Ira C. Colby

An overview of social work education in the United States: new directions and new opportunities

The social work profession in 2009 is a global profession and given its breadth and scope as a worldwide profession, we should not be surprised by the diversity found in the professions practices and in its educational programmes. This paper outlines current issues, emerging trends in the United States for social work education, and presents a broad overview of the 2008 Educational Policy and Accreditation Standards, the Council on Social Work Educations policy that creates the framework for American social work education. What is presented is only an illustration of one nation, among more than 190 world-wide, as it defines the social work profession and its education for professional practice. The extent to which the experiences in the United States influence social work practice elsewhere in the global community is left to those local professionals or national professional associations to craft a culturally relevant profession that promotes human well-being.

School Selection Preferences of Public and Private University MSW Students: A Retrospective Study

A convenience sample of MSW students responded to an Internet-based survey (N=2,289) retrospectively reporting their reasons for enrolling in a specific social work graduate program. Reponses indicate that MSW students who enroll in private graduate programs are younger and reported reputation-related and employment-related reasons for specific school selection more often than students enrolled in public schools. Students enrolled in public schools reported location-related reasons as more important. Bifurcation of the applicant pool into private and public preference-groups presents a recruitment challenge. Other findings include that enrollment rates are substantially higher than previously anticipated, which suggests that most applicants to graduate social work programs are likely to be admitted if they apply to multiple programs.

Rethinking the MSW Curriculum

The foundation year and specialization year of study are the accepted framework for graduate social work education. A common belief among educators is that accreditation standards are prescriptive by design, resulting in a rigidity that neither encourages nor supports curricular innovation. This article outlines a newly developed curriculum model that focuses on preparation for advanced practice. By using the 2008 EPAS stated intention to develop new and “emerging models of curriculum design,” the author describes a graduate model in which three of the four academic semesters of study are devoted to advanced study, whereas foundation study is limited to a one-semester, cohort student modular learning experience.

Videotaping the Child Sexual-Abuse Victim

Modification of civil and criminal law in some states allows videotaped child sexual abuse interviews to be used as courtroom evidence. When interviewing a child victim, the social worker must comply with legal requirements. This article describes appropriate interview techniques.

Challenging Social Work Education’s Urban Legends

Urban legends circulate throughout society, including higher education and social work education. Some academic mythologies take on the status of a tradition—no matter the evidence or lack thereof—and continue to thrive, to influence thinking, and to shape norms, which, in turn, direct behaviors. As with urban legends, academic myths are able to overpower and dismiss the conclusions drawn from critical thinking processes. Accreditation standards, common program structures, and faculty behaviors and expectations have evolved over time grounded in and shaped by various legends. Social work educators applying critical thinking processes to their educational enterprise will be able to challenge with intellectual rigor the profession’s urban legends, which will then result in national standards and program models that are creative, proactive, and forward-thinking.

The group project as an instructional strategy

Participation in a group project provided students in a community organisation class an opportunity to integrate theories and ideas, test their newly developing skills, and contribute in a meaningful manner to the community. This paper describes the projects and their implementation, and then summarises a survey of current students and alumni that indicated that the projects were consistently regarded as effective and valuable.