Social Work and Social Welfare an Introduction
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Perspectives on Social Work
PERSPECTIVES ON SOCIAL WORK The Journal of the Doctoral Students of the University of Houston FALL 2015 VOLUME 11 ISSUE #2 Perspectives on Social Work Editor Maurya W. Glaude, MSW, LCSW Editorial Board Tamara Al Rawand Christine Bakos-Block Xin Chen Jessica YuMiao Post-Doctoral Consultants Roberta Leal, Ph.D. Micki Washburn, Ph.D. External Reviewers Bianca N. Altamirano Sara Amoroso Jacqueline R. Burse University of Washington Case Western Reserve University University of Texas, Arlington Travis Coronado Crystal George-Moses Hagit Sinai Glazer Arizona State University Hunter College McGill University Michelle Gricus Cole Hooley Tina Jiwatram-Negron University of St. Thomas, Washington University, St. Louis Columbia School of Social Work Minnesota Andrea Joseph Stephanie Kennedy I-Hsuan Lin University of Pittsburgh Florida State University Indiana University Ruth McCall-Miller Theresa Moran Helen Nichols Norfolk State University Fordham University University of Maryland Gira Ravelo Cassandra L. Scott Katherine Williams Florida International University Barry University Loyola University, Chicago Abigail Williams University of Michigan Faculty Sponsor Sheara Williams Jennings, Ph.D. 2 Table of Contents From the Editor 4 Joining the Club: Reflections on Developing and Implementing a Social Work Doctoral Student Organization Deirdre Lanesskog, University of Illinois at Urbana-Champaign Megan S. Paceley, University of Kansas School of Social Welfare 5 Sung-wan Kang, University of Illinois at Urbana-Champaign Emily Lux, University of Illinois at Urbana-Champaign Social Workers’ Perceptions of Working with People who have HIV/AIDS Kristen A. Prock, Michigan State University Cristy E. Cummings, Michigan State University 14 Alec DeNuccio, Michigan State University Kailey L. Hindes, Michigan State University Anne K. -
The Impact of the New Right on the Reagan Administration
LONDON SCHOOL OF ECONOMICS UNIVERSITY OF LONDON THE IMPACT OF THE NEW RIGHT ON THE REAGAN ADMINISTRATION: KIRKPATRICK & UNESCO AS. A TEST CASE BY Isaac Izy Kfir LONDON 1998 UMI Number: U148638 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Dissertation Publishing UMI U148638 Published by ProQuest LLC 2014. Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 2 ABSTRACT The aim of this research is to investigate whether the Reagan administration was influenced by ‘New Right’ ideas. Foreign policy issues were chosen as test cases because the presidency has more power in this area which is why it could promote an aggressive stance toward the United Nations and encourage withdrawal from UNESCO with little impunity. Chapter 1 deals with American society after 1945. It shows how the ground was set for the rise of Reagan and the New Right as America moved from a strong affinity with New Deal liberalism to a new form of conservatism, which the New Right and Reagan epitomised. Chapter 2 analyses the New Right as a coalition of three distinctive groups: anti-liberals, New Christian Right, and neoconservatives. -
Social Group Work Practice I-SWK 6023.Pdf
YESHIVA UNIVERSITY WURZWEILER SCHOOL OF SOCIAL WORK SOCIAL GROUP WORK I SWK 6023 FALL 2020 Dr. Sari Skolnik ([email protected]) COURSE DESCRIPTION Social Group Work I, a second year, clinical practice course, is designed to educate the student for responsible social work practice with particular competence in the social group work method. It builds upon the knowledge and skills acquired in first year Foundations practice course, and on liberal arts content acquired in undergraduate Psychology and Sociology courses. The social group work specialization provides students with the knowledge base to develop individual cognitive and behavioral change through small groups. Prevention and rehabilitative practice approaches are taught for dealing with individual social and psychological problems. Emphasis is also on using the group work method for enhancing normal individual growth and development in community and school settings. A major emphasis in the sequence is development of the professional self to assure the evolution of disciplined practice based on purpose, sanction, knowledge, values and skills. The course is integrated with field learning through case presentations, group simulations and class discussion. Field practice is in a variety of clinical and community settings, such as mental health clinics, substance abuse facilities, hospitals, child welfare agencies, homeless shelters, domestic violence programs, community centers, public schools and settlement houses. I. COURSE COMPETENCIES This course addresses Council on Social Work Education Competencies #6, #7, #8, and #9. Competency #6 is measured with student outcome data. Competency 7 –Assess Individuals, Families, Groups, Organizations, and Communities Social workers understand that assessment is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. -
The National Association of Social Workers (NASW) Code of Ethics
