Social Work Licensing Advanced Generalist Practice Test

2020 ◽  
Author(s):  
Dawn Apgar
Author(s):  
Virginia Rondero Hernandez

Generalist and advanced generalist practice evolved out of a century-long debate about what constitutes social work practice. Generalist practice currently refers to the practice of a bachelor level social worker who demonstrates basic competencies in multilevel, multimethod approaches. Advanced generalist practice refers to the practice of a master social worker who possesses advanced competencies in multilevel, multimethod approaches and is equipped to work independently in complex environments that may require specialized skill sets. The definition and educational content of generalist and advanced generalist practice are poised to be influenced by national debate once again, as the profession examines the merits of evidence-based practice and implementation science and their implications for social work education.


2003 ◽  
Vol 8 (2) ◽  
pp. 69-84
Author(s):  
Carolyn Knight

Brief, solution-focused intervention embodies some of the more important and distinguishing assumptions of social work practice, most notably the strengths and resilience orientations. This practice model provides a much-needed link between the abstract arena of the classroom and contemporary social work practice. In this article, the author presents the key assumptions of this model. Through the use of a case example, the author also discusses how this model may be incorporated into the generalist social work practice curriculum.


2019 ◽  
Vol 24 (1) ◽  
pp. 153-166
Author(s):  
Lisa S. Panisch ◽  
Karen A. Randolph ◽  
Shamra Boel-Studt

Adverse childhood experiences (ACEs) negatively affect biopsychosocial development and functioning across the lifespan. Social workers in generalist practice are likely to serve individuals with a history of childhood adversity. Currently, there is no standard requirement for the topic of ACEs to be addressed in baccalaureate social work education. Our teaching note addresses this gap in the curriculum by establishing a need for baccalaureate social work students to receive trauma-specific education early in their academic careers. Human Behavior in the Social Environment is proposed as a course in which this content can be easily incorporated. Recommendations for future directions are provided.


2016 ◽  
Vol 7 (2) ◽  
pp. 477
Author(s):  
Emad Farouk Saleh

This research attempted to access a future vision of generalist practice of social work for developing mechanisms to develop women’s awareness of voluntary work. This research came in four sections. The first section included the problem of research, aims, and methodology. The second dealt with the concept of generalist practice of social work, as well as dealing with the theoretical framework of generalist practice and its professional operations. The third section dealt with many concepts such as: voluntary work, awareness, as well as the concept of women’s awareness of voluntary work. It also displays the current conditions and their effects on voluntary work such as: globalization, Arab Spring as a chance to change, and the limited participation of women in voluntary work. Finally the paper concluded by presenting of women’s participation in some fields of voluntary work. The research followed the descriptive methodology, which relies on Documentary Approach, and depended on the content analysis method of some of the previous scientific studies. Finally, the fourth section presented a future vision of generalist practice of social work for developing mechanisms to develop women’s awareness of voluntary work. 


2001 ◽  
Vol 7 (1) ◽  
pp. 53-67 ◽  
Author(s):  
Robert C. Kersting ◽  
Ann Marie Mumm

The Council on Social Work Education (CSWE) requires social work programs to integrate critical thinking into their curriculum (CSWE, 1992). This article reports results from a pilot study designed to assess how well students integrate critical thinking skills after a one-semester generalist practice course. Forty-six students completed a pre- and posttest assessing critical-thinking skills and their attitudes about critical thinking. The results show some minimal changes in critical thinking. It is concluded that critical thinking is a difficult set of skills to develop and it requires more than a single, one-semester course to develop those skills. We suggest changes in teaching methodology. The article concludes with a discussion of issues regarding measurement of critical thinking for future research.


10.18060/86 ◽  
2005 ◽  
Vol 6 (1) ◽  
pp. 132-144 ◽  
Author(s):  
Susan A. Murty

Over the years, the extensive literature on rural social work has been consistent in its recommendations for local community-based practice and rural generalist practice. However, rural social work is embedded in the larger social work profession which has been moving in the opposite direction from the one advocated by rural social workers. The gradual process of centralization and specialization in the profession now make it almost impossible for social workers to use community-based generalist practice approaches in rural areas. In order to ensure a positive future for rural social work, urban and rural social workers must work together to re-introduce a level of community-based generalist practice within regionalized and specialized social and health service systems. A range of alternative approaches to link community-based rural programs with regional programs is presented.


2016 ◽  
Vol 17 (1) ◽  
pp. 59-77 ◽  
Author(s):  
Mary Ann Forgey ◽  
Anna Ortega-Williams

Schools of social work are increasingly developing online courses and programs. While the majority of research comparing online and face–to-face courses has found equivalent outcomes, skepticism still exists, particularly about the ability to teach practice courses effectively online. This study adds to the growing body of research within social work that specifically examines the comparative effectiveness of online and face-to-face practice courses. Using an anonymous survey, 23 face-to-face and 12 online students enrolled in two separate sections of social work generalist practice rated the quality of the learning environment, the extent to which the course objectives were met, and the effectiveness of the teaching strategies from the students’ perspective. In addition, scores on assignment rubrics and student course evaluations were also compared. Results indicate no significant differences in learning outcomes as measured by assignment rubric scores, student perceptions of the extent to which learning objectives were met, the quality of the learning environment, and the effectiveness of five of the six teaching strategies used. We recommend that research moves beyond determining if online practice courses are as effective as face-to-face courses, and instead focus on a closer examination of the factors responsible for teaching effectiveness.


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