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The intention of this paper is to examine aspects of the role of information technology in social work education in relation to existing developments within an international context, conceptual issues concerning the application of CAL to the teaching of social work, and the implication of these issues for the development of integrated teaching modules in Interpersonal Skills and Research Methods, together with some of the practical issues encountered and solutions being adopted The context for the paper is joint work by the authors as members of the ProCare Project, a partnership between Southampton and Bournemouth Universities, and part of the UK Government‐funded Teaching and Learning Technology Programme (TLTP) in Higher Education. ProCare is developing courseware on Interpersonal Skills and on Research Methods for use in qualifying‐level Social Work and Nursing education. While the emphasis is on the social work version of the Interpersonal Skills module, limited reference is made to the nursing component and the differential approaches that proved necessary within the subject areas under development.

"Quality" is a value-laden term that depends upon variables associated with culture, language and political context. Concluding there is no absolute, single definition of this term Harvey and Green (1993) postulated the meaning of quality as reflective of the differing perspectives of individuals and society as a whole; this includes the interrelated concepts: excellence; perfection; fitness for purpose, value for money; and transformation. This exploratory study attempts to define and operationalize the relevant characteristics that describe quality in undergraduate social work education by applying the five concepts of Harvey and Green (1993). Interviews were conducted with undergraduate social work program directors and faculty in the State of Wisconsin to elicit from the participants their understanding of the nature and relevance of each of the five dimensions of quality. From the analysis of the resulting data a synthesized and cohesive definition of each concept of quality is developed. The analysis also notes differences in perceptions between the program directors and faculty. Finally, implications for accreditation, undergraduate social work education and program funding will be discussed. Keywords: quality, higher education, undergraduate social work

This article argues that South African social work education, situated in Western modernism and broadly within the ideological project of colonialism and racist capitalism, should move from knowledge and discourses which are domesticating and oppressive, and do essential decolonising work. It explores colonialism and post-colonialism and the politics of social work knowledge, it describes the processes of the #RhodesMustFall and #FeesMustFall movements, and then it describes the work of decolonisation. In order to move from coloniality and domestication, which means neither indigenisation nor Africanisation, social work education must 1) reclaim and repossess truths and narratives about the history of social work in South Africa, 2) explore ideology underlying its knowledge and discourses, 3) facilitate critical conscientisation and cultivate a critical and anti-colonial approach, and 4) include anti-colonial theorists in the curriculum. It provides two examples of courses which facilitate such a process.

This banded dissertation comprises three scholarly products that address the importance of civic engagement and social action in social work education. Throughout the banded dissertation, the conceptual lens of critical social theory, which presupposes that education is fundamental to democracy, provides a framework in which to consider social work educators' responsibility to effectively prepare students to engage in a broad range of civic activities, including social action, in order to address crucial social problems. The first product, an exploratory historical research study, provides historical context with an examination of the role of social work in a democratic society from the perspective of Marion Hathway, a prominent social work educator, scholar and activist during the 1940s. Hathway's arguments that social action is a part of all social work practice and that social work educators have a responsibility to prepare students for participation in social movements continue to resonate today. In the second product, a conceptual paper, the author considers the ways in which her own experiences as an observing participant in environmental justice activism – including an arrest for civil disobedience – have impacted her teaching. Potential pedagogical benefits that can result from social work educators' collaboration with grassroots activists are presented, such as the ongoing development of practice wisdom, the value of providing activist role models, and the creation of pathways for students' experiential learning. The third product of this banded dissertation is an overview of a peer-reviewed workshop presented at the annual conference of the Association of Baccalaureate Social Work Program Directors (BPD) in 2017. In this workshop, the author discussed practical lessons learned as an activist, and the challenges and rewards associated with inviting students to observe and participate in environmental justice activism. Resources to create a toolbox for activism strategies and tactics were also provided. Civic engagement has long been recognized as a fundamental responsibility of the social work profession. By serving as activist role models, and providing experiential opportunities to learn how to effectively engage in a broad range of civic activities, including social action, social work educators can engage, inspire and empower students in order to prepare them for the level of civic participation that will be necessary to advance human rights, social, economic and environmental justice.

