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Population aging presents many challenges that will require innovative solutions. Emerging challenges include low levels of affordable housing that jeopardize the sustainability of aging-in-community and health among older adults. Concurrently, the affordability of higher education is a pressing concern for graduate students. Intergenerational home sharing appears to be a promising solution to help improve the affordability of education and housing, bolster opportunities to age-in-place and age-within-communities, and consequently improve various aspects of health for individuals, families, and society. Although the idea of sharing a home between skipped generations emerged in the mid-twentieth century, programs are often short-lived, small boutique experiences. Moreover, the scholarship is underdeveloped, which may contribute to issues of scalability and low levels of participation. This conceptual paper integrates intergenerational solidarity and productive aging theories to inform the development of policies and programs that bolster engagement in home sharing between graduate students and community-dwelling older adults. We review key factors at the individual and institutional levels, as well as barriers and facilitators at the policy and cultural levels. We conclude with implications for social worker practitioners, researchers, and advocates. [ABSTRACT FROM AUTHOR]

Social work practice faculty have an important role in socializing MSW students to the field and practice of social work. This study, based on interviews with 15 faculty teaching an advanced clinical practice course in the United States, examines how faculty conceptualize teaching and learning. Faculty were asked about the theories or frameworks that guided their teaching, their own journeys to teaching and the resources that support their teaching. The study found that participants drew largely on their own experiences as student learners and social work practitioners and did not have much formal training in teaching and student learning. Furthermore, while half of the participants were able to identify a learning theory that guided their teaching, the other half were not. Finally, while participants articulated the need for support regarding their own teaching, many of the schools did not have formal faculty development opportunities. The paper ends with recommendations for supporting current and new faculty regarding teaching and student learning. [ABSTRACT FROM AUTHOR]

This commentary article is based on a mapping of education on problematic substance use (PSU) in the Norwegian social work bachelor's degree (SWBD). The results show that national discussions are necessary to ensure that Norwegian SWBD students are provided with consistent and adequate education in preparation for work with PSU issues in social work practice. A practical starting point for development is presented. A discussion concerning social work's role in future theoretical, practical, and research developments in the field of PSU is paramount. [ABSTRACT FROM AUTHOR]

A client's experience of being heard and understood by a social worker contributes to not only fostering alliance and positive outcomes in practice, but also positioning the client as the knower of their own experience. One's capacity to be recognized as a trustworthy conveyer of knowledge is essential to achieving a sense of human value. Philosopher Miranda Fricker describes this recognition as epistemic justice. When the client's experiences are discredited/marginalized, epistemic injustice occurs. We apply these constructs to clinical social work practice to explore how social workers accomplish or fail at the task of empathically listening and conveying understanding to clients and subsequently, accomplishing or failing epistemic justice. Using Conversation Analysis, we conduct a turn-by-turn analysis of videotaped social work encounters in a community mental health agency. Our findings identify and illustrate the moment-by-moment discursive patterns in both epistemically just and unjust clinical social work encounters. The identified discursive patterns can be used for the clinical training of social workers, encouraging critical reflection on their own everyday conversations toward promoting epistemic justice. This study thus has implications for social work education as an illustrative example of making a link between micro practice skills and macro justice issues in social work. [ABSTRACT FROM AUTHOR]

Public defenders are increasingly welcoming social workers into their practice, but there is little understanding of the impact of social work services in this context. This study used propensity score matching to determine the effect of social work services on public defense clients in terms of the number and severity of criminal charges when statistically controlling for pre-existing criminal history and demographic characteristics. Findings indicate that social work and non-social work clients were similar in terms of demographics and that clients in both groups were more likely to have incurred misdemeanor charges, but clients in the social work group experienced more, suggesting greater life disruption. When comparing clients who did and did not receive social work services, results indicate that the number of misdemeanor charges incurred during a two-year time period was lower for clients who received social work services. Implications for practice and future research are discussed. [ABSTRACT FROM AUTHOR]

