Meyer, Carol H. | ScienceGate

Miriam Goldforb Dinerman (1925–2010) served on the faculty of Rutgers University School of Social Work (RUSSW) for 31 years and helped to codify health concentration as a significant area of social work practice. She understood early in her career the interdisciplinary nature of the different health and social work professions and worked to educate students in all disciplines about the value of the others.

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Problem-based Learning Strategies for Teaching Military Social Work Practice Behaviors: Review and Evaluation

Advances in Social Work ◽

10.18060/1876 ◽

2012 ◽

Vol 13 (1) ◽

pp. 112-131 ◽

Cited By ~ 4

Author(s):

James D. Whitworth ◽

Joseph R. Herzog ◽

Diane L. Scott

Keyword(s):

Social Work ◽

Student Perceptions ◽

Learning Strategies ◽

Problem Based Learning ◽

Work Practice ◽

Social Work Practice ◽

Learning Approaches ◽

Social Work Faculty ◽

Southeastern Us ◽

Practice Behaviors

This article outlines and evaluates a military social work course as it has been taught by three social work faculty members at two universities in the southeastern US. The authors highlight why these courses are needed within social work undergraduate and graduate programs. They report how CSWE-identified military practice behaviors are addressed within the course. They also describe how practice-based learning approaches appear to be ideally suited for teaching military social work curricula. Data on student perceptions of military social work courses and the application of problem-based learning are presented along with an assessment of knowledge gains and ability to practice military social work. Findings reflect that social worker students find these courses helpful and that they believe that problem-based courses in this subject help prepare them for initial work with this population. They also highlight the need for an extensively updated military social work textbook addressing major changes within the military and social work over the last decade.

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Miller, Samuel O.

Encyclopedia of Social Work ◽

10.1093/acrefore/9780199975839.013.755 ◽

2013 ◽

Author(s):

Ronald A. Feldman

Keyword(s):

Social Work ◽

Primary Prevention ◽

Faculty Member ◽

Ethnic Minorities ◽

Work Practice ◽

Social Work Practice ◽

School Of Social Work

Samuel O. Miller (1931–1994), social work educator, scholar, and practitioner, was a faculty member at Columbia University's School of Social Work (1973–1994). He had an active private social work practice involving interventions for AIDS and primary prevention for ethnic minorities.

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Teaching Generalist Social Work Practice: Students' Perceptions of the Importance of the Instructor's Practice Experience

Journal of Baccalaureate Social Work ◽

10.18084/1084-7219.7.2.93 ◽

2002 ◽

Vol 7 (2) ◽

pp. 93-111 ◽

Cited By ~ 3

Author(s):

Carolyn Knight

Keyword(s):

Social Work ◽

Role Model ◽

Teaching Effectiveness ◽

Work Practice ◽

Social Work Practice ◽

Classroom Behaviors ◽

Practice Experience ◽

Msw Students ◽

School Of Social Work ◽

Work Education

BSW and first-year MSW students from one school of social work were surveyed to determine the influence that the perception of the practice instructor's professional experience had on that individual's teaching effectiveness. Results indicate that practice experience, particularly current experience, did enhance students' evaluations of their instructor's teaching effectiveness. The perception of the instructor's practice experience also was linked to several other attributes that enhanced teaching effectiveness, most notably serving as a role model to students and engaging in classroom behaviors that helped students apply their classroom learning. The results underscore the importance of instructors being knowledgeable about the field curriculum and suggest the need for caution when interpreting findings related to teaching effectiveness in social work education.

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Behavioural casework — A Social Work Method for Family Settings

Children Australia ◽

10.1017/s0312897000001296 ◽

1978 ◽

Vol 3 (2) ◽

pp. 14-25 ◽

Cited By ~ 4

Author(s):

Martin Herbert ◽

Brenda O’Driscoll

Keyword(s):

Social Work ◽

Work Practice ◽

Social Work Practice ◽

Research Unit ◽

Behaviour Therapy ◽

The Social ◽

Wide Range ◽

Assessment And Treatment ◽

Treatment Research ◽

School Of Social Work

Contemporary behaviour modification (or therapy) seems to offer what is both a useful theoretical and practical approach to the treatment of a very wide range of childhood and adolescent disorders (Gelfand and Hartmann, 1975; Herbert, 1975). We intend in this paper to describe this relatively new method of assessment and treatment of problem behaviour as it applies in family settings, and examine its relevance to social work practice. In doing this we shall consider briefly the nature of the social work task. After a discussion of the theoretical basis of behaviour therapy we shall attempt to demonstrate how the methods themselves can be applied in the social work setting giving examples from our casework in the Child Treatment Research Unit (C.T.R.U.) at the School of Social Work, Leicester University.