Globalization and modernization of society, cultural differences on the one hand and mixture of cultures on the other hand requires multicultural competence from helping professionals, including social workers. According to scientific literature, multicultural competence, as well as other professional competences, consists of knowledge, attitudes and skills, the education of which should be consistent, continuous and lasting whole lifetime. In order to assess multicultural competence development in social work education, research was conducted surveying social work fourth-year students and interviewing graduates with international social work practice. Respondents were asked about different aspects of multicultural education during their studies: knowledge and skills necessary for multicultural competence, multicultural experience, multicultural competences and social work education. Data analysis showed that students' opinion about knowledge and skills related to multicultural competence is positive, but critical. They themselves defined what they need for improvement of their multicultural competence. Survey research revealed that social work student during their studies exercised at least three forms of multicultural social work: activities at the national level, professional exchange of knowledge and international practice. Social work graduates with multicultural social work practice stated that multicultural competence not only enables social workers for an easier free movement within the European Union labour market, possibility to participate in the creation of European social capital, but also have a positive impact on personal and professional growth. ; Globalėjantis pasaulis ir modernėjanti visuomenė, kurioje skirtingų tautų ir kultūrų tarpusavio komunikacija tampa kasdieniu reiškiniu, reikalauja socialinių darbuotojų išankstinio pasirengimo veikti besikeičiančioje visuomenėje. Viena svarbiausių šio pasirengimo dalių yra multikultūrinės kompetencijos įgijimas socialinio darbo studijų metu. Kaip teigia autoriai, multikultūrinė kompetencija, kaip ir kitos profesinės kompetencijos, susideda iš žinių, nuostatų ir įgūdžių, kurių ugdymas turėtų būti nuoseklus, nenutrūkstamas ir trunkantis visą gyvenimą. Siekiant įvertinti multikultūrinių kompetencijų ugdymą socialinio darbo studijų metu buvo atlikti tyrimai apklausiant visus vieno universiteto socialinio darbo ketvirto kurso studentus bei atliekant interviu su studentais, kurie turėjo multikultūrinio socialinio darbo patirties studijų metu. Tyrimo metu respondentai buvo klausiami apie jų multikultūrinio ugdymo patirtį universitete, darant prielaidą, kad ši švietimo institucija galėtų ir turėtų tapti svarbia multikultūrinių kompetencijų ugdymo vieta. Tyrimo instrumentai sudaryti remiantis multikultūrinės kompetencijos sudedamosiomis dalimis, respondentai buvo prašomi atsakyti į klausimus apie žinias ir įgūdžius, reikalingus multikultūrinei kompetencijai, multikultūrinę patirtį studijų metu, multikultūrinės kompetencijos ugdymą socialinio darbo studijų metu. Išanalizavus socialinio darbo ketvirto kurso studentų atsakymus paaiškėjo, kad respondentai kritiškai vertina savo gebėjimus bendrauti su kitų kultūrų atstovais dėl žinių apie kitas kultūras trūkumo ir nepakankamų užsienio kalbos įgūdžių. Studijų metu studentai turėjo galimybių įgyti multikultūrinės patirties Lietuvoje ir užsienyje. Respondentai teigia, kad multikultūrinė kompetencija yra svarbi socialinio darbuotojo profesijos dalis, tačiau studijuodami universitete daugiau multikultūrinės kompetencijos galėjo įgyti bendrauniversitetiniuose nei socialinio darbo studijų dalykuose. Socialinio darbo studentai, turintys multikultūrinio socialinio darbo patirties, teigia, jog multikultūrinis kompetentingumas ne tik sudaro sąlygas socialiniams darbuotojams laisvai judėti Europos Sąjungos darbo rinkoje, užsiimti savanoriška veikla, dalyvauti kuriant Europos socialinį kapitalą, bet ir ugdo toleranciją kitoms kultūroms bei daro teigiamą įtaką kitų kultūrų supratimui, kuris skatiną asmenybės ir profesinį augimą.

Military social work is a specialized field of practice spanning the micro-macro continuum and requiring advanced social work knowledge and skills. The complex behavioral health problems and service needs of Iraq and Afghanistan veterans highlight the need for highly trained social work professionals who can provide militarily-relevant and culturally-responsive evidence-informed services. Responding to the military behavioral health workforce and service needs of recently returned veterans presents both opportunities and challenges for military social work education. This article discusses the rationale for a military social work specialization, the need for military social work education, and opportunities and challenges for social work education. An integrated model of intellectual capital is proposed to guide strategic planning for future military social work education.

International student exchange is pursued by Australian schools of social work as a strategy to engage with the internationalisation agenda set by government, universities, and the profession. However, little concrete information about the nature and scope of these activities exists. The study reported here aimed to address this gap. Twenty-seven of the 30 Australian universities that offer social work programs participated in an online survey about international student exchange activities. The results indicate that a majority of schools (n = 23) do engage in such activities, with international field placements the most frequent form of exchange. Exchanges are most likely to be facilitated and managed by social work staff. The findings, and their implications for the development of good practice in international student exchange, are discussed. This research provides a "point-in-time" snapshot of international exchange in Australian social work education and a benchmark for future analyses of this expanding practice in the profession.

