DOCSLIB.ORG

A Content Analysis of Forensic Social Work Syllabi

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Content Analysis of Forensic Social Work Syllabi Social Work Education The International Journal ISSN: 0261-5479 (Print) 1470-1227 (Online) Journal homepage: http://www.tandfonline.com/loi/cswe20 Educating for rights and justice: a content analysis of forensic social work syllabi Tina Maschi, Jo Rees, George Leibowitz & Margaret Bryan To cite this article: Tina Maschi, Jo Rees, George Leibowitz & Margaret Bryan (2018): Educating for rights and justice: a content analysis of forensic social work syllabi, Social Work Education, DOI: 10.1080/02615479.2018.1508566 To link to this article: https://doi.org/10.1080/02615479.2018.1508566 Published online: 19 Aug 2018. Submit your article to this journal View Crossmark data Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=cswe20 SOCIAL WORK EDUCATION https://doi.org/10.1080/02615479.2018.1508566 Educating for rights and justice: a content analysis of forensic social work syllabi Tina Maschia, Jo Reesb, George Leibowitzc and Margaret Bryana aGraduate School of Social Service, Fordham University, New York, NY, USA; bDepartment of Social Work, LIU Brooklyn, Brooklyn, NY, USA; cSchool of Social Welfare, Stonybrook University, Long Island, NY, USA ABSTRACT ARTICLE HISTORY The Council on Social Work Education underscores that social work- Received 30 December 2017 ers should be educated to advance human right, social, economic, Accepted 28 July 2018 and environmental justice. This article asserts that forensic social KEYWORDS work is an integrated practice specialization at the intersection of Qualitative methods; the law or legal system, and historically has done just that. However, research; social justice; there is a dearth of research examining forensic courses. Therefore, values; criminal justice social the purpose of this study was to conduct a content analysis of work; practice; history of forensic social work and social work and the law syllabi. A compre- social work; knowledge; hensive search of the Internet was conducted to identify publicly competency; education available forensic social work or social work and the law syllabi from CSWE accredited social work programs in the United States. Twenty- two syllabi were identified. A content analysis of available syllabi revealed an overarching theme of forensic social work and ‘the pursuit of justice’ and as practice at the intersection of the law and/or legal system. Forensic social work education grounded in a human rights and global justice approach can serve an important functioning in measuring student learning outcomes that target advancing human rights and social, economic, and environmental justice using clinical, interdisciplinary, and policy practice. Background The most recent Council on Social Work Education (Council on Social Work Education [CSWE], 2015) Educational Policy and Accreditation Standards (EPAS) has moved away from traditional content driven education of what students should be taught to rather one focused on student learning outcomes. According to EPAS (CSWE, 2015), social workers who engage in human rights and justice practice recognize that every person regardless of their society position has fundamental human rights. The rights emphasized in this competency standard include: ‘freedom, safety, privacy, an adequate standard of living, health care, and education’ (p. 7). The competency also underscores the knowledge (e.g. theory), values (e.g. ethics, attitudes, and beliefs), and skills (e.g. multilevel practice strategies) that social work students are expected to understand and demonstrate. This includes that social workers understand the ‘global interconnections of oppression and human rights violations and are knowledgeable about theories of human need and social justice and strategies to promote social and economic justice and human rights’ and CONTACT Tina Maschi [email protected] © 2018 Informa UK Limited, trading as Taylor & Francis Group 2 T. MASCHI ET AL. strategies to eliminate oppression and structural barrier to ensure justice and equality and civil, political, environmental, economic, social, and cultural rights. In demonstrating their understanding, social work students are expected to ‘apply their understanding of social, economic, and environmental justice to advocate for human rights at the indivi- dual and system