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Spring 2021 Editorial

Advances in Social Work ◽

10.18060/25450 ◽

2021 ◽

Vol 21 (1) ◽

pp. i-iii

Author(s):

Margaret E. Adamek

Keyword(s):

Social Work ◽

Social Work Education ◽

White Supremacy ◽

Work Practice ◽

Social Work Practice ◽

Board Members ◽

Special Issue ◽

Indiana University ◽

School Of Social Work ◽

Work Education

Given our commitment to highlighting current issues, challenges, and responses within social work practice and education globally, the Spring 2021 issue of Advances in Social Work is pleased to present 11 full-length papers written by 40 authors from across the U.S. and Canada. We begin with four papers calling for greater involvement of social work educators and practitioners in arenas including information literacy, dyslexia, digital equity, and independent living. These papers are followed by reports on seven empirical studies in areas of practice as diverse as kinship care, legal representation, collaboration in a dental clinic, and dance and mindfulness. We hope you find these selections on emerging areas of social work practice and education to be informative and inspiring. Each contribution to this issue is introduced below. Sprecial Issue Alert: Just a heads up that our next special issue, Dismantling White Supremacy in Social Work Education, will be released in late summer 2021. With over 100 abstracts submitted, this special issue has garnered incredible interest. We are looking forward to bringing you 34+ original papers (our largest issue to date!) addressing ways that social work education can move forward positively and intentionally in ways that acknowledge the damage wrought by white privilege, promote racial justice and anti-racist practice, and embrace new ways of knowing, teaching, and learning. The Indiana University School of Social Work, through publishing Advances in Social Work as an open access scholarly journal, is grateful to play a role in knowledge production and dissemination in social work. We are continually amazed at the dedication and hard work of our social work colleagues globally who work tirelessly to advance social and economic justice. Marshall on, colleagues! Tribute to Retiring Board Members: Before closing, I would like to take this opportunity to express sincere appreciation to three outgoing AISW Board members who recently retired from the Indiana University School of Social Work: Dr. Karen Allen, Dr. Larry Bennett, and Dr. Bob Vernon. Your contributions to not only Advances in Social Work but to the IU School of Social Work and to the social work profession at large are very much appreciated. Special accolades to Dr. Vernon who has served on the AISW Editorial Board since its inception in 1999. Best wishes to each of you in your next adventures!

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Exploring Challenges Faced by Students as they Transition to Social Justice Work in the “Real World”: Implications for Social Work

Advances in Social Work ◽

10.18060/18526 ◽

2016 ◽

Vol 16 (2) ◽

pp. 372-389 ◽

Cited By ~ 3

Author(s):

Katie Richards-Schuster ◽

Mary C. Ruffolo ◽

Kerri Leyda Nicoll ◽

Catherine Distelrath ◽

Joseph Galura ◽

...

Keyword(s):

Social Justice ◽

Social Work ◽

Real World ◽

Work Practice ◽

Social Work Practice ◽

Future Research ◽

Non Profit ◽

The Real ◽

University Campuses ◽

School Of Social Work

For students who are actively engaged in social justice efforts on their college/university campuses, the transition from a relatively easy platform for engagement to the “real world” can pose significant challenges and create new realities for negotiation. Little is known, however, about the nature of these transitions into post-graduate social justice experiences. Drawing on an open-ended survey of recent graduates (92 respondents, 50% response rate) from a social justice minor in a school of social work, we explore the ways in which respondents described their transitions into social justice work, focusing on a set of key challenges that emerged from our analysis and reflecting on the implications of these challenges for social work practice and future research. Understanding some of the challenges in making this transition will help social work and non-profit administrators to better support this population’s future volunteer, service, and employment needs.

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The Effectiveness of Writing Across the Curriculum in a Baccalaureate Social Work Program: Students’ Perceptions

Advances in Social Work ◽

10.18060/15692 ◽

2014 ◽

Vol 15 (2) ◽

pp. 390-408 ◽

Cited By ~ 3

Author(s):

Naelys Luna ◽

E. Gail Horton ◽

Jeffrey R. Galin

Keyword(s):

Social Work ◽

Writing Across The Curriculum ◽

Social Work Students ◽

Work Practice ◽

Social Work Practice ◽

Student Survey ◽

Course Content ◽

School Of Social Work ◽

Faculty Commitment ◽

Work Class

Effective social work practice requires strong writing and communication skills; however, social work students often experience difficulties performing academically at expected levels. This article presents findings from a student survey that was collected for two years to assess perceptions of the effectiveness of Writing Across the Curriculum (WAC) strategies on writing skills and social work knowledge acquisition in an introductory social work class that is taught every semester at a school of social work located in southeastern Florida. Students reported that WAC strategies substantially improved their abilities to write in the discipline and learn course content. Based on our findings, it is recommended that schools of social work infuse WAC throughout their curriculum, a process that requires cross curricular collaboration, intra-departmental support, and faculty commitment to course development and implementation.

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Leashore, Bogart

Encyclopedia of Social Work ◽

10.1093/acrefore/9780199975839.013.734 ◽

2013 ◽

Author(s):

Willie Tolliver

Keyword(s):

Social Justice ◽

Social Work ◽

Cultural Diversity ◽

Social Work Education ◽

Work Practice ◽

Social Work Practice ◽

Hunter College ◽

High Standards ◽

School Of Social Work ◽

Work Education

Bogart Leashore (1947–2007) was dedicated to high standards of social work education, social justice and cultural diversity, sound social work practice, and the welfare of children. He was Dean of Hunter College School of Social Work from 1991 to 2003.

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