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Continuing education (CE) refers to an array of opportunities by which professionals can augment existing knowledge and skills. CE is essential for professional competence, career development, and compliance with licensing rules and other regulations. CE is offered through a variety of auspices, methods, and venues. Advances in instructional technology and electronic communication have further expanded access to CE opportunities. Ongoing challenges in CE include strategies for assuring quality in CE programming and adequately evaluating skill and knowledge acquisition.
Hillel Schmid and Yeheskel “Zeke” Hasenfeld
Contracting out of social services is defined as the purchase of services by government agencies from for-profit and nonprofit organizations. It has a long history beginning with the English Poor Law of 1723 and becoming a major policy during Reagan's administration. Both the advantages and shortcomings of contracting out are described and analyzed. The effects on providers' accountability to government and clients and the implications for social work practice and ethics are discussed. Special emphasis is given to the social workers' dilemma facing a dual loyalty to contractor–employer on the one hand and to clients on the other.
Julia M. Watkins and Jessica Holmes
The Council on Social Work Education (CSWE) provides leadership in social work education through faculty development, research, and accreditation of baccalaureate and master's social work programs. As of February 2012, 689 social work programs were accredited by CSWE. These programs represent an estimated 7,500 faculty members and 82,000 students at the baccalaureate and master's levels. CSWE promotes continued educational innovation and relevancy through setting accreditation standards, which are regularly revised by volunteer representatives from the social work education and practice community and approved by the CSWE Board of Directors.
Margo A. Jackson
Despite the significant life and work experiences that a growing number of older adults have to contribute to the workforce, pervasive ageism operates in overt and covert ways to discriminate against older workers in hiring and workplace practices. This article provides a current overview of definitions, prevalence, types, and effects of ageism in the U.S. workplace. For social workers counseling older adult victims of workplace ageism, this article discusses theories, foundational knowledge, and ongoing self-awareness and training needed for bias awareness. Counseling strategies and resources are highlighted, including coping and resilience strategies to counteract ageist stereotypes and discrimination, facilitate job-seeking support, and advocate for older workers by promoting awareness and serving as a resource for employers to reduce workplace ageism.
Susan C. Harnden
This entry discusses the evolution of the field of couples counseling from an auxiliary service provided through a variety of professional disciplines to a well-established field defined by its own standards, approaches, and a building body of research. While a few interventions for couples have been well researched using well-established standards, many of the interventions used by practitioners still lack evidence-based research or standard criteria. Also the research does little to address diversity and the application of interventions considering race, ethnicity, and socioeconomic levels. These concerns require ongoing attention.
Catherine “Kate” Courtney (née Potter), Baroness Courtney of Penwirth (1847–1929), was a British social worker, political activist, and suffragist who actively campaigned for world peace.
Jean K. Quam
Grace Longwell Coyle (1892–1962) was the first to develop a scientific approach to group work practice. She was president of the National Conference of Social Work, the American Association of Social Workers, and the Council of Social Work Education.
Margaret E. Severson
This entry includes contemporary definitions of crime, theoretical ideas about the etiology of criminal behavior, and information about the methods used to estimate crime rates in the United States. The focus of this entry is on adult prisoners. Key issues such as disproportionate minority incarceration, the acceleration in the number of women entering into the criminal justice system over the last 20 years, and the prevalence of persons with mental illnesses in the nation's jails and prisons are addressed. Current controversies and practices such as risk reduction efforts and rehabilitation strategies are described.
Rudolph Alexander Jr.
The criminal justice system traces its roots to ancient times. When the 13 original colonies were formed, they brought many of the laws and legal processes from England. Traditionally, the criminal justice system is viewed as including law enforcement, judiciary, and corrections. However, state legislatures and Congress must be viewed as essential components of the criminal justice system because they pass laws that influence the other three components. A number of controversial practices and policies exist within the criminal justice system. Social work, which has had a long involvement in the criminal justice system, including spearheading the creation of the juvenile justice system in the United States, is involved in all phases of the criminal justice system.
Diane S. Young
This entry on the adult court system in the United States discusses the foundation, structure, and authority of courts at federal, state, and local levels. The role of criminal courts, the nature of an adversarial justice system, the plea bargaining process, and the goals of sentencing are described. Innovations such as specialized courts, restorative justice approaches, and therapeutic jurisprudence are presented. Finally, several social work roles in the court system are identified.
C. Aaron McNeece
The United States has more than 7 million adults under correctional supervision, with more than 2 million incarcerated. The history and theories behind incarceration are described, along with the current jail and prison inmate populations. Specific problems of juveniles and women are mentioned. Current trends and issues in corrections are discussed, including community-based corrections, privatization, faith-based programs, and health care. The roles of social workers in the correctional system are outlined. Comments are made on the future of incarceration.
Albert R. Roberts
Crisis intervention has been used to help millions of at-risk and vulnerable social work clients throughout the world. Acute crisis-inducing situations range from the sudden loss of a loved one to a Stage IV cancer diagnosis to a school shooting spree. This entry includes definitions and descriptions of crisis theory and crisis intervention protocols. It traces the historical background on the development of crisis intervention programs. The next two sections discuss social work roles and techniques with persons in crisis, and evidence-based crisis intervention protocols based on the latest meta-analysis.