levels and engage in practices that advance social, economic, and environmental justice’ (CSWE, 2015,p.7). The social work profession is at an important developmental milestone in determining what constitutes social work practice from a human rights and global justice lens. While it is a time to develop innovations in practice, it also is important for the social work profession to understand and recognize practice specializations, such as forensic social work, that historically has engaged in practices that advance human rights and justice across diverse locations across the globe. This all too often marginalized and misunderstood practice specialization of forensic social work has commonly been described as the social work practice at the intersection of the law and/or legal system or social work and the law (Robbins, Vaughan-Eden, & Maschi, 2015). Forensic social workers in past and contem- porary times have worked in a variety of settings that involve social work at the intersection of law and policy. These settings include child welfare, social services, housing, health and mental health services, victim services, and criminal justice. For example, social workers who work with children who have been maltreated may provide services, such as counsel- ing and/or expert testimony in court setting. Other forensic social workers who work with individuals who have been convicted of a crime may be an administrator or front-line worker in a prison and/or community correction setting. Forensic social workers who work with a criminal justice population may engage in a number of activities, such as counseling, case management, community organizing, expert testimony, and/or policy advocacy. In 1879, the roots of the ‘forensic’ in social work can be traced back to the establishment of the National Conference of Charities and Corrections. The use of both terms ‘charities’ and ‘corrections’ suggests the early pioneers saw the importance of including justice issues in the conceptualizations of compassionate social services and policy and the law as a proper venue for social workers as actors and advocates (Roberts & Brownell, 1999). About a century and a half later, we can now take stock of how contemporary social workers integrate ‘caring’ and the pursuit of ‘rights and justice’ in their every day practices across diverse populations and settings. Forensic social workers have historically worked with individuals, families, and communities in such settings as communities, child and adult protective services, victims service, health care, education, immigration, and juvenile and adult corrections. Their caring justice approach sought positive remedies to a host of societal ills, such as: (1) peace, safety, and security, (2) freedom from torture, cruel, inhumane, and degrading punishment, (3) access to justice and fairness, (4) the right to the arts and science, and (5) the right to health and holistic well-being (e.g. physical, mental, spiritual, education, economic, social, political, and cultural; Maschi & Killian, (2011); Roberts & Brownell, 1999). For example, forensic social workers have historically worked to remedy health and justice disparities, especially among underrepresented and underserved minorities based on differences, such as their race/ethnicity, gender, class, age, sexual orientation, disabilities, incarceration history, or immigration status that place them at risk of marginalization, victimization, and/or criminalization. More specifically, forensic social work practice may include child and elder protection, child custody cases, services and SOCIAL WORK EDUCATION 3 advocacy for juvenile and adults in correctional institutions, providing court mandated mental health and substance abuse treatment, restorative justice practices for victims and offenders, identifying and responding to human trafficking, domestic violence, education, health care, child welfare, immigration services, and reform. It may also include evaluation of competency in civil and criminal trials, sentence mitigation, and mediation (e.g. Maschi & Leibowitz, 2017). The social work professions ethical commitment to address economic justice has historically worked toward creating avenues to assist disadvantaged and oppressed groups, such as racial/ethnic minorities, families living in poverty, to gain access to economic power and social and political resources. Social workers who have engaged in practices