There can be little doubt that neoliberalism has replaced social democracy as the political consensus across Europe and globally. This has led to levels of inequality and relative poverty unprecedented since the post-war social democratic consensus. It has also led to a common sense, neoliberal narrative essential in garnering support for policies that weaken workers' rights, deregulate corporations and businesses, and cut budgets for welfare and public services. Essentially, the narrative is that people should be completely self-sufficient and that to depend on welfare or the state in any way is a sign of poor character, laziness and of membership of the 'underclass.' It is a 'moralising self-sufficiency' narrative (Marston, 2013). Much of social work activity is concentrated in areas of unemployment, poverty and deprivation and what will happen to our values of respect, compassion and care if social workers unquestioningly internalise the above narrative? Maybe a form of authoritarian social work that treats people as 'less than human' (Smithson and Gibson, 2016)? Grasso et al (2018) undertook a study using British Attitudes Study data and found that the generation known as 'Millennials' were more right-wing authoritarian than all previous generations. What might happen if that trajectory continues? The authoritarian attitudes of our current generation of post-Millennial students, labelled as iGen by Twenge (2018), were studied in one Scottish university and the results will be shared in my talk today. What might the implications be for social work education and are we up to the challenge?

Presented at the 2010 conference of Association of Baccalaureate Social Work Program Directors, Inc. (BPD). Author affiliations: Micahel Reisch: University of Maryland School of Social Work; Jayshree Jani: University of Maryland Baltimore County ; Full Text

This banded dissertation is comprised of three single, but interrelated scholarly products, and explores the inclusion of geriatric content in social work education over the years. System theory and the ecological perspective are the conceptual frameworks used throughout the dissertation. As each product is presented, implications for both social work education and research will be examined. The first product of the banded dissertation is a historical analysis that identifies and examines the beginnings of geriatric social work education in the history of the Council of Social Work Education (CSWE). Using archive material from the 1940's and 1950's, this scholarly work, demonstrates that it took many systems coming together from the federal government, practice, community, public welfare, and social work education to foster inclusion of geriatric content into social work curriculum. This analysis suggest that lessons from the past can help increase the number of geriatric social workers presently and provide direction to other disciplines that work with aging populations. The second product of the banded dissertation presents a qualitative study that examines the attitudes, values, knowledge, skills, perceptions, comfort level and training with aging and geriatrics in the field by criminal justice faculty in a university in the Southern United States. Geriatric- based education is identified as paramount across all disciplines that work with older adults. Implications of this study highlight the need for both collaboration in practice and education between social work and criminal justice professionals to meet the needs of the growing aging population. The third product of the banded dissertation summarizes an interactive presentation delivered on November 3, 2017 at the Aging and Society: Seventh Interdisciplinary Conference. This presentation highlighted the findings of the first product and the importance of using the historical lens to identify how inclusion of geriatric content increased the number of geriatric social workers in the past. This knowledge informs present social work education and practice to increase the number of geriatric social workers currently and provide direction to other disciplines' efforts when working with older adults. Through these three scholarly products, this banded dissertation illuminates numerous implications for both social work education and research. With the increase in the older adult population projected to double by 2060 to nearly 98 million, more geriatric social workers are needed. Implementing actions taken by the CSWE and external parties in the past to increase the number of social workers is one solution. Ensuring that geriatric -based education is infused in curriculum across disciplines provides another solution to increase the number of professionals trained and skilled to work with aging populations. Social Work as a profession cannot meet the needs of the growing older adult population alone, interdisciplinary collaboration is required to expand social work education and research.

The current political climate and reversals of gains made during the Civil Rights Movement underscore the urgent need for preparing emerging social workers to effectively address white supremacy in social work practice. Antiracism education in social work aims to ensure competent antiracist social work practice towards the goal of eradicating white supremacy in all its forms. Given the widening racial disparities evident in income, health and educational outcomes, it is essential to examine the degree to which social work education adequately prepares emerging social work practitioners to engage in antiracist social work practice. This paper presents findings of a systematic review of social work research assessing antiracism as a learning outcome. After reviewing more than 150 studies published between 2008 and 2018, none of them focused on assessing antiracism as a learning outcome. Our review demonstrates that despite the importance of antiracist social work practice, published research on assessment of antiracism as a learning outcome is sparse and is not antiracism-focused as much as it is antiracism-inclusive. More attention to identifying and disseminating best practices for assessing student competence in antiracism practice is required to defeat white supremacy. ; Published version