Wendy Haight and Min Hae Cho
“Crossover youth” are maltreated youth who have engaged in delinquency. They are of particular concern to child welfare, juvenile justice, and other professionals because of their risks for problematic developmental outcomes. Effective interventions that promote more positive developmental trajectories require an understanding of the various pathways from maltreatment to delinquency. A growing body of research identifies potential risk and protective processes for maltreated youth crossing over into delinquency at ecological levels ranging from the micro to the macro. Most scholarship, however, is not developmental and provides little insight into how children’s emerging capacities relate to their abilities to actively respond to risk or protective processes. Solutions to crossing over are likely to be found in interventions that simultaneously address risk and protective processes across multiple ecological levels and across development. Emerging research suggests that the Crossover Youth Practice Model is one such promising intervention for improving outcomes for maltreated youth.
Terry L. Cross
Cultural competence emerged as a concept in the 1980s, took form as a set of organizational, educational, advocacy, policy, and practice constructs in the 1990s, and has since matured into a broad rubric that addresses social justice and service delivery quality, equity, access, and efficacy for people and groups of diverse backgrounds. Cultural competence has become an essential element of social work at every level of the field, from direct practice to social policy. The evolution of cultural competence and its role in social work is examined and summarized in this entry.
Ronald Pitner and Izumi Sakamoto
For social workers, developing cultural competence is a necessary hallmark for interacting with our increasingly diverse and complex world. Developing cultural competence, however, requires continuously raising one’s level of critical consciousness. Critical consciousness and related concepts such as reflexivity, critical self-reflection, and critical self-awareness are widely recognized as a fundamental building block of human service practice, including social work practice. However, the dynamics involved in raising our own levels of critical consciousness are lengthy and messy because we often encounter cognitive and affective roadblocks. Thus, there is no single pedagogical strategy that could help all social work students effectively engage with this process. In this article the concept of critical consciousness postulated by Pitner and Sakamoto is applied specifically to the social work classroom setting. Their Critical Consciousness Conceptual Model (CCCM), which describes the process of developing critical consciousness by engaging one’s cognitive, affective, and behavioral domains, is presented. How this model can be incorporated as a pedagogical tool to help social work students develop and further strengthen their own levels of critical consciousness in the classroom setting is discussed, as are various pedagogical methods, including classroom debate, identity paper assignment, “creating a world map” exercise, and mindfulness-based pedagogy. Finally, implications for social work education are explored.
Jun Sung Hong and Wynne Sandra Korr
Since the 1980s, cultural competency has increasingly been recognized as a salient factor in the helping process, which requires social-work professionals to effectively integrate cultural knowledge and sensitivity with skills. This entry chronicles the history of mental-health services and the development of cultural competency in social-work practice, followed by a discussion of mental-health services utilization and barriers to services among racial/ethnic minorities. Directions for enhancing cultural competency in mental-health services are also highlighted.
This article proposes social equity as a paradigm to guide social work practice and education. “Cultural equity” encompasses the multiplicity of personal, social, and institutional locations that frame identities in therapeutic practice as well as the classroom by locating these complexities within a societal matrix that shapes relationships of power, privilege, and oppression. Foregoing cultural competency for a cultural equity framework requires both analysis and interruption of the “otherizing” process inherited through multicultural discourses and the legacies of colonization. Through the use of education for critical consciousness, accountability through transparency, community-learning circles, progressive coalition-building, and usage of action strategies, transformative potential is revealed across multiple sites, both local as well as global. Multiple illustrations for the coherent application of cultural equity in social work practice and education are offered.
Lorraine Gutiérrez and Mark Creekmore
The arts and cultural institutions can be powerful resources for promoting the development of individuals and communities. Social work agencies and cultural institutions share similar goals at the individual and community levels, such as personal improvement, the creation of social bonds, expression of communal meaning, and economic growth. Studies on the use of arts in social work practice suggest that they can be powerful tools for intervention. These collaborations were essential to practice in the social settlements and in economic policies of the New Deal. Social work practice into the future can build upon this historical engagement.
This article defines cultural competence and culturally competent practice and focuses on cultural awareness, knowledge acquisition, and skill development as key components. It traces the historical development of cultural competence in the disciplines of psychology and social work, pointing out how cultural competence has become a professional standard. Cultural competence has also been recognized on the federal and state health and human services levels. Cultural competence is viewed on the practitioner, agency, and community levels as well as the micro, mezzo, and macro dimensions. Among the implications for practice are the issues of cultural competence and cultural competencies, the ethics of cultural competence, social context, and biculturation and multiculturalization. Cultural competence research is briefly surveyed, as is the relationship between cultural competence and critical race theory.
Ramona W. Denby and Allison Bowmer
The notion of culture, while vast, is often conceptualized through an examination of gender, race, and ethnicity; class and economics; religion; sexual orientation; and even age. Culture can be temporal when, for example, gender norms or ethnic patterns evolve with each new generation. Likewise, the formation of a person’s identity (or identities) is largely influenced by culture. The ways in which an individual exhibits meaning and expression through culture can become the building blocks for identity and behavior. Social work assessments and related interventions rest on a fundamental understanding of a client’s history, environment, and current conditions. This entry provides an examination of how particular sociocultural influences and identity development shape behavior and how social work practitioners, whether at the micro, mezzo, or macro level, use this understanding to effect change in individuals or environments.