that advance economic justice include micro, mezzo, and macro levels may target issues, such as income inequality (e.g. living wage levels and minimum wages), worker rights (e.g. women immigrants and undocumented workers), community–labor partnerships and coalitions, and social welfare trainings and programs for individuals, families, and/or communities, such as working for Headstart or low-income school districts or welfare or even provide financial capability or social entrepreneurship training. Since forensic social workers often engage with individuals, families, and laws across multiple systems, they commonly have engaged in an integrated approach to practice. That is, many forensic social workers engage in clinical, policy, and community practice with individuals, families,
Load more

Recommended publications
  • The Public, the Private and the Corporation Paul N
    Marquette Law Review Volume 80 Article 2 Issue 2 Winter 1997 The Public, the Private and the Corporation Paul N. Cox Follow this and additional works at: http://scholarship.law.marquette.edu/mulr Part of the Law Commons Repository Citation Paul N. Cox, The Public, the Private and the Corporation, 80 Marq. L. Rev. 391 (1997). Available at: http://scholarship.law.marquette.edu/mulr/vol80/iss2/2 This Article is brought to you for free and open access by the Journals at Marquette Law Scholarly Commons. It has been accepted for inclusion in Marquette Law Review by an authorized administrator of Marquette Law Scholarly Commons. For more information, please contact [email protected]. THE PUBLIC, THE PRIVATE AND THE CORPORATION PAUL N. Cox TABLE OF CONTENTS Preface ........................................... 393 I. Introduction to the Contractual and Communitarian Mod- els .......................................... 401 II. The Contractarian Perspective ..................... 411 A. The Contractual Theory of the Firm .............. 411 B. Individualist Contract and Neoclassical Contract .... 421 1. The Kantian Variation ...................... 422 2. The Humean Variation ..................... 425 3. The Hobbesian Variation .................... 431 4. Some General Distinctions .................. 434 5. Facilitation and Formalism .................. 450 III. The Communitarian Perspective .................... 470 A. Social Construction .......................... 474 B. Community and Morality ...................... 492 1. Communitarian Autonomy
    [Show full text]
  • SPECIALIZED PRACTICE CURRICULAR GUIDE for MACRO SOCIAL WORK PRACTICE
    SPECIALIZED PRACTICE CURRICULAR GUIDE for MACRO SOCIAL WORK PRACTICE 2015 EPAS Curricular Guide Resource Series SPECIALIZED PRACTICE CURRICULAR GUIDE for MACRO SOCIAL WORK PRACTICE SPECIALIZED PRACTICE CURRICULAR GUIDE for MACRO SOCIAL WORK PRACTICE 2015 EPAS Curricular Guide Resource Series Council on Social Work Education Alexandria, Virginia Copyright © 2018, Council on Social Work Education Published in the United States by the Council on Social Work Education, Inc. All rights reserved. No part of this book may be reproduced or transmitted in any manner whatsoever without the prior written permission of the publisher. ISBN 978-0-87293-188-6 Council on Social Work Education 1701 Duke Street, Suite 200 Alexandria, VA 22314-3457 www.cswe.org Acknowledgments This document was developed through a collaborative partnership with the Council on Social Work Education (CSWE) and the Special Commission to Advance Macro Practice (SC) and with the generous support of the Fund for Social Policy Education and Practice (FSPEP). Additional support was provided by the following partner organizations: the Association for Community Organization and Social Administration (ACOSA), Influencing Social Policy (ISP), and the Network for Social Work Management (NSWM). COORDINATING FOCUS AREA TEAM COMMITTEE CHAIRS LEADERS Darlyne Bailey Bruce D. Friedman Bryn Mawr College (Administration/Management) California State University, Bakersfield Terry Mizrahi Capella University Hunter College, CUNY Sunny Harris Rome (Policy) Jo Ann Regan George Mason University Council on Social Work Education Tracy Soska (Community) Adrienne Walters University of Pittsburgh Council on Social Work Education v vi SPECIALIZED PRACTICE CURRICULAR GUIDE FOR MACRO SOCIAL WORK PRACTICE TEAM LEADERSHIP CONSULTANTS Mimi Abramovitz (Policy) Kimberly Richards Hunter College, CUNY The People's Institute for Survival and Beyond Michálle E.
