Educational Policy and Accreditation Standards

2001 ◽  
Vol 37 (2) ◽  
pp. 226-239 ◽  
Author(s):  
Eileen D. Gambrill
Keyword(s):  
Educational Policy ◽  
Accreditation Standards

Teaching Note: Analyzing Families in Cultural Context: A Teaching Tool

2013 ◽  
Vol 18 (1) ◽  
pp. 51-60
Author(s):  
Miriam Freeman
Keyword(s):  
Student Learning ◽  
Educational Policy ◽  
Cultural Context ◽  
Data Gathering ◽  
Teaching Tool ◽  
Family Assessment ◽  
Accreditation Standards ◽  
Practice Behaviors

This teaching note describes the author's experience with a multidimensional tool designed to facilitate student learning about family assessment within a cultural context. Using their own families as the system of analysis, students engaged in data gathering and organizing, interpretation, and presentation of a multi - generational family. The author links this tool to 2008 Educational Policy and Accreditation Standards practice behaviors; highlights and discusses family maps and a family cultural poem, “I Am From,” as the central components of this teaching tool; and provides recommendations for its use. Students’ “I Am From” poems are included as illustrations.

scholarly journals Exploring Redundancy in SocialWork Education

10.18060/42 ◽  
2018 ◽  
Vol 4 (1) ◽  
pp. 48-63
Author(s):  
Bruce Dalton ◽  
Lois Wright
Keyword(s):  
Social Work ◽  
Educational Policy ◽  
First Year ◽  
Content Areas ◽  
Accreditation Standards ◽  
The Social ◽  
Study Results ◽  
Msw Students ◽  
Study Process

The issue of redundancy has not been well explored in the social work curriculum. The Educational Policy and Accreditation Standards (EPAS) (CSWE, 2001) requires redundancy in the form of integration of material across content areas and addresses redundancy vertically between levels of education and year of program. Furthermore, research and theory support the notion that various types of redundancy produce educational benefits.This paper uniquely uses MSW students to track instances of redundancy over their first year of study and distinguishes between helpful and unhelpful redundancy. It presents both the study results and a description of the study process so that other schools may use or adapt it.

Social Work Competencies and Multidimensional Assessment

2015 ◽  
Vol 20 (1) ◽  
pp. 117-135 ◽  
Author(s):  
John Poulin ◽  
Selina Matis
Keyword(s):  
Social Work ◽  
Educational Policy ◽  
Accreditation Standard ◽  
Multidimensional Assessment ◽  
Accreditation Standards ◽  
Practice Behaviors ◽  
Assessment Plans ◽  
Assessment Of Practice ◽  
Significant Change

The authors review the Council on Social Work Education's 2015 Educational Policy and Accreditation Standards (EPAS) related to the assessment of social work competencies. The 2015 EPAS focuses on the multidimensional assessment of holistic competencies (Drisko, 2015). This is a significant change from the assessment of practice behaviors approach of the 2008 EPAS. This article aims to clarify the intention and language related to assessment in the 2015 EPAS and to provide programs with an overview of possible ways of developing assessment plans that are in compliance with Accreditation Standard 4.0–Assessment.

Fostering Practice Self-Efficacy: An Exercise to Promote Student Self-Efficacy and Evidence-Based Practice

2016 ◽  
Vol 21 (1) ◽  
pp. 23-31
Author(s):  
Lydia Ogden
Keyword(s):  
Substance Use ◽  
Social Work ◽  
Educational Policy ◽  
Self Efficacy ◽  
Evidence Based Practice ◽  
Social Work Students ◽  
Role Playing ◽  
Professional Responsibility ◽  
Evidence Based ◽  
Accreditation Standards

This teaching note describes my experience discovering and addressing challenges to graduating baccalaureate social work students' self-efficacy, particularly on the use of a substance-use-oriented evidence-based practice (EBP) in fieldwork placements. This discovery led to the development of an exercise, presented here, to proactively identify and address such challenges. The exercise consists of a structured discussion that invokes theory and professional responsibility, followed by the instructor modeling role playing for the class. The exercise culminates in dyadic role playing between students with individualized feedback provided by the professor. In addition to promoting student self-efficacy, the exercise is designed to address practice competencies specified by the Council on Social Work Education's Educational Policy and Accreditation Standards and specifically to promote the use of EBP in the field.

Incorporating Practice Evaluation With the Field Practicum

2004 ◽  
Vol 9 (2) ◽  
pp. 78-90 ◽  
Author(s):  
Tracy J. Dietz ◽  
Alex Westerfelt ◽  
Thomas R. Barton
Keyword(s):  
Social Work ◽  
Educational Policy ◽  
Practice Research ◽  
Policy Statement ◽  
Curriculum Policy ◽  
Research Knowledge ◽  
Accreditation Standards ◽  
Agency Support ◽  
Field Practicum ◽  
Social Work Programs

Social work programs are expected to provide students with the research knowledge, skills, and applications they can use in their practice to develop interventions and evaluate their own practice effectiveness. Based on CSWE's Curriculum Policy Statement and Educational Policy and Accreditation Standards, a rationale for and a model incorporating practice evaluation and research with the field practicum are described here. Several issues concerning implementation, such as alleviating student fears and enlisting agency support as well as the authors' experience incorporating practice research in the field practicum, are presented and discussed.

scholarly journals The Integration of Disability Content into Social Work Education: An Examination of Infused and Dedicated Models

10.18060/2131 ◽  
2012 ◽  
Vol 13 (3) ◽  
pp. 633-647 ◽  
Author(s):  
Kristen Faye Bean ◽  
Taylor E. Krcek
Keyword(s):  
Content Analysis ◽  
Social Work ◽  
Educational Policy ◽  
Social Workers ◽  
Social Work Education ◽  
People With Disabilities ◽  
Accreditation Standards ◽  
Work Education ◽  
Schools Of Social Work

Disability content has been slowly integrated into social work curricula despite the large proportion of social workers supporting people with disabilities and its requirement in social work education by the Council on Social Work Education Educational Policy and Accreditation Standards. Schools of social work offer disability content to their students in three ways: infused, dedicated (specialization), or a combination of both. A content analysis of 1620 course titles and descriptions from the top schools of social work was conducted to assess the integration of disability content into social work curricula. Eighty percent of the schools included disability content in their curriculum. Disability content was more likely to be integrated using the infused rather than the dedicated model.

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