Practitioners in the critical tradition seek to identify the shortcomings of systems and beliefs that contribute to an ineffective social welfare system (Forte, 2007). This dissertation examines the intersectional systems of macro social work education practice. It explores the early history of macro social work education and practice and provides a contemporary practice application for shaping agency-level policies that address the subjugation of marginalized populations. The first product is a critical analysis of Council on Social Work Education's Community Organizing Curriculum Development Project (COCDP). It illustrates the focalization of macro social work education during a transitional period in which social work both professionalized and narrowed its macro practice approach. It examines the COCDP in the context of the professional, political, and economic influences that shaped the era. The second article provides case study of best practices research at the agency level. It illustrates how, left unchecked, domestic violence shelter policies and practices continue to subjugate women who are fleeing intimate partner violence through a system of rules and punishments. It examines staff perceptions of a Voluntary Services Model as an alternative, emancipatory approach to shaping policies and procedures that empower victim/survivors of IPV. The final section of this dissertation is an overview of a presentation of the author's research on the COCDP. A historical analysis of the sociopolitical landscape that informed the COCDP and profession's approach to empowering marginalized groups through macro social work practice was presented. The implications of the nearly simultaneous professionalization of social work practice and education in shaping social welfare policy through macro practice were discussed. Social workers are ethically bound to addresses systems that subjugate marginalized populations. This research indicates that social work educators and practitioners must address systems within the profession that continue to subjugate. Implications for social work education suggest a need to revisit the profession's macro practice curriculum. Implications for social work practice suggest that organizations attend to internal frameworks that may re-oppress. Key findings address structural artifacts within social work education and practice that subjugate marginalized populations.

The M. H. Ross Papers contain information pertaining to labor, politics, social issues of the twentieth century, coal mining and its resulting lifestyle, as well as photographs and audio materials. The collection is made up of five different accessions; L2001-05, which is contained in boxes one through 104, L2002-09 in boxes 106 through 120, L2006-16 in boxes 105 and 120, L2001-01 in boxes 120-121, and L2012-20 in boxes 122-125. The campaign materials consist of items from the 1940 and 1948 political campaigns in which Ross participated. These items include campaign cards, posters, speech transcripts, news clippings, rally materials, letters to voters, and fliers. Organizing and arbitration materials covers labor organizing events from "Operation Dixie" in Georgia, the furniture workers in North Carolina, and the Mine-Mill workers in the Western United States. Organizing materials include fliers, correspondence, news articles, radio transcripts, and some related photos. Arbitration files consist of agreements, decisions, and agreement booklets. The social and political research files cover a wide time period (1930's to the late 1970's/early 1980's). The topics include mainly the Ku Klux Klan, racism, Communism, Red Scare, red baiting, United States history, and literature. These files consist mostly of news and journal articles. Ross interacted with coal miners while doing work for the United Mine Workers Association (UMWA) and while working at the Fairmont Clinic in West Virginia. Included in these related files are books, news articles, journals, UMWA reports, and coal miner oral histories conducted by Ross. Tying in to all of the activities Ross participated in during his life were his research and manuscript files. He wrote numerous newspaper and journal articles on history and labor. Later, as he worked for the UMWA and at the Fairmont Clinic, he wrote more in-depth articles about coal miners, their lifestyle, and medical problems they faced (while the Southern Labor Archives has many of Ross's coal mining and lifestyle articles, it does not have any of his medical articles). Along with these articles are the research files Ross collected to write them, which consist of notes, books, and newspaper and journal articles. In additional to his professional career, Ross was adamant about documenting his and his wife's family history in the oral history format. Of particular interest are the recordings of his interviews with his wife's family - they were workers, musicians, and singers of labor and folk songs. Finally, in this collection are a number of photographs and slides, which include images of organizing, coal mining (from the late 19th through 20th centuries), and Appalachia. Of note is a small photo album from the 1930s which contains images from the Summer School for Workers, and more labor organizing. A few audio items are available as well, such as Ross political speeches and an oral history in which Ross was interviewed by his daughter, Jane Ross Davis in 1986. All photographic and audio-visual materials are at the end of their respective series. ; Myron Howard "Mike" Ross was born November 9, 1919 in New York City. He dropped out of school when he was seventeen and moved to Texas, where he worked on a farm. From 1936 until 1939, Ross worked in a bakery in North Carolina. In the summer of 1938, he attended the Southern School for Workers in Asheville, North Carolina. During the fall of 1938, Ross would attend the first Southern Conference on Human Welfare in Birmingham, Alabama. He would attend this conference again in 1940 in Chattanooga, Tennessee. From 1939 to 1940, Ross worked for the United Mine Workers Non-Partisan League in North Carolina, working under John L. Lewis. He was hired as a union organizer by the United Mine Workers of America, and sent to Saltville, Virginia and Rockwood, Tennessee. In 1940, Ross ran for a seat on city council on the People's Platform in Charlotte, North Carolina. During this time, he also married Anne "Buddie" West of Kennesaw, Georgia. From 1941 until 1945, Ross served as an infantryman for the United States Army. He sustained injuries near the Battle of the Bulge in the winter of 1944. From 1945 until 1949, Ross worked for the International Union of Mine, Mill and Smelter Workers, then part of the Congress of Industrial Organizations (CIO), as a union organizer. He was sent to Macon, Georgia, Savannah, Georgia and to Winston-Salem, North Carolina, where he worked with the United Furniture Workers Union. He began handling arbitration for the unions. In 1948, Ross ran for United States Congress on the Progressive Party ticket in North Carolina. He also served as the secretary for the North Carolina Progressive Party. Ross attended the University of North Carolina law school from 1949 to 1952. He graduated with honors but was denied the bar on the grounds of "character." From 1952 until 1955, he worked for the Mine, Mill and Smelter Workers as a union organizer, first in New Mexico (potash mines) and then in Arizona (copper mines). From 1955 to 1957, Ross attended the Columbia University School of Public Health. He worked for the United Mine Workers of America Welfare and Retirement Fund from 1957 to 1958, where he represented the union in expenditure of health care for mining workers. By 1958, Ross began plans for what would become the Fairmont Clinic, a prepaid group practice in Fairmont, West Virginia, which had the mission of providing high quality medical care for miners and their families. From 1958 until 1978, Ross served as administrator of the Fairmont Clinic. As a result of this work, Ross began researching coal mining, especially coal mining lifestyle, heritage and history of coal mining and disasters. He would interview over one hundred miners (coal miners). Eventually, Ross began writing a manuscript about the history of coal mining. Working for the Rural Practice Program of the University of North Carolina from 1980 until 1987, Ross taught in the medical school. M. H. Ross died on January 31, 1987 in Chapel Hill, North Carolina. ; Digitization of the M. H. Ross Papers was funded by the National Historical Publications and Records Commission.