    [Show full text]
  • Journal of Community Practice
    Journal of Community Practice ISSN: 1070-5422 (Print) 1543-3706 (Online) Journal homepage: http://www.tandfonline.com/loi/wcom20 Managing Out Michael J. Austin PhD To cite this article: Michael J. Austin PhD (2002) Managing Out, Journal of Community Practice, 10:4, 33-48, DOI: 10.1300/J125v10n04_03 To link to this article: http://dx.doi.org/10.1300/J125v10n04_03 Published online: 22 Sep 2008. Submit your article to this journal Article views: 163 View related articles Citing articles: 7 View citing articles Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=wcom20 Download by: [University of California, Berkeley] Date: 25 April 2016, At: 12:10 Managing Out: The Community Practice Dimensions of Effective Agency Management Michael J. Austin, PhD ABSTRACT. With the advent of welfare reform and managed care, the nature of managerial practice has increasingly shifted from a primary fo- cus on internal operations to a more external, community focus which in- volves actively monitoring and managing the boundary between the external environment and internal organizational arrangements. This ar- ticle explores the boundary spanning aspects of community practice, the related theories of inter-organizational relations, and the process of “managing out” by those in top management and middle management posi- tions in human service organizations. [Article copies available for a fee from The Haworth Document Delivery Service: 1-800-HAWORTH. E-mail address: <[email protected]>
    [Show full text]
  • A Guide to Community-Centred Approaches for Health and Wellbeing
    A guide to community-centred approaches for health and wellbeing Full report Community-centred approaches for health and wellbeing About Public Health England Public Health England exists to protect and improve the nation's health and wellbeing, and reduce health inequalities. It does this through world-class science, knowledge and intelligence, advocacy, partnerships and the delivery of specialist public health services. PHE is an operationally autonomous executive agency of the Department of Health. Public Health England Wellington House 133-155 Waterloo Road London SE1 8UG Tel: 020 7654 8000 www.gov.uk/phe Twitter: @PHE_uk Facebook: www.facebook.com/PublicHealthEngland Prepared by: Professor Jane South Supported by: Jude Stansfield, Pritti Mehta and advisory group: Anne Brice, Ann Marie Connolly, Catherine Davies, Gregor Henderson, Paul Johnstone (PHE), Olivia Butterworth, Luke O’Shea, Giles Wilmore (NHS England). Also Dave Buck, James Thomas, Ginny Brunton. Anne-Marie Bagnall and Kris Southby, Leeds Beckett University, undertook a scoping review for this publication. © Crown copyright 2015 You may re-use this information (excluding logos) free of charge in any format or medium, under the terms of the Open Government Licence v3.0. To view this licence, visit OGL or email [email protected]. Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned. Any enquiries regarding this publication should be sent to [email protected]. Published February 2015 PHE publications gateway number: 2014711 2 Community-centred approaches for health and wellbeing Contents About Public Health England 2 Foreword 4 Executive summary 5 Introduction 7 Why work with communities? 8 Communities as building blocks for health 11 A family of community-centred approaches 15 Health outcomes and evidence 31 Conclusion 36 Appendix 1.
    [Show full text]
  • Community Organizing: Practice, Research, and Policy Implications ∗ Brian D
    Social Issues and Policy Review, Vol. 9, No. 1, 2015, pp. 193--222 Community Organizing: Practice, Research, and Policy Implications ∗ Brian D. Christens University of Wisconsin–Madison Paul W. Speer Vanderbilt University Community organizing—a field of practice in which residents collaboratively in- vestigate and undertake sustained collective action regarding social issues of mutual concern—has often proven an effective method for achieving changes in policies and systems at local, regional, and even national scales. The field is dynamic. It has expanded and has undergone numerous changes over re- cent decades. Research from a variety of disciplines has documented, evalu- ated, and informed many of these changes. This article scrutinizes the evolv- ing field of community organizing, with a particular focus on the current state of social and psychological research on broad-based community orga- nizing processes and outcomes. These findings include not only the effects of community organizing efforts on policies and systems, but also the influences of community organizing on psychological changes among the people and groups who participate. These findings are incorporated into recommendations for poli- cies, practices, and future research. Introduction Community organizing is an umbrella term for a field of practice in which residents collaboratively investigate and take collective action regarding social issues of mutual concern. Most often, the intent of organizing is to change policies regarding local issues, which have included, for instance: improvements in public safety (Speer et al., 2003), housing (Speer & Christens, 2012), employment con- ditions (Osterman, 2006), transportation (Speer, Tesdahl, & Ayers, 2014), public ∗ Correspondence concerning this article should be addressed to Brian D.
