of this text.
Social work skills: a practice handbook
- Author:
- TREVITHICK Pamela
- Publisher:
- Open University
- Publication year:
- 2000
- Pagination:
- 224p.,bibliog.
- Place of publication:
- Buckingham
Handbook providing a detailed description of over fifty social work skills, with case examples of their creative use in practice. Takes as its starting point the view that social work is a skilled activity and one that is located in no win situations, caught in a tension between conflicting and sometimes incompatible needs and expectations. These tensions call for critical thinking and balance and judicious decision making across a range of fundamental issues such as the rights of the parent and the needs of the child, acknowledging the needs of carers alongside those of their dependents and weighing individual freedom against the risk to society. In order to address these complex problems and situations social workers need to have at their fingertips a toolbox of practice skills. Giving a name to these skills and being able to identify and demonstrate their effective use in evidence based practice is a central theme of this text.
Empowering social work students in the college setting
- Author:
- COLLINS Stewart
- Journal article citation:
- Social Work Education (The International Journal), 17(2), June 1998, pp.203-218.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Relatively little has been written about empowering social work students, especially material which blends ideas with actual practices on the college-based part of social work programmes. The empowerment of social work students is considered within a context of the diffusion of power, discourse analysis and oppressive societal structures, such as racism. Critical perspectives on empowerment are examined. Some suggestions are made to empower social work students more effectively. These include the empowerment of social work lecturers, the empowerment of black students, the provision of more participatory, democratic course policies and practices, and the further development of empowering adult learning approaches, based upon rights and choice.
The Consultation Circle: a technique for facilitating peer consultation
- Authors:
- KUECHLER Carol F., BARETTA-HERMAN Angeline
- Journal article citation:
- Clinical Supervisor (The), 17(1), 1998, pp.83-93.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
In the USA the Consultation Circle is an effective technique for developing peer consultation skills in field seminar, and offers a structured process for giving and receiving feedback. This technique empowers students, who because of personality style, perceived gender constraints, or cultural norms, may be reticent to participate. Because peer consultation is rapidly becoming a feature of social service agency infrastructure for practice review and professional development, incorporating the Consultation Circle in field seminar enhances students' preparation for the realities of professional practice.