Ann Nichols-Casebolt

Risk and Resilience Ecological Framework for Assessment and Goal Formulation

This paper describes the use of the risk and resilience ecological framework as an assessment and goal setting tool for social workers. A rationale for the framework is provided, along with identification of risk and protective factors across the micro, meso, and macro level systems. Goal formulation from identification of factors follow, with implications for social work interventions.

Change Strategies for Integrating Women's Knowledge into Social Work Curricula

Gender integration seeks to bring gender to the center of the curriculum by examining critically how gender influences knowledge development and ways of knowing. This undertaking calls for a major transformation, since womens realities and experiences have traditionally been marginal or absent in social work knowledge construction. In this article, the authors examine the context and process for making the change toward a gender-integrated curriculum. The authors argue that change agents must understand the type of culture characterizing a school, the variety of leaders available, the opportunities that might activate effective leadership, and the contingencies that affect curriculum decisions.

Coverage of Women's Issues in Social Work Journals: Are We Building an Adequate Knowledge Base?

Abstract The authors of this article conducted a review of selected social work journals published between 1982 and 1991 to determine the coverage given to womens issues during this period. Because this study was similar to one conducted for the previous decade, the authors were able to analyze trends over time as well as differences among various journals. The findings indicate that articles focusing on womens issues comprised less than 10% of all articles published in the sampled journals during the decade. The study also found that women authored over 75% of the articles and books on womens content, but that only about 15% of the articles women write are on womens issues.

Authorship and Collaboration

With collaborations in social work articles on the rise, decisions regarding who gets authorship credit—and who does not—have taken on increased political and economic importance. A literature search of codes of ethics, manuals of style, and relevant articles found little guidance for social workers in this regard. This article solicits feedback from focus groups comprising faculty and doctoral students to identify issues in determining and negotiating co-authorship. Major points for consideration are offered to assist the collaboration of future scholars.

Subjugated Knowledge in Gender-Integrated Social Work Education: Call for a Dialogue

If social work education is truly committed to social justice and self-determination, it will have to liberate the knowledge of groups with which it works. To do so, it is necessary to recognize the unique role of practitioners in discovering and interpreting subjugated knowledge, which requires that academicians, practitioners, and consumers of services have opportunities to dialogue. Four strategies for freeing subjugated knowledge are proposed in this article. Dialogue that results from these strategies allows academicians and practitioners to focus on gaps between the practice theories they teach and the work they have to do and can contribute to curricular reformation.

The Povertization of Women: A Global Phenomenon

This examination of the economic and social well-being of women in industrialized and developing countries identifies common factors that contribute to womens impoverishment and shows that the shared nature of these largely personal problems makes them global human rights issues. Knowledge of these issues from a global perspective is the first step toward formulating and implementing policies and practices that can empower women in ways that will promote worldwide social justice.

Competing with the market: Salary adjustments and faculty input

It has been argued that one of the most pressing concerns for higher education during the next two decades is going to be the shortage of faculty. Unfortunately, there are also projections that institutions will continue to experience significant budget reductions. Current fiscal realities and projections of increasing faculty shortages suggest that in the short run market forces will be the predominant determinant of salary adjustments for many institutions. However, responding purely to market forces in an academic setting challenges fundamental values about equity and the merit of a given professors work. This paper discusses how one major public university used faculty input in its process of distributing salary dollars specifically designated as “market adjustment monies.” Findings from an analysis of data on faculty perceptions about the process and its outcomes indicated that, net of receiving an adjustment, the more opportunity faculty members have had to be involved in the salary adjustment process, the greater their level of satisfaction with its outcomes.

Training NIH K award recipients: the role of the mentor.

Mentors play important roles in training new investigators. This study was designed to determine characteristics of NIH mentored K award recipients and their mentors, their interpersonal interactions, and the factors, which influence satisfaction within this relationship.