Terry A. Wolfer

Re-Evaluating Student Evaluation of Teaching: The Teaching Evaluation Form.

This study reports on the aggregate analysis of scores generated by a standardized instrument, the Teaching Evaluation Form (TEF; Hudson, 1982), at the College of Social Work, University of South Carolina. The data included more than 11,000 completions of the instrument in 508 class sections offered during a 4-year period. The analysis revealed a severely negatively skewed and truncated distribution of scores, with no low outlying instructors. It raises questions about the TEF’s usefulness for either administrative or teaching improvement purposes. In light of these questions, the paper discusses and recommends alternate approaches to evaluation of teaching in social work education.

“It Happens All the Time”: Overcoming the Limits of Memory and Method for Chronic Community Violence Experience

To date, most researchers concerned with chronic community violence have studied childrens experiences and used one-time interviews. In contrast, this study focused on the extent and variety of womens experiences, and used a combination of one-time and repeated interviews. Based on a study of womens experience with chronic community violence, this article argues for the value of repeated, in-depth interviewing about current experience as a method of studying encounters with high-frequency, potentially traumatic events. In short, it suggests that one-time, retrospective interview methods may substantially underestimate the level of the womens experience with chronic community violence and that repeated weekly interviews offer a more thorough and detailed assessment that may serve as a concurrent validity check for brief, structured instruments.

Battered Women Speak Out Welfare Reform and Their Decisions to Disclose

Recent attention has been given to the challenges and unintended negative consequences of the Personal Responsibility and Work Opportunity Act of 1996 on the economic well-being and safety of battered women and their children. This study focused on battered womens perceptions and experiences of disclosing their abuse histories to welfare-to-work case managers. The study found that women are prepared and expect to disclose, but various factors influence their ability to do so. In addition, battered women themselves have specific suggestions for improving the understanding and skills of case managers.

Team-based Research Notes from the Field

This article reviews the literature on research using teams, including interdisciplinary teams, teams that span universities and are geographically distant, and teams using qualitative and mixed methods. It reports experiences of two multi-year, externally funded, multiple-university research teams that used both qualitative and quantitative methods. It concludes with suggestions for others undertaking teambased research.

The Use of Decision Cases to Foster Critical Thinking in Social Work Students

This article discusses the vital importance of developing critical thinking skills in social work students and explores the use of case-based instruction as a means of fostering those skills. The challenges inherent in the teaching and assessment of critical thinking are addressed. The history and theoretical underpinnings for the use of decision cases as a valid and efficacious teaching tool are presented. Literature evaluating the outcomes of the case method and related strategies is reviewed.

Expanding Diversity in Social Work Discourse: Exploring the Possibility of a Theistic Perspective

Postmodernism has helped to illustrate that scientific advancement occurs most effectively in an academic milieu comprised of diverse perspectives. Furthermore, insiders—those with personal knowledge of the phenomena under study—are often uniquely positioned to contribute to scientific discourse. The increasing calls for research on spirituality and religion suggest the need for spiritual insiders to participate in the emerging conversation. While acknowledging the need for a variety of spiritual viewpoints, this paper explores the possibility of developing a theistic perspective in social work discourse. The possible contributions that such a perspective might add are discussed and some suggestions are offered for developing a theistic perspective.

Acquiring and implementing videoconferencing technology to enhance the field work experience

Abstract To facilitate connections between the curriculum and field, faculty members at one university have explored and experimented with the use of videoconferencing technology for increased faculty communication with students and field instructors. This paper describes the planning and equipment acquisition process, from beginning conceptualization to current implementation. Further, it provides practical information about videoconferencing systems and suggests ways to maximize their use.

Finding Joy in Social Work: Interpersonal Sources

Despite the social work professions strengths orientation, research on its workforce tends to focus on problems (e.g., depression, problem drinking, compassion fatigue, and burnout). In contrast, this study explored ways in which social workers find joy in their work. We used an appreciative inquiry approach, semistructured interviews (n = 26), and a collaborative grounded theory method of analysis. Participants identified interpersonal (making connections and making a difference) and intrapersonal (making meaning and making a life) sources of joy and reflected significant personal initiative in the process of finding joy. The focus of this article is on the interpersonal sources of joy of making connections and making a difference. We discuss implications for social work practice.

The Decision Case Method: Teaching and Training for Grassroots Community Organizing

Abstract Although seldom used for educating community organizers, the decision case method of teaching fits well with grassroots community organizing philosophy. The decision case method can help students and grassroots leaders learn how to critically analyze problems, develop successful solutions, and learn more about themselves and collaborative work. Instructors may use it as a strategy for teaching grassroots community organizing in the social work classroom. For prospective organizers, the decision case method represents a strategy for learning that they can use in professional practice. Community organizers may also use it for leadership development in local communities. Because there are few decision cases that combine direct practice and macro skills in grassroots community organizing, the authors wrote the case included in this article. In conclusion, they offer lessons learned from teaching the case, and recommend the decision case method as an appropriate method for teaching grassroots community organizing.

Relationship Disruption in Adults With Cognitive Disabilities

Adults with cognitive disabilities residing in group homes face special challenges in establishing and maintaining friendships, and in coping when they are disrupted—for example, when a housemate moves to a different level of care, or a staff member quits or is dismissed. On the basis of a small-scale qualitative study, this article raises concerns about the frequency of such disruptions—their psychological and social effects in the lives of people with limited cognitive abilities and limited social support. It also highlights a number of difficulties for participants in telling their stories of loss and suggests steps that agencies, social workers, and family members can take to support significant relationships for people with cognitive disabilities, even when disruptions are unavoidable.