    [Show full text]
  • Openair@RGU the Open Access Institutional Repository at Robert
    OpenAIR@RGU The Open Access Institutional Repository at Robert Gordon University http://openair.rgu.ac.uk Citation Details Citation for the version of the work held in ‘OpenAIR@RGU’: MACDONALD, S., 2011. Suburbanomics – creativity and innovation at the edge. Available from OpenAIR@RGU. [online]. Available from: http://openair.rgu.ac.uk Full citation: MACDONALD, S., 2011. Suburbanomics – creativity and innovation at the edge. Paper presented at: Future Development of Suburbs Lecture Series: International Approaches, Ideas and Experiences combined with National Knowledge. 17 November 2011 – 1 March 2012. Helsinki. Unpublished. Copyright Items in ‘OpenAIR@RGU’, Robert Gordon University Open Access Institutional Repository, are protected by copyright and intellectual property law. If you believe that any material held in ‘OpenAIR@RGU’ infringes copyright, please contact [email protected] with details. The item will be removed from the repository while the claim is investigated. SUBURBANOMICS: CREATIVITY AND INNOVATION AT THE EDGE Originally presented at the Future Development of Suburbs Lecture Series: International Approaches, Ideas and Experiences combined with National Knowledge, Helsinki, Finland December 2011 Abstract The basis of this paper is that we have prioritised the city centre and its planning sometimes to the impoverishment of the “suburbs” or outlying areas, despite the fact that most of us live there. Away from the headline projects at the city’s core with its appropriation of architecture to the experience economy and the interests of tourism and retail, there is evidence of creativity and innovation in outlying neighbourhoods, estates and suburbs. Using an expanded range of references from urbanism to service design, cultural studies and environmental writing, Glasgow is taken as a case in point because its large-scale post-industrial regeneration through the use of architecture to brand cultural festivals and centres, is perceived to have overshadowed interesting projects at the periphery.
    [Show full text]
  • I/ECMH Competency Guidelines
    Competency Guidelines Endorsement for Culturally Sensitive, Relationship-Focused Practice Promoting Infant and Early Childhood Mental Health® Copyright © 2017. All Rights Reserved. TABLE OF CONTENTS Introduction to Michigan Association for Infant Mental Health (MI-AIMH) 4 ® Competency Guidelines Overview 4 ® Endorsement Overview 7 References 8 INFANT FAMILY ASSOCIATE (IFA) and early chilDhooD family associate (ecfa) Infant and Early Childhood Family Associate Competencies 9 Theoretical Foundations 9 Law, Regulation, and Agency Policy 10 Systems Expertise 10 Direct Service Skills 11 Working With Others 12 Communicating 12 Thinking 13 Reflection 14 ® Endorsement Requirements for Infant Family Associate (IFA) 15 ® Endorsement Requirements for Early Childhood Family Associate (ECFA) 17 Impact Map for Infant Family Associate and Early Childhood Family Associate 19 INFANT FAMILY SPECIALIST (IFS) and Early ChilDhooD Family specialist (ECFS) Infant and Early Childhood Family Specialist Competencies 21 Theoretical Foundations 21 Law, Regulation, and Agency Policy 22 Systems Expertise 22 Direct Service Skills 23 Working With Others 24 Communicating 25 Thinking 25 Reflection 26 ® Endorsement Requirements for Infant Family Specialist (IFS) 27 ® Endorsement Requirements for Early Childhood Family Specialist (ECFS) 29 Impact Map for Infant Family Specialist and Early Childhood Family Specialist 31 2 Table of Contents MI-AIMH Copyright © 2017 INFANT MENTAL HEALTH SPECIALIST (imhs) and Early ChilDhooD Mental Health Specialist (ecmhs) Infant and Early
    [Show full text]
  • COURSE TITLE: Introduction to Community Organization
    COURSE TITLE: Introduction to Community Organization, Management, & Policy Practice COURSE NUMBER: 560 TIME & PLACE Winter, 2010: Monday: Section 002, Class #27077, 4-7pm, Rm. 2816 SSWB Wed.: Section 001, Class #27075, 9am-12, Rm. 1804 SSWB CREDIT HOURS: 3 PREREQUISITES: None LOCATION: Foundation macro methods; required for all MSW students INSTRUCTOR: Diane Kaplan Vinokur, PhD, LMSW, Associate Professor CONTACT DETAILS: Office: 3794 SSWB E-mail: [email protected] Office phone: (734) 647-2553 OFFICE HOUR: Tuesdays, 1pm-2pm, or by appointment1 1 Please e-mail me three different times when you could meet, and we can usually find a mutually convenient time, Monday-Friday, 9am-5pm. TABLE OF CONTENTS 1. COURSE DESCRIPTION ............................................................................................................................. 