Epistemic injustice occurs when therapists implicitly and explicitly impose professional and institutional power onto clients. When clients have a diagnosis of schizophrenia, this very fact further complicates and highlights the power disparity within the helping relationship. Inspired by the work of critical philosopher Miranda Fricker on epistemic injustice, and using critical theories of language and knowledge, this article analyzes audiotaped session transcripts between a client with a history of psychosis and a social worker in an outpatient mental health agency. Findings illustrate two main discursive interactional patterns in everyday clinical social work encounters: (1) how the therapist's utterances claim disciplinary power and construct the client's testimony in alignment with an institutional agenda, while pre-empting the client's lived experience; and (2) how the client, though actively resisting, is managed to perform the identity of being a mentally ill person. The authors close with suggestions of how to avoid these mishaps and work toward epistemic justice in mental health practice. [ABSTRACT FROM AUTHOR]

Introduced in 2013 by the American Academy of Social Work and Social Welfare, the Grand Challenges for Social Work (GCSW) implicitly embrace a public health perspective. However, the lack of a specific overarching conceptual framework creates a challenge for moving the GCSW from concept to practice. In this article, authors propose that public health social work (PHSW) provides a unifying framework for moving the GCSW from concept to practice. Authors undertook a review of the literature, including a review of published literature and all Web sites and other Web materials focused on the GCSW. Three GCSW were selected to illustrate the utility of PHSW and the social work health impact model (SWHIM): (1) stopping family violence, (2) eradicating social isolation, and (3) achieving opportunity and justice. Using a wide-lens PHSW approach, the illustrations focus on actions that can influence populations through strengthened environments and multilevel interventions. The public health field reflects the rigorous science behind the theoretical models, community-based approaches, and attention to effects of social determinants of health at the population level. Because health and inequalities are the focus of many of the GCSW, incorporating both public and population health, together with the SWHIM, can help provide structure to achieve collective goals. [ABSTRACT FROM AUTHOR]

An editorial is presented which addresses the author's views about the necessity of trauma-informed social work practice as of 2019, and it mentions the #MeToo social movement, social worker-client relations, and trauma-informed care (TIC) training. The U.S. National Center for Trauma-Informed Care's identification of trauma informed-based core principles such as safety, trustworthiness, and peer support is examined, along with collaboration and responsiveness to gender issues.

This historical analysis presents a retrospective of the evolution of social work management practice as reflected in textbooks and selected articles over the past 100 years. One of the major venues for codifying practice can be seen in the textbooks of different eras. Management practice and community practice evolved in a parallel process. In a similar manner, the evolution of direct practice and management practice reflected an expanding interdependence that continues to shape the present character of both direct practice and management practice. As a result, the future of education for management practice resides in the hands of social work deans and faculty, along with related policy, funding, and political trends. One of the key findings in this analysis is the 40-year comparison of social work education programs and enrollments in management practice specializations (1977—35 management programs with enrollments of 1,021; 2017—31 programs with enrollments of 806). The analysis concludes with future implications for education and research. [ABSTRACT FROM AUTHOR]

Community practice, which considers the community as a means and focus of practice, has been a significant aspect of the field of social work throughout its first century (1917–2017). In this article, we focus on the development of community practice in social work over time, identify enduring themes in the trends and issues faced by this method, and discuss what directions it may take in the future. As social workers working across methods, we view community practice as a significant focus for our field that will only grow in importance if we invest resources for its further development. [ABSTRACT FROM AUTHOR]

Social work's contribution to direct practice has evolved over time as a function of political, economic, and social change in the United States. From an institutionalist perspective, social work is defined by the tasks it seeks to accomplish, the knowledge base supporting those tasks, and the vertical and horizontal architecture of its roles and activities. This article defines direct practice social work as interpersonal work with individuals, families, and groups to provide and manage the delivery of health and social services. Social work's distinctive contributions to direct practice include (a) its differential focus on the person in environment and (b) an overriding commitment to social justice. The diversity and evolving nature of social work direct practice challenge the profession to continue research and knowledge development and to organize rigorous and relevant research and training programs into the next century. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses articles in the issue on topics including concept of inequality and domination for people with intellectual and developmental disabilities care; research of domestic violence in Bangladesh; and social work profession.

