Defining volunteerism -- Why people volunteer -- Volunteerism and human behavior theory -- Jane Addams : social worker and volunteer -- Insecurity and ignorance : social work's historical relationship to volunteerism -- The impact of religion on social work's relationship with volunteers -- The context-specific optimal partnership model (CSOP) -- Putting the context-specific optimal partnership model in action -- Finding volunteers for partnerships -- Changing the context
This pilot study represents an effort to implement and evaluate use of a curriculum module on Charitable Choice and social work practice in a faith-based organization. Using a nonequivalent control group design, repeated measures MANOVA showed significant differences between the treatment (n=54) and comparison groups (n=53) on knowledge and degree of comfort at posttest. Despite the use of a small sample (n=107) of MSW students at a public university in the Southeast, the findings provide initial support for further use and future evaluations of curriculum modules covering specific content on practice in faith-based settings.
This study assessed the course, rate, and significance of change in participants' day-to-day functioning during two years of Children's Psychosocial Rehabilitation (CPSR). Hierarchical linear mixed models were used to analyze Child and Adolescent Functional Assessment Scale (CAFAS) outcome data for 49 youth with serious emotional disturbance, aged 7 to 17 years. The authors estimated participants' change trajectory, difference in initial versus 16-month status, and difference in rate of change between the first 12 and last 8 months of the study. Controlling for age, participants improved by 13.73 points on the CAFAS every four months, generating a statistically and clinically significant improvement from intake to 16 months. The rate of change decreased significantly to 1.37 points per wave during the last 8 months of the study. CPSR participants improve significantly during treatment, with the majority of changes occurring in the first year.
What is social work and what do social workers do? -- Introduction -- What is social work and what do social workers do? -- The professional identity of social workers -- Method of practice and where we work -- What is social work? -- What is competence-based social work? -- What do competent social workers do? -- The professional identity of social workers -- Developing the personal self-awareness for professional social work -- Developing the professional identity for social work -- The historical emergence of social work as a profession -- Ethical social work practice -- Diversity in practice -- The dimensions of diversity -- Critical thinking -- Method of practice and where we work -- The generalist method of practice: engage, assess, intervene, and evaluate -- The fields of social work practice -- Index.
One of the most important facets of quality social work education is the recruitment and retention of faculty. This mixed methods study uses findings from an on-line survey of 106 recent (within three years) faculty hires and their (n=24) spouse/partner/significant others (S/P/SO) to determine the degree to which family- integrative recruitment strategies were being used in recruiting social work faculty and the impact with which the presence or absence of these strategies have on retention. A majority of respondents reported that S/P/SO were excluded from the recruitment process.Though the few respondents who felt included were pleased with their current position and planned to pursue tenure to stay with the school, a significant number of faculty whose S/P/SO were not involved were already contemplating their next position.The authors suggest family integrative strategies that help S/P/SO connect with the community may give social work programs the competitive edge they need to attract and retain the best and brightest social work faculty.