3 2. COURSE CONTENT ..................................................................................................................................... 3 3. COURSE OBJECTIVES ................................................................................................................................. 4 Additional Comments on the viewpoint of this instructor: ........................................................... 5 4. COURSE DESIGN ................................................................................................................................... 6 5. RELATIONSHIP OF THIS COURSE TO THE SSW’S FOUR CURRICULAR THEMES ............ 6 6. RELATIONSHIP OF THE COURSE TO SOCIAL WORK ETHICS
    [Show full text]
  • A BETTER LIFE: VALUING OUR LATER YEARS a BETTER LIFE: VALUING OUR LATER YEARS Imogen Blood
    A BETTER LIFE: VALUING OUR LATER YEARS A BETTER LIFE: VALUING OUR LATER YEARS Imogen Blood DECEMBER 2013 Imogen Blood Imogen CONTENTS Foreword 03 Chapter 1: An overview 04 Introduction 04 A system in upheaval 05 A Better Life 06 Broadening the debate 07 Moving forwards 11 The evidence base arising from A Better Life 14 About this book 14 Chapter 2: See who I am! 16 ‘Unlocking’ the whole person 16 Making sense of diversity 19 Chapter 3: See my relationships and networks! 22 The importance and diversity of relationships 22 Building social networks in later life 24 Connecting with others 26 Mutuality and reciprocity 28 Encouraging mutuality in older people’s housing 30 Encouraging mutuality in other neighbourhoods 32 Chapter 4: Hear our voices! 38 A rights-based approach to ageing and disability 38 Ageing as a gender issue 39 What has prevented the voices of older people with high support needs being heard? 40 Being in control of your own life 42 The importance of the ordinary 44 Making choice meaningful 45 Collective voice 48 Chapter 5: Connecting to the system 51 Silos and service-led approaches 52 Navigators and brokers 56 Individuals and affordability 58 Geographical variations 61 Managing risk and performance 62 Engaging in a cycle of change 64 Contents 01 CONTENTS Chapter 6: Building a better life 66 1. Old age is not about ‘them’: it is about all of us 66 2. Older people are individuals and they are, as a group, becoming more diverse 68 3. Relationships matter to us whatever our age; we have a fundamental human need to connect with others meaningfully 69 4.
    [Show full text]
  • Social Work Competencies
    The Council on Social Work Education (CSWE) has established core competencies for social work education that span the classroom and field in the 2008 Educational Policy and Accreditation Standards (EPAS). The 41 core practice behaviors associated with the competencies operationally define each competency. There is one advanced practice behavior for each of the thirteen core competencies, for each of the four practice method concentrations, for a total of 52 advanced practice behaviors across the curriculum. Competency 1: Professional Identity Competency 2: Values & Ethics Competency 3: Critical Thinking Competency 4: Diversity & Difference Competency 5: Social & Economic Justice Competency 6: Research Competency 7: Human Behavior & the Social Environment Competency 8: Social Policy Competency 9: Context Competency 10A: Engagement Competency 10B: Assessment Competency 10C: Intervention Competency 10D: Evaluation Competencies & Practice Behaviors | 1 University of Michigan School of Social Work COMPETENCY 1: PROFESSIONAL IDENTITY Identify as a professional social worker and conduct oneself accordingly. Foundation Practice Behaviors 1.1 Advocate for client access to the services of social work. 1.2 Practice personal reflection and self-correction to assure continual professional development. 1.3 Attend to professional roles and boundaries. 1.4 Demonstrate professional demeanor in behavior, appearance, and communication. 1.5 Engage in career-long learning. 1.6 Use supervision and consultation. Advanced Practice Behaviors by Concentration PB# CONCENTRATION ADVANCED PRACTICE BEHAVIOR 1.CO Community Organization Demonstrate professional use of self with client groups and maintain professional boundaries. 1.IP Interpersonal Practice Demonstrate professional use of self with client groups and colleagues. 1.MHS Management of Human Services Demonstrate planned professional use of self with external and internal stakeholders.