The National Association of Social Workers (NASW) The Code offers a set of values, principles, and standards to guide decision making and conduct when ethical issues arise. It does not provide a set of rules Code of Ethics that prescribe how social workers should act in all situations. Specific applications of the Code must take into account the context in which it is being considered and the possibility of conflicts among the Code’s values, principles, Preamble and standards. Ethical responsibilities flow from all human relationships, from the personal and familial to the social and professional. The primary mission of the social work profession is to enhance human well- being and help meet basic human needs of all people, with particular attention Further, the NASW Code of Ethics does not specify which values, principles, and to the needs and empowerment of people who are vulnerable, oppressed, and standards are most important and ought to outweigh others in instances when living in poverty. A historic and defining feature of social work is the they conflict. Reasonable differences of opinion can and do exist among social profession’s focus on individual well-being in a social context and the well- workers with respect to the ways in which values, ethical principles, and ethical being of society. Fundamental to social work is attention to the environmental standards should be rank ordered when they conflict. Ethical decision making in forces that create, contribute to, and address problems in living. a given situation must apply the informed judgment of the individual social worker and should also consider how the issues would be judged in a peer Social workers promote social justice and social change with and on behalf of review process where the ethical standards of the profession would be applied. -
Bill Clinton, the Bosnian War, and American Foreign Relations in the Post-Cold War Era, 1992-1995
VISIONARY POLICY: BILL CLINTON, THE BOSNIAN WAR, AND AMERICAN FOREIGN RELATIONS IN THE POST-COLD WAR ERA, 1992-1995 James E. CovinGton III A thesis submitted to the faculty at the UniveRsity of NoRth CaRolina at Chapel Hill in paRtial fulfillment of the RequiRements foR the deGRee of MasteR of Arts in the Military History program in the DepaRtment of HistoRy. Chapel Hill 2015 AppRoved by: Michael C. MoRgan Wayne E. Lee Joseph W. Caddell © 2015 James E. CovinGton III ALL RIGHTS RESERVED ii ABSTRACT James E. CovinGton III: VisionaRy Policy: Bill Clinton, the Bosnian WaR, and AmeRican Foreign Policy in the Post-Cold War Era, 1992-1995 (Under the direction of Michael C. MoRGan) Bill Clinton assumed office duRinG a particularly challenging peRiod of AmeRican histoRy. AfteR the fall of the Soviet Union, the United States enjoyed a period of unprecedented power and authority. Clinton was elected to office laRGely for his domestic policies, howeveR, his vision foR AmeRica’s position in the post-Cold War woRld steeRed his foReign policy, particularly with respect to Europe. Clinton’s vision was moRe inclusive and encompassinG than that of his predecessor, George H. W. Bush. During the post-Cold WaR yeaRs, Bush was moRe inclined to let EuRope soRt out theiR own pRoblems, particularly in the case of Bosnia. Clinton, however, was moRe willing to see post-Cold WaR EuRopean pRoblems as AmeRican issues. The Bosnian WaR RepResents a point wheRe these two ideals collided. Guided by this vision, Clinton oveRcame challenGes fRom the EuRopean Community, political adveRsaRies, and even his own public en Route to inteRveninG in Bosnia. -
Developing Educational Groups in Social Work Practice
University of Pennsylvania ScholarlyCommons Departmental Papers (SPP) School of Social Policy and Practice 1-1-2003 Developing Educational Groups in Social Work Practice Roberta G. Sands University of Pennsylvania, [email protected] Phyllis L. Solomon University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/spp_papers Part of the Social Work Commons Recommended Citation Sands, R. G., & Solomon, P. L. (2003). Developing Educational Groups in Social Work Practice. Retrieved from https://repository.upenn.edu/spp_papers/29 Reprinted from Social Work with Groups, Volume 26, Issue 2, 2003, pages 5-21. Publisher URL: http://www.haworthpress.com This paper is posted at ScholarlyCommons. https://repository.upenn.edu/spp_papers/29 For more information, please contact [email protected]. Developing Educational Groups in Social Work Practice Abstract Education is integral to social work practice with groups and a central component of educational groups. Yet the social work literature has not offered much guidance in the development of educational groups other than to report on the content and/or evaluation of groups that are focused on a specific condition or population. This paper offers a generic process model for educational groups that are developed and led by social workers. The educational groups described here are differentiated from psychoeducational groups, which are treatment-oriented. The paper provides guidelines on how to set up educational groups with particular attention to their structure, content of the curriculum, implementation, and evaluation. Two checklists are offered to assist in the development and implementation and evaluation of educational groups. Keywords education, psychoeducation, groups, social work Disciplines Social Work Comments Reprinted from Social Work with Groups, Volume 26, Issue 2, 2003, pages 5-21. -
