
The Profession of Social Work
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"Students, social work educators, and social work practitioners who want to understand the social work profession of today contextualized in our rich history can stop looking .... I am happy to endorse this book for any introductory course on social work. Undergraduates through doctoral students will find this textbook uniquely informative." (The New Social Worker, 2013)More details
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Content
Preface viii
About the Editors x
Contributors xi
Chapter 1 The History of Social Work and Social Welfare 1
Leslie Leighninger
Religious Origins of Social Work 1
Government Enters the Picture 4
The Rise of the Market 8
Jane Addams and the Settlement House 13
The Progressive Era 18
Professionalization Begins 20
The Great Depression 23
The Postwar Period and Further Organization 26
The Age of Reagan 28
The Age of Impasse 31
Key Terms 32
Review Questions for Critical Thinking 32
Online Resources 32
References 33
Chapter 2 Educating for Social Work 35
Julia M. Watkins and Jessica Holmes
Need for Trained Social Workers 36
Accreditation 37
Purpose of Social Work Education 39
Education for Practice 44
Opportunities and Challenges 45
Curriculum for the 21st Century 47
Key Terms 48
Review Questions for Critical Thinking 48
Online Resources 48
References 49
Chapter 3 Social Work Practice in the New Millennium 51
June G. Hopps and Tony B. Lowe
Summary of the Profession's Evolution 52
Purpose of Social Work Practice 53
Social Work's Relation to Biological and Social Sciences 56
Conceptual Framework of Practice 57
Primacy of the Methods Triad 60
Treatment and the Joining of Casework and Group Work 68
Fields of Practice 77
The Future 79
Key Terms 80
Review Questions for Critical Thinking 80
Online Resources 80
References 81
Chapter 4 Professional Credentials and Professional Regulations: Social Work Professional Development 91
Donna DeAngelis and Mary Jo Monahan
Development of Social Work as a Profession 91
Professional Credentials 92
Key Terms 102
Review Questions for Critical Thinking 102
Online Resources 102
References 103
Chapter 5 Social Work Organizations 105
Gary R. Lowe and Terry L. Singer
The Beginning: 1600 to 1900 106
The Educational and Organizational Foundations for Social Work 111
Education 119
The 1950s 122
Fragmentation Versus Unity: A Reflection on a Theme Between Practice and Education 129
Conclusion 134
Key Terms 134
Review Questions for Critical Thinking 135
Online Resources 135
References 136
Chapter 6 Values and Ethics for Professional Social Work Practice 137
Kimberly Strom-Gottfried
Understanding Values 137
Opportunities for Conflict 139
Ethics 140
Core Areas in Social Work Ethics 143
Conclusion 158
Key Terms 158
Review Questions for Critical Thinking 158
Online Resources 159
References 159
Chapter 7 The Strengths Perspective: Putting Possibility and Hope to Work in Our Practice 163
Dennis Saleebey
Origins and Background of Strengths-Based Knowing and Doing 165
Reaction Against the Medical/Deficit Model 168
Core Conditions of Change and Positive Development 172
Principles of the Strengths Perspective 176
What Are Strengths and How Do You Discover Them? 180
Conclusion 185
Key Terms 186
Review Questions for Critical Thinking 186
Online Resources 187
References 187
Chapter 8 Putting Evidence-Based Practice Into Practice 191
James G. Barber
Common Myths About Evidence-Based Practice 192
What Evidence-Based Practice Is 195
Obstacles to Implementation 199
Conclusion 200
Key Terms 201
Review Questions for Critical Thinking 201
Online Resources 201
References 202
Chapter 9 Improving the Scientific Base of Social Work Practice 203
Allen Rubin and Danielle E. Parrish
The Research-Practice Chasm 203
Evidence-Based Practice Movement 209
Implications for Making Social Work Practice More Scientific 214
Conclusion 218
Key Terms 219
Review Questions for Critical Thinking 220
Online Resources 220
References 220
Chapter 10 Contemporary Issues in Social Work 225
Stanley L. Witkin and Roberta Rehner Iversen
What Do We Mean by ''Issues''? 225
From the Modern to the Postmodern: Social Construction and Social Work 228
Globalization and Global Social Work 233
Evidence-Based Practice 239
Ethics 245
The Profession, Professionals, and Personalization 250
Key Terms 255
Review Questions for Critical Thinking 256
Online Resources 256
References 256
Author Index 263
Subject Index 267
Chapter 2
Educating for Social Work
Julia M. Watkins and Jessica Holmes
What does a social worker need to know and be able to do to practice effectively with individuals, families, groups, organizations, and communities?More than a century has passed since social work first emerged as both a profession and a discipline. What began as an unorganized and undefined community developed into a distinct field with its own philosophy, knowledge base, and competencies. This remarkable development was accomplished largely through early recognition that education can serve to define, validate, and advance social work as a discipline.