    [Show full text]
  • Curriculum Vitae
    Curriculum Vitae Susan P. Robbins, Ph.D., LCSW Professor and Associate Dean for Graduate Education University of Houston Graduate College of Social Work Houston, TX 77204-4013 (713) 743-8103 (office) (713) 520-8901-8149 (fax) Web: susanrobbins.com Education A.A. Liberal Arts, Borough of Manhattan Community College, New York, 1972 B.A. Sociology, Summa Cum Laude, Hamline University, St. Paul, Minnesota, 1974 M.S.W. University of Minnesota, School of Social Work, Minneapolis, Minnesota, 1976 Ph.D. Tulane University, School of Social Work, New Orleans, Louisiana, 1979 Academic Honors Manhattan Community College, 1972 Valedictorian Dean's Award Liberal Arts Award Phi Beta Kappa Award Phi Theta Kappa (Honorary Scholastic) Hamline University, 1974 Departmental Honors in Sociology Alpha Kappa Delta (Honorary Sociology) Pi Gamma Mu (Honorary Social Science) Kappa Phi (Honorary Scholastic) University of Minnesota, 1976 Phi Kappa Phi (Honorary Scholastic) University of Houston (2006) Phi Alpha, honorary member (Honorary Social Work) Awards and Recognition Scholarship, Hamline University, 1972-1974 Fellowship, Women's Club of Minneapolis, 1974-1975 Fellowship, National Institute of Mental Health, 1976-1978 Outstanding Young Woman of America, 1981 Referenced in: Notable Women of Texas, 1984 Who's Who in the South and Southwest, 1982, 1984, 1988, 1990, 1992, 1994 The World Who's Who of Women, 1983, 1989, 1991 Who's Who in American Education, 1993, 2006 International Who's Who of Professional and Business Women, 1995, 1997, 2000, 2002 Who's Who of
    [Show full text]
  • Community Practice an Introduction
    1 Community Practice An Introduction Social: adj . of or relating to society or its organization.1 President Obama started his career as a community organizer on the South Side of Chicago, where he saw fi rsthand what people can do when they come together for a common cause. (Briefi ng Room, Th e B l o g . C h a n g e h a s c o m e t o W h i t e H o u s e . g o v , Tuesday, January 20th, 2009 at 12:01 pm.) Social work is community practice. Community primary purpose of helping , and (3) place envi- is a synonym for social. It is necessary for all ronmental modifi cation and the provision of social workers: generalists, specialists, therapists, concrete services on an equal plane with direct, and activists. Th e Oxford Encyclopedic English face-to-face interventions with clients” (Italics Dictionary (p. 1377) defi nes social as “1. of or added, p. 59). Indeed, as this text illustrates, relating to society or its organization, 2. con- social work practice is using the community and cerned with the mutual relations of human naturally occurring and socially constructed beings or classes of human beings. 3. living in networks within the social environment to pro- organized communities; unfi tted for a solitary vide social supports. life. .” Although usually associated with com- Th is chapter provides an overview of com- munity organization, social action, social plan- munity practice with our conception of commu- ning (Rothman & Tropman, 1987 ; Wells & nity practice as social work practice, reviews the Gamble, 1995 ), and other macro-practice activi- importance of community practice knowledge ties, direct service and clinical social workers are and skill for all social workers, describes the community practitioners if they make client generic social work community problem-solving referrals, assess community resources, develop strategy and its use in community practice by client social support systems, and advocate to clinical and community social workers, and crit- policymakers for programs to meet clients’ ically examines the ethical imperatives and con- needs.
    [Show full text]