The practice placement is a central component of social care education, being seen as where students develop their practice skills, self-awareness and apply theoretical knowledge. This research reports on social care students’ experiences of their practice placements, in particular how learning was achieved and what helped learning. An interpretivist approach was used in line with the acceptance of the individuality of students’ experiences. A volunteer sample of seventeen students were interviewed individually at the end of their final year in college. The interview transcripts were thematically analysed. Four themes were identified: the need for a balance between autonomy and doing with supervision and observing; the role of all agency staff; the realities of practice and there is always learning. The findings suggest that learning about practice and self occurs in many ways in placement. While supervisors and other staff play a role in assisting student learning by various means participants saw themselves as primarily responsible for their own learning. A key message from this research is that educators cannot regulate everything that happens on placement so students need to be prepared and encouraged to exploit and recognise learning opportunities. [ABSTRACT FROM AUTHOR]

Accessible summary: Dementia is an illness caused by damage to a person's brain. People with learning disabilities, especially people with Down's Syndrome, are more likely to get dementia, and when they are younger. We talked to people working in community learning disability teams to find out what they thought about services and support for people with learning disabilities and dementia and carers. Screening and assessments mean that people get diagnosis and support more quickly and other problems are picked up. More appropriate housing and support is needed so people can stay at home for longer. Research needs to look at the best ways to support people with learning disabilities and dementia. It is important to find ways to involve people with learning disabilities and dementia and carers in meetings about their support and future research. Abstract: Background: Dementia prevalence rates are higher amongst people with learning disabilities than the general population. People with Down's syndrome are at even greater risk of developing dementia and of developing dementia at an earlier age. This study, conducted as part of a wider service evaluation, explored community learning disability team perspectives on screening, pathways, training, information and supports developed to improve services for people with learning disabilities and dementia. Methods: A focus group was held with health and social care professionals working in community learning disability services. Thematic analysis was used to analyse the data. Results: The dementia screening, pathways and processes had become embedded in practice, leading to a common framework, an efficient, multidisciplinary, proactive approach, earlier detection and diagnosis of dementia and identification of other health needs and issues. This avoided crisis situations supporting people to remain at home longer. Training and information were felt to improve care quality and reduce caregiver anxiety. People with learning disabilities and caregivers were involved to varying extents. External influences impacting on support included the availability, appropriateness, cost and effectiveness of different models of service provision. Conclusions: Service developments have been made as a result of the findings which suggest that dementia pathways and supports improve service provision and outcomes for people with learning disabilities. It is important to develop the evidence base on the effectiveness of different service models for people with learning disabilities and dementia. Future studies need to gather views of people with learning disabilities and carers. [ABSTRACT FROM AUTHOR]

Objectives. To critically analyze social work’s role in Medicaid reform. Methods. We conducted semistructured interviews with 46 stakeholders from 10 US states that use a range of Medicaid reform approaches. We identified participants using snowball and purposive sampling. We gathered data in 2016 and analyzed them using qualitative methods. Results. Multiple themes emerged: (1) social work participates in Medicaid reform through clinical practice, including care coordination and case management; (2) there is a gap between social work’s practice-level and systems-level involvement in Medicaid innovations; (3) factors hindering social work’s involvement in systems-level practice include lack of visibility, insufficient clarity on social work’s role and impact, and too few resources within professional organizations; and (4) social workers need more training in health transformation payment models and policy. Conclusions. Social workers have unique skills that are valuable to building health systems that promote population health and reduce health inequities. Although there is considerable opportunity for social work to increase its role in Medicaid reform, there is little social work involvement at the systems level. [ABSTRACT FROM AUTHOR]

Social work is a core health profession with origins deeply connected to the development of contemporary public health in the United States. Today, many of the nation’s 600 000 social workers practice broadly in public health and in other health settings, drawing on a century of experience in combining clinical, intermediate, and population approaches for greater health impact. Yet, the historic significance of this long-standing interdisciplinary collaboration—and its current implications— remains underexplored in the present era. This article builds on primary and contemporary sources to trace the historic arc of social work in public health, providing examples of successful collaborations. The scope and practices of public health social work practice are explored, and we articulate a rationale for an expanded place for social work in the public health enterprise. [ABSTRACT FROM AUTHOR]

This article presents an analysis of the impact of the conservative Protestant movement on social policies of particular interest to the social work profession in the United States. In the light of the success of conservative Christian groups, suggestions for policy praxis are offered to promote progressive social policies. [ABSTRACT FROM AUTHOR]

The article discusses various issues related to social work practice involving the aging and well-being of LGBTQ older adults, and it mentions America's National Resource Center on LGBT Aging which contains resources for promoting the healthy aging of LGBTQ individuals. Personal and professional attitudes about sexual orientation, gender identity, and age are examined, along with advice for social workers on self-awareness. Heterosexism, transphobia, and heteronormativity are assessed.