Social work education has grown considerably since its beginnings. There are currently three levels of education in social work: baccalaureate, master's, and doctoral. The Council on Social Work Education (CSWE), the sole accrediting body for baccalaureate and master's programs in social work, now accredits the 682 social work programs that graduated more than 33,000 social work students in 2010 (see Figure 2.1). In that same year, 70 doctoral social work programs in the United States graduated 308 students (CSWE, 2011a; Group for the Advancement of Doctoral Education [GADE], n.d.). More than 7,000 faculty members are social work educators, including approximately 68.6% of full-time female faculty and 27.5% of full-time faculty from underrepresented racial or ethnic groups (from category “Total Minorities,” not including categories “Multiple Race/Ethnicity” or “Foreign”; CSWE, 2011a). The social work field has grown, not just in the number of programs, faculty, and students, but also in the quality of training and qualifications of faculty as well as the breadth and depth of curriculum.
Figure 2.1 Number of baccalaureate and graduate social work programs by year 1980 to 2011.
Data from Statistics on Social Work Education in the United States: 2007–2010, by the Council on Social Work Education, 2008–2011. 2006 Annual Survey of Social Work Programs: Research Brief, by the Council on Social Work Education, 2007, Alexandria, VA: Author; Statistics on Social Work Education in the United States: 1986–1987, by J. Hidalgo and E. C. Spaulding, 1988, Washington, DC: Council on Social Work Education; Statistics on Social Work Education in the United States: 1991–2002, by T. Lennon, 1992. Alexandria, VA: Council on Social Work Education; Statistics on Social Work Education in the United States: 1980–1985, by A. Rubin, 1981, New York, NY: Council on Social Work Education; Statistics on Social Work Education in the United States: 1988–1990, by E. C. Spaulding, 1991, Alexandria, VA: Council on Social Work Education.
In preparing for the next era of social work, it is important to recall both the issues and successes of the past in social work education. Some of the future challenges for social work education are similar to those faced by the early social work educators: the need to recruit qualified students and faculty and the need to promote understanding among social work programs, levels, and membership organizations. Other challenges are unique to this particular time: sustainability, accountability, and relevancy.
Meeting these challenges requires recognition of the past, as well as collaboration and cooperation among all stakeholders in social work, so that continued growth and attention to quality may be ensured.
Need for Trained Social Workers
Although forms of social work were practiced for some time in the 1800s, social work in the late 19th century had moved beyond simple apprenticeship—formal education and training in social work became crucial (Leighninger, 2000; McCrea, 1911). In the United States, the demand for education first came from practitioners, the community, and the philanthropic agencies that employed social workers, followed by the federal government. Employers in the public and private sectors felt that their needs for training were disparate; these unreconciled differences resulted in the formation of two types of schools of social work (Kendall, 2002).