Introduction: Social Work and Philosophy
The Journal of Sociology & Social Welfare Volume 18 Issue 4 December Article 2 December 1991 Introduction: Social Work and Philosophy Roberta Wells Imre Follow this and additional works at: https://scholarworks.wmich.edu/jssw Part of the Philosophy Commons, and the Social Work Commons Recommended Citation Imre, Roberta Wells (1991) "Introduction: Social Work and Philosophy," The Journal of Sociology & Social Welfare: Vol. 18 : Iss. 4 , Article 2. Available at: https://scholarworks.wmich.edu/jssw/vol18/iss4/2 This Article is brought to you by the Western Michigan University School of Social Work. For more information, please contact [email protected]. Introduction: Social Work and Philosophy ROBERTA WELLS IMRE, COORDINATOR Study Group for Philosophical Issues in Social Work A journal issue unequivocally about philosophical concerns in social work is evidence of the recent progress we have made in the profession in recognizing the importance of philosoph- ical commitments in social work activities. Awareness of the presence of these commitments and dissatisfaction with conven- tional social work resources for addressing them led to the or- ganization of the Study Group for Philosophical Issues in 1985. The papers presented here have been contributed by members of this group, which is open to anyone interested in joining the conversation. Social work has always been a complex profession. Through- out its history awareness of human need has consistently exceeded available resources for providing help. Modern man- ifestations of this dilemma can be seen in the suffering of the homeless and the mentally ill on our streets and in other public places, in the pain of neglected and abused children, and in the distress of so many other people in trouble of one kind or an- other. -
Social Work Practice and Social Science History
Social Work &SOCIAL Social Sciences WORK Review PRACTICE 15(1) AND2011 pp.5-27.SOCIAL DOI:SCIENCE 10.1921/095352211X604291 HISTORY Social work practice and social science history Edgar Marthinsen1 Abstract: Social work may be regarded as a product of the Enlightment together with other social sciences. The ontological shift from religious perspectives to a secularly based responsibility that opens up for political as well as individual action is regarded as a baseline for modern social work. Social work itself has struggled to develop an academic identity and a sustainable social fi eld within the social sciences. Social work has historically experienced a gap between research and practice, relating to social sciences and other subjects as part of its teaching without a fi rm scientifi c foundation for social works own practice. If social work earlier developed related to ideas of welfare and social policy in practice it may now be moving in a new direction towards more than being based on scientifi c development within its own fi eld. Over the last decades the need for scientifi c development within social work has strengthened its relation to research and social science. There seems to be arguments to support that social work is moving with research in directions which may be regarded as an epistemological turn based on understanding of knowledge production as well as a linguistic turn where the construction of meaning enhance the importance of regarding different lifeworlds and worldviews as basis for claiming some egalitarian positions for different positions as clients as well as researchers and practitioners. -
Strengths-Based Approach in Social Work: a Distinct Ethical Advantage
International Journal of Innovation, Creativity and Change. www.ijicc.net Volume 3, Issue 2, November, 2017 Strengths-Based Approach in Social Work: A distinct ethical advantage Venkat Pulla , Australian Catholic University [email protected] The author believes that social work and human services professionals can see great outcomes when they work with the inherent strengths of individuals, family groups and organisations. Whenever we assist people in their recovery and their empowerment, our commitment to build on these inherent strengths goes a long way. In all humility this is about a way of asking the client three simple but pertinent questions: ‘What has worked for you before? What does not work for you? And what might work in the present situation for you?’ These three questions will allow facilitators and clients to make important changes in the processes and goals of engagement that will see through a variety of changes; as workers we are often wonderstruck as, with every change, clients seem to blossom. People pick up their bits and pieces and reconstruct hope for the future. In this paper the author will describe this approach in social work and expand on its assumptions and its core elements. Key words: Resilience, Strengths-based Practice, Strengths approach, Social Work, Empowerment 97 International Journal of Innovation, Creativity and Change. www.ijicc.net Volume 3, Issue 2, November, 2017 Introduction It is important at the outset to discuss the scope and objectives of this paper. In this paper, I intend focusing on the inherent strengths of individuals, families groups and organisations and how social work and human services professionals can utilise them to aid people’s recovery and empowerment (Pulla, 2013). -