For over a century the social work profession has had a dual purpose, to promote both human well-being and social justice, but we have not found research that explores how social workers understand and work toward both purposes across multiple practice roles and settings. Authors of this article conducted qualitative research to examine how 18 social workers in various roles and settings understand and implement both purposes in their practice. Instead of a dual purpose, participants described a unifying purpose: a "just sense of well-being" that transcends role and setting. Valuing the dignity and worth of all human beings frames and fuels their work toward a just sense of well-being through three interactive themes: challenging injustice on every level; constructing justice through relationship and resource organizing; and constructing justice through the creation of accepting environments where professionals, clients, and community members can reflect and question, and change mind-sets and actions. Participants provided an array of possibilities for action with clients, professionals, and public leaders within organizations and communities. The implication here is that social workers are charged to reinvigorate purpose and values back into practice with value-based assessment thinking that frames possibilities for action across methods and settings. [ABSTRACT FROM AUTHOR]

The school-to-prison pipeline (STPP) refers to a path from the education system to the juvenile or adult criminal justice system. Over the past two decades, this path has grown significantly, and scholars attribute a myriad of contributing factors to this increase. Each factor has its own impact and consequences, which are covered in detail based on an extensive literature review and macro practice through Race Matters for Juvenile Justice. Prior to the STPP concept, education had largely been considered a protective factor for children and a route to success as opposed to a risk factor or track toward juvenile justice involvement. Staying in school and getting good grades were regarded as strategies that even at-risk students could use to overcome poverty, prejudice, and powerlessness. But since the 1990s, the approach to discipline in U.S. public schools has changed, and the effects of this change are only now becoming evident. This article explains the correlates of the STPP and its disparate outcomes, most notably for students of color; those with disabilities; and lesbian, gay, bisexual, transgender, queer, and questioning students. The article concludes with implications for social workers in various settings and specific strategies for reducing the impact of the STPP. [ABSTRACT FROM AUTHOR]

Social work has engaged with and led the revolutionary social movements of the past century. Yet today, as activism by and for racial others unfolds across the United States and Canada, our discipline remains largely silent. This article considers new ways for social workers to conceptualize social work activism, challenge the existing erasures within the profession, and construct innovative strategies to locate social work within the critical social movements of our time. Recognizing the continuity of histories of colonialism, slavery, and genocide, the author argues that social workers must engage with racialized communities' resistance through their legacy of exclusion and displacement. The author demonstrates the significance of an evolving politics of race and social justice for social work practice. [ABSTRACT FROM AUTHOR]

The goal of the study reported in this article was to explore the conceptualizations of human rights and human rights practice among students and supervisors in social work field settings. Data were collected from 35 students and 48 supervisors through an online survey system that featured two open-ended questions regarding human rights issues in their agency and human rights practice tasks. Responses suggest that participants encountered human rights issues related to poverty, discrimination, participation/self-determination/autonomy, violence, dignity/respect, privacy, and freedom/liberty. They saw human rights practice as encompassing advocacy, service provision, assessment, awareness of threats to clients' rights, and the nature of the worker-client relationship. These results have implications for the social work profession, which has an opportunity to focus more intently on change efforts that support clients' rights. The study points to the possibilities of expanding the scope of the human rights competency within social work education and addressing the key human rights issues in field education. [ABSTRACT FROM AUTHOR]

This article presents findings from a 2013 qualitative study of social work continuing education (CE) in Massachusetts. Eleven focus groups were conducted with 75 participants from key stakeholder groups: practitioners, educators, licensing board members, and agency administrators. Although positive perspectives surfaced—such as diversity of CE options—thematic analysis nonetheless reflected considerable frustration with the current system. CE concerns included lack of access, cost, missing CE content areas, quality control issues, and lack of employer support. Participants also noted the need for enhanced transfer of CE-derived knowledge and skills in the workplace. Greater attention to this crucial aspect of professional development is therefore needed. [ABSTRACT FROM AUTHOR]

The authors discuss the relation between social work and political consciousness. They state ideological indoctrination of the assumption about social work as a political act, and express concern about role of social work as a helping profession in diminishing its value as a political act. They note possibilities of converting the social service sector into businesslike and market-oriented production sectors.