In the private sector, caseworkers and directors of social service organizations sought advanced training for practice that applied to their work, including charity, social theory, and social service practice methods (Austin, 1997; Kendall, 2002; McCrea, 1911). In the late 1800s and early 1900s, philanthropic organizations began forming professional social work schools, later graduate schools of social work that would meet the training needs of those workers (Kendall, 2002; Leighninger, 2000). These same graduate schools formed an accrediting organization, the American Association of Schools of Social Work (AASSW) that, in 1919, had 17 members (Kendall, 2002).
In the public sector, trained social workers were needed for the growing number of public jobs in social service through agencies such as the Social Security Administration and the Children's Bureau. The federal government determined that the schools of social work forged by the philanthropic organizations were not meeting their needs and pressured public universities to establish social work programs that would focus on the public sector. Public universities thus created undergraduate programs in social work or social welfare (Kendall, 2002) that were mostly based in rural areas (Stamm, 1972). These schools were organized under the National Association of Schools of Social Administration (NASSA), which also briefly served as an accrediting organization for programs in social work (Kendall, 2002).
The difference between the two types of schools—their definitions of practice, training, and curriculum for social work—caused increasing divisions in the field and continuous problems for social work students. The need to combine the two educational types into a single discipline for a comprehensive and cohesive education was necessary for the survival of social work (Kendall, 2002). Social work education took nearly 50 years to consolidate, and reconciling the transition from baccalaureate to master's education in social work required an even longer period of time (Bernard, 1977). The merger of the two accrediting organizations and their programs was a slow process, because both were concerned that the interests of their schools, students, and educational purposes would not be best represented in a combined organization. The establishment of the Council on Social Work Education (CSWE) as the sole accrediting body for baccalaureate and master's social work programs helped solidify the unification (Austin, 1997; Kendall, 2002).
Accreditation
CSWE was established in 1952, formed from AASSW—the accrediting organization of the graduate social work schools—and NASSA—the organization representing baccalaureate social work schools (Austin, 1997; Kendall, 2002). At CSWE's inception, there were 59 graduate schools of social work and 19 undergraduate departments of social work (Kendall, 2002). CSWE was created to bring continuity to social work education as well as to ensure quality in schools of social work. CSWE accomplishes this mission “by setting and maintaining national accreditation standards for baccalaureate and master's degree programs in social work, by promoting faculty development, and by advocating for social work education and research” (CSWE, 2006, p. 1). Priorities for CSWE in its early years included expanding graduate social work education, improving curriculum at all levels, attracting academically well-prepared and committed students, recruiting teachers, and determining appropriate practice for different educational levels (Kendall, 1966).
The CSWE Commission on Accreditation (COA) is a semi-autonomous group that has the authority to make accreditation decisions based on a review of a program under the CSWE Educational Policy and Accreditation Standards. The COA is composed of social work faculty, deans, directors, and practitioners, as well as individuals from outside the social work community. COA members are nominated and appointed for 3-year terms by the chair of the board of CSWE (CSWE, 2010). The CSWE Office of Social Work Accreditation (OSWA) provides administrative support to the COA and the social work programs throughout the accreditation process, including arranging site visits to the programs, maintaining the accreditation database and website, providing technical assistance to programs, reviewing program “self-studies,” and arranging meetings. The Council for Higher Education Accreditation (CHEA) recognizes CSWE as the sole accrediting body for social work education in the United States.
As of the June 2011 COA meeting, CSWE accredited 682 social work programs, including 209 graduate and 473 undergraduate programs—more than eight times the number of programs accredited in 1952. Figure 2.1 illustrates the continued trend of growth in social work baccalaureate and master's programs since 1980. The need for trained social workers has driven this growth in programs, and the need for continued training has remained strong. In fact, the U.S. Department of Labor cited social work as a field expected to “grow faster than average” (U.S. Department of Labor, 2009).
Social work education represents more than 7,000 faculty members; of these, more than 68% are female (CSWE, 2011a). As indicated by Figure 2.2, female predominance in social work faculty is a relatively new development, despite the longtime predominance of women...
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