Nazneen S. Mayadas

ENDING THE INTERNATIONAL-DOMESTIC DICHOTOMY: NEW APPROACHES TO A GLOBAL CURRICULUM FOR THE MILLENNIUM

This article calls for social work educators to abandon the conceptual separation of domestic and international content and move toward a curriculum with a truly global perspective. After reviewing the history and current state of the profession’s global-mindedness, the authors present three strategies for achieving a curriculum to meet students’ needs in the global environment of the millennium: the interim step of internationalizing the curriculum, then revising the profession’s value base, and adopting three unifying frameworks that offer channels for international dialogue and encourage a global outlook.

Entrance and Exit Requirements of Professional Social Work Education.

Abstract This paper explicates a competency-based direct practice curriculum for graduate social work education. Specifically, admission and graduation requirements related to five knowledge-skill areas are outlined: (1) interpersonal behavioral control, (2) judgment and decision making, (3) contracting and goal setting, (4) selection and application of change method, and (5) assessment of outcomes. The implications of this empirically based educational model are discussed in terms of accountability and congruence between educational objectives and practice behaviors.

Social Groupwork in Doctoral Programs: Implications for Social Work Practice and Education

Abstract This study reports the findings of a survey undertaken to investigate the position of social groupwork in doctoral programs in North America. Low availability of social groupwork courses and low enrollment in them, as well as low priority status ascribed to social groupwork, was evident in the majority of the responding programs. Possible reasons for this situation examined in this paper include the focus on the individual premise. It is suggested that the implications for the future of social groupwork are serious, since doctoral programs are where the teachers, researchers, and the knowledge builders of the future are prepared. To conceptualize groupwork within an integrated framework, a seven level continuum of social groupwork education is outlined. Use of such a continuum would ensure the adequate preparation of social work practitioners, researchers and educators and might assist in a transition to structural/social models of practice.

The effect of practice orientations on clinical assessment.

Increasing theoretical evidence suggests that assessment procedures in themselves may have deleterious effects on mental health intervention. This experimental study of assessment processes suggests that negative labeling is related to the main effects of practice orientations and status differential. Results are discussed in terms of the unexpected negative consequences of assessment.

PERFORMANCE CONTRACTS IN THE ADMINISTRATION OF SOCIAL WORK EDUCATION

This paper is concerned with performance contacting in the administration of social work education. It describes a moue away from subjectivity in current faculty assessments toward objective behavioral criteria. Measures for three areas of performance are erplicated: (a) teaching effectiveness; b) scholarship and knowledge building; and (c) professional accomplishments. Methodology of performance contracting between faculty and administration is presented as an alternative to existing retention, promotion, and tenure practices. Implications of this model for the administration of social work education are discussed in terms of (a) faculty accountability and self-monitoring of performance, b) explication of respective administrative faculty task responsibilities, (c) equity in negotiation, and (dl opportunities for growth and development.

A Study of Client Content Expectancies as Related to Interactional Processes During Short-Term Group Sexual Counseling.

Client expectations of counseling, its process, and the subject matter to be discussed have been mentioned repeatedly as important factors which may potentially influence treatment outcomes. Many clinicians (Hoch, 1955; Lazarus, 1971 ) have pointed out that clients enter counseling with certain expectations and that the effectiveness of treatment is closely linked with these expectations. In their detailed analysis of psychotherapy and the conditions conducive to behavior