In addressing ethics expertise, we are looking at the theory of communicative action, in order to stress the need for developing a new ethics expertise model: supervision of ethics. The paper is theoretical, grounded in the theory of communicative action, which we reinterpret in terms of social construction of ethics expertise, customized in social work practices. The ethics of communicative action focuses on an equal inter-subjective communicative action with morally passive patients, incapable of inter-action in any debate generating moral consensus. We argue the need for updating ethics expertise by bringing into practice this new model, which will be able to make professional and organizational values compatible, exercising a supplementary gatekeeping role in the transfer of political theories about the public good through the implementation of programs and practices. [ABSTRACT FROM AUTHOR]

Little is known about the "family values" espoused by social workers and how these values may affect their practice. Our study reviews the conceptual nature of "family values" and explores the family values of social workers. We review literature on the measurement of values and present findings from an online survey of the family values of National Association of Social Workers (NASW)-Oklahoma Chapter members (N=283). A principal components analysis identified seven family values factors. A regression on the unrotated principal component of progressive family values identified three predictors (p ≤ .01) of progressive values: years of social work practice, metropolitan (rather than rural) residence, and not being engaged in direct social work practice. On balance, respondents expressed progressive family values in most but not all areas. Recommendations for research and practice are developed. [ABSTRACT FROM AUTHOR]

Workplace bullying is a well-researched topic and a rising phenomenon in academia. When this phenomenon occurs within the social work academy, it can be detrimental to teaching and learning, social work practice, and tenure-track faculty's research productivity. This paper will examine and define workplace bullying, as well as explore the implications it has on social work ethics and academia. Recommendations for practice, research, and policy are addressed. [ABSTRACT FROM AUTHOR]

Recent trends in social work have widened the schism between science and clinical social work. Ph.D. programs have become ever more oriented to grant-funded research and to preparing graduates for research-dominated careers. Academics have been developing a definition of a 'science of social work' so the profession can claim its scientific base. The evidence-based practice movement and funders' mandates to use evidence-supported practice techniques have created dilemmas for practitioners, whose views of these developments, positive and negative, are described. Some now argue for 'practice-based research,' a model promoting practitioner involvement in research. Finally, rather than moving toward enhanced research and practice synergy in doctoral education, 'practice doctorates' in social work are now being developed. Suggestions for enhancing connections between science and clinical social work are offered. [ABSTRACT FROM AUTHOR]

This paper aims to provide a contemporary overview of evidence-based practice (EBP) in social work. As EBP is frequently misunderstood, we will define what EBP is as well as what it is not. In addition, we discuss some of the current challenges that social workers and the profession continue to face in integrating EBP into professional practice. Specifically, we identify concerns that practitioners have raised and include challenges related to social work education and agency concerns. We will conclude the paper with recommendations on how social workers can integrate EBP across practice settings within the profession, as well as recommendations for social work education and research. [ABSTRACT FROM AUTHOR]

Clinical social work is a mature specialty within the profession of social work, with its own distinct knowledge base, array of theories, and approaches to practice. Schools of social work are tasked with educating clinical social workers to practice competently, effectively, and ethically. One vital pedagogic tool that faculty members employ is drawing from their own direct practice experience, in order to provide guidance and context to students' questions related to practice. This application of direct practice experience is fundamental to the development of novice clinical social work practitioners. Recent trends in social work education have led to a decline in the number of full-time professors at schools of social work who possess direct practice experience. At the same time, the number of faculty engaged in externally funded research, with limited direct practice experience, is increasing. In this paper, the author critically explores this changing paradigm from the perspective of a recent Masters-level social work graduate currently engaged in direct social work practice, and argues that faculty with extensive practice experience are an invaluable and necessary resource towards the formation of competent, effective, and ethical clinical social work practitioners. [ABSTRACT FROM AUTHOR]

