Achieving Quality Field Instruction in Part-Time Graduate Social Work Programs

1984 ◽  
Vol 2 (1) ◽  
pp. 45-54 ◽  
Author(s):  
Hope W. Davis ◽  
Jo Stallings Short ◽  
Reginald O. York
Keyword(s):  
Social Work ◽  
Field Instruction ◽  
Part Time ◽  
Work Programs ◽  
Social Work Programs ◽  
Graduate Social Work

Comparative Stress Levels in Part-Time and Full-Time Social Work Programs

1987 ◽  
Vol 23 (3) ◽  
pp. 74-80 ◽  
Author(s):  
Helen Kramer ◽  
Gary Mathews ◽  
Robert Endias
Keyword(s):  
Social Work ◽  
Full Time ◽  
Stress Levels ◽  
Part Time ◽  
Work Programs ◽  
Social Work Programs

Advice for BSW Students from Alumni of Rural Programs

2013 ◽  
Vol 18 (1) ◽  
pp. 157-172
Author(s):  
Lindsey Jones ◽  
Peter Kindle ◽  
Natasha Auch ◽  
Jessica Graupmann ◽  
Alicia Ray ◽  
...  
Keyword(s):  
Social Work ◽  
Personal Responsibility ◽  
Self Care ◽  
Work Stressors ◽  
Online Surveys ◽  
The Social ◽  
Nonprobability Sample ◽  
Work Programs ◽  
Social Work Programs ◽  
Graduate Social Work

Students enrolled or interested in baccalaureate social work programs with a rural focus have access to scant research-based resources to consult for career and educational advice. This study explores open-ended advice provided by a nonprobability sample of BSW alumni (N=120). Online surveys were solicited from alumni from four different colleges with a rural emphasis. Major themes included the advice to examine areas of the social work field, to obtain a graduate social work degree, to take personal responsibility to assess individual suitability for social work, to expect poor pay and work stressors, and to develop strong self-care defenses.

The development and administration of collaborative social work programs: challenges and opportunities

2015 ◽  
Vol 23 (1) ◽  
pp. 46-57
Author(s):  
Donna Wang
Keyword(s):  
Social Work ◽  
Exploratory Research ◽  
Structured Interviews ◽  
Content Type ◽  
Collaborative Program ◽  
Challenges And Opportunities ◽  
Work Programs ◽  
Social Work Programs ◽  
Work Education ◽  
Graduate Social Work

Purpose – The purpose of this exploratory research was to document the history, structure and administration of current collaboratives, as well as overall challenges and benefits. Little is known about how and why collaborative graduate social work programs were started, how they operate or what are the challenges and benefits. Design/methodology/approach – Six case studies were conducted through semi-structured interviews of a purposive sample of key personnel from collaborative programs. Findings – Findings revealed that each collaborative program grew from existing undergraduate social work programs. Key primary benefits include that collaborative programs provide service to regions that would otherwise not have access to graduate social work education and added diversity and depth to programs. Greatest challenges are day-to-day operationalization and the cohesiveness to be “one program” among faculty and students. Practical implications – Suggestions are provided to programs interested in developing a collaborative program. Originality/value – Because such little is known about collaborative programs, it is hoped that this article offers insight and issues to consider when beginning and administering collaborative social work programs.

Gatekeeping for Small Baccalaureate Social Work Programs

2000 ◽  
Vol 5 (2) ◽  
pp. 67-80 ◽  
Author(s):  
Deana F. Morrow
Keyword(s):  
Social Work ◽  
Students With Disabilities ◽  
Due Process ◽  
Field Instruction ◽  
Work Program ◽  
The Social ◽  
Work Programs ◽  
Social Work Programs ◽  
Work Education ◽  
Social Work Program

This article provides an overview of the gatekeeping process, including Council on Social Work Education (CWSE) requirements for gatekeeping, with an emphasis on small baccalaureate social work programs. Gatekeeping criteria, including admission to the social work major, admission to field instruction, and approval for graduation are reviewed. Also, criteria for the development and monitoring of termination policies are highlighted as well as legal considerations relative to due process, program liability, and serving students with disabilities. A sample gatekeeping policy used in one small baccalaureate social work program is provided.

scholarly journals Social Work Programs' Use of the World Wide Web to Facilitate Field Instruction

10.18060/190 ◽  
2001 ◽  
Vol 2 (1) ◽  
pp. 26-38 ◽  
Author(s):  
Jerry Finn ◽  
Steven M. Marson
Keyword(s):  
Social Work ◽  
The United States ◽  
Academic Programs ◽  
Field Instruction ◽  
Central Focus ◽  
Systems Model ◽  
Work Programs ◽  
Social Work Programs ◽  
Use Of The Internet ◽  
Website Content

Employing a systems model, this study presents a content analysis of the Websites of social work academic programs in the United States. A sample of 292 academic programs was extracted from the Baccalaureate Programs' Directors' (BPD) online directory of CSWE-accredited social work programs. Of these, 119 were MSW or MSW/BSW programs; the remaining 173 were BSW programs. Although many aspects of Website content were examined, field curriculum was the central focus of this study. The results demonstrate the wide variety of information included on the Websites. MSW and MSW/BSW program Websites offer more information than BSW programs. However, most programs are not making use of the Internet to obtain feedback, create interaction, or provide support. A variety of model Websites are offered to assist social work academic programs develop and maintain their own Websites.

Faculty Workloads in Schools of Social Work

1997 ◽  
Vol 80 (2) ◽  
pp. 666-666
Author(s):  
J. Strobino ◽  
T. L. Singer
Keyword(s):  
Social Work ◽  
Release Time ◽  
Liaison Committee ◽  
Committee Work ◽  
Work Assignment ◽  
Work Programs ◽  
Social Work Programs ◽  
Schools Of Social Work ◽  
Graduate Social Work

56 graduate social work programs participated in a study examining faculty workloads and the extent of formalized workload and release time policies. Normative patterns were established regarding course preparation, responsibilities in student advisement, practicum liaison, committee work, research, and the use of formal policies of work assignment.

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