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An Evolving Philosophy of Education for Social Work Practice

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An Evolving Philosophy of Education for Social Work Practice School of SocialAlmanac, Volume 36 NumberWor35, k15, 1990 Tuesday, May University ofPennsylvania THE PENN APPROACH: An Evolving Philosophy of Education for Social Work Practice racism and oppression, and the nature of That year the 'Philadelphia Training School In connection with human behavior in the social environment. In for Social Work" was established with William its 80th addition to the varying perspectives, each fac- 0. Easton, educational director of the Central anniversary, ulty member brings his/her own views to YMCA, as director. The teaching staffwas the University of interpreting this statementofsocial philosophy largely composed ofdirectors of local social which serves as a foundation for integrating services agencies. Included among the faculty Pennsylvania School required and elective courses with fieldwork. was Porter R. Lee, who succeeded Mary Social Work has The Penn approach to the education of future Richmond as director of the Philadelphia of social work professionals includes at least three Society for Organizing Charity and, later, was an major perspectives: director of the NewYork School ofSocial Work prepared evolving " for a dear understanding and respect for the past; many years. " In a 1911 letter to the General of statement of philosophy. a realistic interpretation of current issues; Secretary " a vision of the future which reflects a commit- the Federated Charities of Baltimore who had The statement captures the about a school for ment to social change and individual empow- inquired starting training School's erment. social workers in that city, Lee noted that the pioneering past, decision had been made to the A clear and for the expand program understanding respect of the school to include not its highly relevant present, before in discus- Philadelphia only past is necessary engaging any lectures but also "the field work sions of issues and practical and its contemporary moving which to with them." The new hopeful future. toward future ought go envisioning challenges. History school's curriculum included training in "social The statement is the provides an essential foundation on which to work in the public schools, the placing out build a strong knowledge base which will be [foster care] ofdependent children, protective product the School's more readily to a of adaptive changing society. work with children, the study of neighborhood faculty and Dean conditions, problems of public health for chari- A SIGNIFICANT PLACE ties, the work ofthe juvenile training schools, IN Michael J. Austin. SOCIAL WORK HISTORY the work of the juvenile court and probation, The University of Pennsylvania School of medical social service, institutional care of Social Work is one of the oldest schools ofsocial dependent children, organized charity, and INTRODUCTION work in the United States. It originated in 1908 child labor." Over the courseof its eighty year history, when a "Course of Training in Child Helping" Enrollment in the fall of 1910 numbered 63 the of School ofSocial was under the direction ofthe Chil- University Pennsylvania developed students. Fifty-four of these made up the Work has evolved a social which dren's Bureau of Prentice Mur- philosophy Philadelphia. J. school's first graduating class which celebrated the educational it offers, the director ofthe Children's Bureau and a shapes program phy, its commencement at a festive dinner on June 1, research it undertakes, and the it national leader in leadership social services to children, 1911, at the Central YMCA. Alexander Johnson, provides to the profession. This philosophy was the program's director and Carl Kelsey, President of the National Confer- reflects the School's newly-elected commitment to a vision of professor of sociology at the University of ence ofCharities and Corrections, traveled to social work as: was director. Four Pennsylvania, consulting Philadelphia, to speak at the occasion. " a of oriented to the courses were offered in succession over a profession hope, preven- In the fall of1916 the school was incorpo- tion, amelioration and containment ofsocial period of eight months, with an introductory rated under the name of Pennsylvania School problems; lecture by Mary Richmond, General Secretary " ofthe an investment in the future by a humane Philadelphia Orga- issued in society, essential services to meet the nizing Charity providing 1910 noted the needs of those not served by other social insti- expansion tutions; and of the Children's Bureau lecture series into "...a " driven by a fundamental commitment to social and definitely organized justice the elimination ofracism, sex- school with a curriculum ism, anti-semitism, and ageism, homophobia, for both class all other providing forms ofsocial oppression. work and field work and This statement of social philosophy is first with definite tests for and foremost an evolving document. It will be This has revised to reflect the continuously changing Vduationen made.possible requirements of those in greatest need in our through the cooperation It also reflects the commitment society. faculty's of a large number of the to introduce students, particularly MSW stu- city's agencies for social dents, to a variety of perspectives related to work, of which this social work practice, social policy, research, Society is one." Photo by H. Armstrong Roberts for Social Service and a full-time director was became increasingly hired. A program of instruction by agency influential in the men- administrators was introduced. Some of the tal hygiene movement, courses included. "Social Statistics and Re- schools of social work search," 'Psychology in Social Work," "Housing began to experiment. and Community Sanitation," "Industrial Prob- with adding courses n lems," "Development ofSocial Institutions," and psychoanalytic theory two sections of 'Principles and Techniques of to their practice curric- Casework" The Pennsylvania School for Social ula, the Pennsylvania Service ascribed to a philosophy of social work School among them. In that emphasized understanding ofenvironmen- 1919 an advisory com- talissues as well asindividual and family prob- mittee composed of29 lems. Because ofits dose early history, students eminent psychiatrists at the Pennsylvania Schoolreceived broader, and psychoanalysts, more academic training than did students in including such lumi- schools more closely tied to social service agen- naries as A. A. Brill, cies. The NewYork School of Philanthropy, for William Healy, E. E. example, was founded by and existed aspart of Southard, and William the New York Charity Organization Society A. White, was formed (COS) duringits first half century of existence. to help the school plan Itscurriculum and philosophy of service were a concentration in psy- Photo by Harvey Finkd directly influenced by the practice orientation of chiatric social work For its host agency. When the New York COS-later three years, beginning in 1919, such a concen- cept that one's personality is essentially estab- the Community Service Society-came under tration was offered in the school's catalogue. lished by events in early childhood. Rank saw in human and the the influence of Freudian thought the post However, in 1922, the first yearunder instead that the basic struggle, World War I era, its training school became a Pray's direction, this concentration disappeared source ofmost individual problems, was the leader in developing the diagnostic approach to from the catalogue. In its place was a statement inherent tension between the desire to realize and distinct social work practice based on Freudian theory. of the school's philosophy emphasizing the role one's separate individuality-to of the environment in problem formation and move toward growth and chan e-and the In wish to remain con- The Pioneers as a focus for change. "Training and practice in psyc'tologically fields, such as case work, others, to be cared By the early 1920's several faculty appoint- specialized family =2 dependent upon health research, or commu- for, to retreat from and Rank ments had been made that were to heavily group work, work growth change. in the narrower sense, must also differed from Freud in his of influence the future direction of the Pennsyl- nity organization recognition be founded not substituted for, an under- individual difference in the developmental vania School In 1918 Virginia Robinson, later upon, pro- of the cess. His in the arts and humani- to become instrumental in determining the standing underlying community prob- background theoretical orientation of the school, was hired lems out of which arise the special conditions ties, as opposed to the medical training of to be director of field instruction. That same that confront social and health workers in their Freud and his followers, led Rank to incorpo- Karl DeSchweinitz, another influential daily tasks." rate a broader, more culturally-based perspec- year, tive on human and into figure in the school's history, became General Thus, while other schools changed their cur- growth development his theoretical framework Secretary of the Family Service Society of ricula during the 1920's to incorporate an em- Philadelphia, formerly the Society for Organiz- phasis on individuals as the locus for change, In Rank's view the force for change had to ing Charity, and began teaching courses atthe the Pennsylvania schoolretained its emphasis come from within the individual, from an Pennsylvania School on the sociological aspects ofhuman behavior, active, self-assertive Will. The
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