For the last half-century, many in the social work academy have questioned whether private practitioners have forsaken the mission and values of social work. This article suggests that for the experienced social worker, private practice is part of a natural developmental process that can be deeply congruent with the values of the profession. However, there continues to be relatively little support within the academy for private practice. The more important question today may be: Has the social work profession forsaken the private practitioner? [ABSTRACT FROM AUTHOR]

Field education is arguably the most significant component of the social work curriculum in preparing competent, effective, and ethical clinical social workers. Students and alumni characterize it as such, and national accrediting bodies, both in the United States and internationally, recognize its crucial impact on the quality of social work services delivered to the public. In addition, there is likely more scholarship and research conducted on field education than on any other component of the curriculum. And yet, field educators anecdotally describe a crisis in their ability to implement the best pedagogical practices for students. This paper will discuss the developing evidence-base highlighting best practices for field education, the changing context of field education, and analyze current challenges and potential responses. [ABSTRACT FROM AUTHOR]

Copyright of Social Work Review / Revista de Asistenta Sociala is the property of University of Bucharest, Faculty of Sociology & Social Work with Polirom Publishing House and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article studies the development of a tool called “KEY”, which is an online measure for determining the effectiveness of an intervention in social work. The tool is based on the assumptions of realistic evaluation and it takes advantage of single case design and ICT. Using the testing‑phase results, it is firstly explored whether this measure is suitable for evaluating the effectiveness of social work interventions with adult clients. Secondly, it is studied what this online tool brings up for knowledge production in social work practices. The article also highlights some challenges that should be taken into account during further development of the tool into an online application for social work practices. [ABSTRACT FROM AUTHOR]

This paper outlines ideas in action relating to establishing closer connections and collaboration between a University Social Work team and a third sector children and families social work agency. It suggests that there is much scope for such cooperation and advances the notion, common elsewhere but not so in social work education and practice, of establishing within the agency an ‘academic-in-residence’. It is argued that this is a further development of knowledge exchange and capable of producing much benefit for agencies, faculty, practitioners and students. [ABSTRACT FROM PUBLISHER]

This article discusses how child welfare professionals and program evaluators can use the Framework to Design, Test, Spread, and Sustain Effective Practice in Child Welfare to develop meaningful partnerships to build evidence-supported interventions for the field. It describes how the Framework promotes integration of evaluation with program and policy decision-making, and increases the use of research to improve outcomes for children and families. [ABSTRACT FROM AUTHOR]

Practitioner-researcher partnerships have the potential to enhance research on child welfare evidence-based practices. However, there is limited guidance concerned with using practice-research collaborations to investigate novel programs rigorously, especially in the early phases of intervention research (i.e., program development and pilot testing). This article offers strategies and recommendations for fostering such practice-research collaborations based on experiences from one project concerned with intimate partner violence (IPV) and children's exposure to IPV. [ABSTRACT FROM AUTHOR]

The successful integration of evidence-based practice models into social work continues to be challenged by a number of factors. In an effort to understand these challenges, scholars have started to explore contextual attributes such as collaboration, relationships, and organizational culture. In recognition of the value of collaboration overall, and in relation to research in particular, collaboration was examined across two key systems, education and child welfare, with the intent of understanding how these systems can work best together on behalf of children. Professionals from both systems were gathered in multiple focus groups in one Midwestern state to explore the barriers to and facilitating circumstances around cross-system collaboration to improve the education outcomes of children involved in child welfare systems. Practice-based strategies for improving collaboration consistently revolved around relationship-building, a key component of social work practice. This work revealed many key ways that evidence-based practice implementation could benefit from researchers attending to practice-based evidence- such as relationship-building-to strengthen the integration of EBP into the field. Specific suggestions are offered to academics and practitioners engaged in collaborations around implementing and evaluating evidence-based practice that revolve around establishing robust and equitable relationships. [ABSTRACT FROM AUTHOR]

