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This article analyzes perspectives on the goals of the social work profession and social activism of a cohort of MSW students before and after attending their graduate program. This study provides insights into the question about whether and how preexisting values, experiences, and background characteristics affect beginning and ending students' views of the goals of social work and also whether they anticipate being socially active in the future, utilizing a range of strategies to effect change. It found that students from all methods began with a dual (micro and macro) view of social work goals and much activism and then left the MSW program with the same confirmed person-in-environment perspective and a commitment to all types of social activism in even greater numbers.

Educators have traditionally taught ethics by using models of ethical reasoning, which assume that ethical reasoning skills are sufficient tools for helping social workers to effectively voice clients' and patients' needs in diverse settings. Using hospitals as an example, the authors argue that contextual barriers often prevent social workers from ensuring that patients' and clients' perspectives are adequately represented in ethical deliberations. The authors propose that educators also teach students strategies for how to engage in effective ethical advocacy. Specific strategies that educators can incorporate into course discussions are presented., IT IS WIDELY ACKNOWLEDGED that increased technology, decreased funding, managed care, and the aging of America have all contributed to a multitude of ethical issues within the health care, mental [...]