The goal of the paper is to analyse the development of social work profession and studies in three European countries: Greece, Germany and Lithuania. The comparative method is used. The objects of the analysis are: the origin of social work and its education, foundation of fist schools, and their creators, further development of education, levels and duration of social work education, credits system, the core subjects of studies, practical work and specializations. The findings show that there is a lot of in common, as well as different in the area of social work. Commonalities of social work development were related mostly to each country's social, economical, political transformation that resulted in great changes in terms of the need of professional help and the acceptance of social work profession. Meanwhile differences mainly occurred when analysing the time of emergence of a particular stage and the rapidity of development. It was observed that commonalities in Germany, Greece and Lithuania lie mainly in core subjects of social work, importance of practical training, as well as in numerous specializations offered. Differences come about when looking at the formal system that is based on undergraduate and graduate cycles, and the credits system.

Issues Around Aligning Theory, Research and Practice in Social Work Education provides a reflection on social work education with a slant towards an Afrocentric approach, aiming to facilitate strong reflective thinking and to address local realities about social work education on the African continent as well as in broader global contexts. This volume focuses on issues around aligning theory, research and practice in social work education. A significant contribution is made here to the scholarly understanding of opportunities to sustain the academic discourse on social work education. Social work as a profession and a social science discipline is dynamic, and it ought to meet the challenges of the realities of the societies in which it serves, given the history of the changing society of South Africa from apartheid to democracy. Over the years, social work education and training has undergone tremendous curricular changes with the enactment of the White Paper for Social Welfare and the national review, respectively, by the South African Council for Social Services Professions (SACSSP) and the Council on Higher Education (CHE) for the re-accreditation of all Bachelor of Social Work (BSW) programmes in South Africa fulfilling the prescripts of the Higher Education Act (No. 101 of 1997, as amended) and Social Service Professions Act (No. 110 of 1978). It is worth mentioning that the curricular changes will also continue with the current reviewing of Social Service Professions Act (No. 110 of 1978), as amended, which is underway in South Africa. This book is really ground-breaking! The Afrocentric perspective on social work practice contributes to the current discourse on decolonisation of social work teaching and practice. From a methodological perspective, the book is premised on multi-, inter- and trans-disciplining in social sciences. It covers aspects of social work education and practice through research (narrative, qualitative, African methodology, secondary data analysis, etc.), engendering values and ethics, report writing, supervision in fieldwork as well as exchange programmes and international service-learning, addressing a number of concepts such as cultural competency, cultural awareness and sensitivity are addressed.