College readiness is increasingly prioritized in federal and state policy initiatives. This study sought to examine the relationship between college readiness and several school-level factors. Specifically, quantitative data from 328 high schools were utilized to investigate the relationships among school-wide academic performance, school size, minority school status, poverty school status, percentage of students with disabilities, and college readiness (measured using American College Test scores). A hierarchical multiple regression analysis indicated that minority school status and percentage of students with disabilities were the greatest predictors of college readiness. In addition, both school size and poverty school status significantly moderated the relationship between school-wide academic performance and college readiness. The findings of this study point to important factors for consideration in school social work practice, policy, and research. [ABSTRACT FROM AUTHOR]

This article discusses a course that focuses on rural social work practice and ways to resolve ethical dilemmas in social work practice. In rural clinical social work practice, ethical issues and dilemmas are oftentimes unavoidable; therefore, it is important for social work students to learn how to practice ethically. [ABSTRACT FROM AUTHOR]

Although social work educators generally agree upon the importance of teaching spirituality and religion, there is significant contention about the place of religion within social work education. This study explores social work educators' perceptions of social work programs that follow a particular religious tradition. Educators from Bachelor of Social Work (BSW) programs across the United States were surveyed to determine their perceptions of the potential benefits and concerns regarding faith-based programs. The findings identified perceived benefits in relation to ethical inspiration, cultural competence, and preparation for certain types of practice. Common concerns were related to potential conflicts between religious beliefs and social work ethics. The study also indicated significant differences of opinion between educators from faith-based programs and non-faith-based programs. By identifying specific differences, it is hoped that BSW educators can move the discussion from making broad statements about the ethics of faithbased programs to a constructive dialogue about particular benefits and ethical concerns. [ABSTRACT FROM AUTHOR]

The dominant service delivery model in substance abuse treatment in the United States is abstinenceonly. Often attributed to the prominence of the twelve step approach to addiction, some argue that abstinence-only is a co-optation of the twelve steps, which are inclusive of anyone with the desire to stop drinking where "everyone deserves a seat at the table." Drawing on my experience as a social worker and researcher of harm reduction approaches for the homeless population in substance abuse treatment, I argue that excluding individuals who do not commit to abstinence (i.e., "cherry picking") is paradoxical (given our acceptance of the disease model of addiction) and ethically problematic in its exclusion of individuals in need of psychosocial support and basic services. Abstinence-only service delivery poses an ethical dilemma for health care and psychosocial service providers who work in institutions with abstinence-only policies. The work of social workers is cited as a case example that is particularly problematic given our Code of Ethics which prioritizes client self-determination. If leaders in health care and social services seek to address the needs of vulnerable populations and high utilizing patients, it is critical that we address the ways in which abstinence-only service delivery acts as a barrier to needed health care and social services. Abstinence-only service delivery must be called into question if we are to work toward reducing and eliminating health and health care disparities in the United States. [ABSTRACT FROM AUTHOR]

This is a narrative account of a journey of an individual who earned tenure while in the role of departmental chair at a teaching institution. Reflections on the decision to take the position are discussed, as well as reasons and insights as to how tenure was successfully earned. Struggles in the classroom and student relationships were unique. Lastly, insight is offered for those in similar situations and connections to social work practice are made. [ABSTRACT FROM AUTHOR]

It is no secret that clinical social work is a tumultuous and heart-wrenching career path. However, I was drawn to the career by past experiences, as many social workers are. This article was written during my first year of graduate school at the University of Chicago and describes my journey on the road to becoming a clinical social worker. In this article, I explore past experiences as an adolescent growing up in an inner-city environment, and how they influenced my perception of students' struggles in Chicago during my first year internship. [ABSTRACT FROM AUTHOR]

The paper presents the discourse of the social work professionalization from the viewpoints of practice, research, academic activity, and professional identity, by revealing the expression of social worker competencies in the changing society. By means of evaluating the 20-year-experience of social worker training in Lithuania, the authors reveal the identity of social work at two levels: professional (academisation and practice) and legal (profession and study status). For the purpose, a novel approach to the formation of the social work theory, study methods, and the education of intercultural communication and lifelong learning is employed. [ABSTRACT FROM AUTHOR]