John Ben Shepperd, Jr. Memorial Library Catalog
John Ben Shepperd, Jr. Memorial Library Catalog Author Other Authors Title Call Letter Call number Volume Closed shelf Notes Donated By In Memory Of (unkown) (unknown) history of the presidents for children E 176.1 .Un4 Closed shelf 1977 Inaugural Committee A New Spirit, A New Commitment, A New America F 200 .A17 (1977) Ruth Goree and Jane Brown 1977 Inaugural Committee A New Spirit, A New Commitment, A New America F 200 .A17 (1977) Anonymous 1977 Inaugural Committee A New Spirit, A New Commitment, A New America F 200 .A17 (1977) Bobbie Meadows Beulah Hodges 1977 Inaugural Committee A New Spirit, A New Commitment, A New America F 200 .A17 (1977) 1977 Inaugural Committee A New Spirit, A New Commitment, A New America F 200 .A17 (1977) 1977 Inaugural Committee A New Spirit, A New Commitment, A New America F 200 .A17 (1977) 1977 Inaugural Committee A New Spirit, A New Commitment, A New America F 200 .A17 (1977) 1981 Presidential Inaugural Committee (U.S.) A Great New Beginning: the 1981 Inaugural Story E 877.2 .G73 A Citizen of Western New York Bancroft, George Memoirs of General Andrew Jackson, Seventh President of the United States E 382 .M53 Closed shelf John Ben Shepperd A.P.F., Inc. A Catalogue of Frames, Fifteenth Century to Present N 8550 .A2 (1973) A.P.F. Inc. Aaron, Ira E. Carter, Sylvia Take a Bow PZ 8.9 .A135 Abbott, David W. Political Parties: Leadership, Organization, Linkage JK 2265 .A6 Abbott, John S.C. Conwell, Russell H. Lives of the Presidents of the United States of America E 176.1 .A249 Closed shelf Ector County Library Abbott, John S.C. -
Teaching Philosophy
TEACHING PHILOSOPHY My pedagogical approach is based on the social work principles of empowerment and praxis. I use a collaborative learning and teaching approach in the classroom that brings to life the social work theories and practice skills. Modeling community practice skills, I create a classroom environment that builds upon existing student knowledge, experiences, and intersecting social identities to support and challenge students to push their learning edges, fostering the development of critical thinking and concrete practice skills. While I specialize in social work macro practice, I feel strongly that students must be capable of bridging their micro, mezzo, and macro skills to use within and across various social contexts. Learning, practicing, and reflecting upon these skills in the classroom frame my social work pedagogy, and lie at the heart of social justice education and the social work profession (Adams, Bell, & Gruffin, 2007; Freire, 1971, 1994; hooks, 1994). Critical Pedagogy In order to foster students’ critical consciousness and deep learning, I start the semester with a series of exercises that allows students to get to know each other beyond their concentrations, start building trust, and develop an environment where we are all teachers and learners. I engage students in exercises where we discuss what it means to create a respectful and engaging classroom. In particular, we discuss the differences between safety and comfort, and how we can create a safe environment where we can turn conflict and discomfort into opportunities for learning and growth for everyone in the class. One area that often pushes student’s learning edge, often creating discomfort and conflict, involves discussions in class around how our social identities impact our social work practice. -
Social Work Skills
SOCIAL WORK SKILLS Beginning During the beginning phase, you introduce and identify yourself and seek introductions from prospective clients and involved others. Following the exchange of introductions, you describe a tentative initial purpose for the meeting, possibly identify one of more professional roles that you might undertake, orient participants to the process, and identify relevant policy and ethical factors that might apply. Throughout this beginning process, you regularly seek feedback concerning others’ understanding of and reactions to your introductory comments. By using the beginning skills, you help to clarify the nature and boundaries or ground rules of the helping process, lessen the initial ambivalence people often experience, and establish a tentative direction for work. Introducing Yourself At the beginning of any first interview, you should identify yourself by name and profession and by agency or departmental affiliation. You might also want to provide formal identification, such as a business card. Seeking Introductions Encourage each new client to say her or his name, and then try to pronounce it correctly. In a group, you might ask group members to introduce themselves and share a few of the thoughts that occurred to them as they anticipated coming to this first meeting. Describing Initial Purpose Clearly but succinctly discuss your view of the purpose of the meeting. Orienting Clients Describe how clients can join you as active, collaborative participants in the helping process. Discussing Policy and Ethical Factors Discuss potentially relevant legal, policy and ethical factors. This constitutes part of the informed consent process and is an essential element of professional service to clients.