JBSW

Pauline Roney Lang (1909-1990) pioneered social group work in southern Connecticut. Histories of the profession often miss the contributions of social workers like Lang whose practice was voluntary, whose status was informal, or whose work did not include scholarly publications. Based upon personal document and personal testimony research, this paper recovers the story of how Lang founded the Group Work Council of West Haven (today, West Haven Community House Association). She was, in colleague's words, a prime mover.

Maintenance and Change: A Strengths Perspective in Evaluating a BSW Program
Elisabeth Porter Hurd and Karen Sawyer

This research provides information that may guide both BSW curriculum change in areas needing improvement and maintenance of areas evincing strength. Graduates of a BSW program were asked, in a self-administered survey questionnaire, to report on how well prepared by the program they believed they were to use specific aspects of social work knowledge and skills. Finally, this outcome data was considered from the framework of the strengths perspective, as an example of empowerment research.

The Use of the MBTI as a Self-Awareness Tool in Undergraduate Education
Linda S. Moore, David Jenkins, Tracy J. Dietz, and Julie Feuerhelm

This paper presents a model for using the Myers-Briggs Type Indicator (MBTI) as a self-awareness tool in baccalaureate social work education. The model is based on eight years of use in one Social Work Program. The paper also presents the results of an exploratory study done to assess the model. The MBTI is a scientific instrument used to indicate different preferences on four dimensions: source of energy, perception, decision-making, and relation to the external world. The development and purpose of the MBTI are discussed and a description of the components of the instrument is included. Techniques for effective and ethical testing and use in the classroom to promote self-awareness are provided. Implications for social work educators are also addressed.

Connecting the Classroom to Clients: Involving a Group of Service Users in Teaching and Introductory Social Work Course
Anthony A Bibus

This article describes a baccalaureate level social work course that involved a group of adolescent clients in teaching the class. The course, which introduces students to the role of social work in social welfare, was the centerpiece of a demonstration project that included the development of an instructor's guide with examples of activities, assignments, handouts, and evaluation forms. Perceptions, comments, and observations from the instructor, students, and the group inform this review of the benefits of the experience. The author presents guidelines for social work educators and considers the resources needed and potential challenges for replication.

Teaching Empathy Skills to Social Work Students
Michael H. Beechem and Jamie Comstock

This interdisciplinary study demonstrates a technique in teaching empathy skills to undergraduate social work students through the use of role playing and videotaping. An equal number of students from both the communication arts and social work programs were utilized. Dyads were established such that social work students role played social workers and communication arts students role played clients. An outgrowth of this study was the formulation of an empathy scale to measure three components of empathy-- cognitive, affective, and behavioral. The study supports the position that empathy skills can be taught.

Student Internships and Infectious Disease Exposure: An Exploratory Study
Robin Sakina Mama

The Use and Evaluation of a Writing Lab for Undergraduate Social Work Students
Carolyn Knight

This paper describes one program's experimental use of a writing lab for junior social work majors enrolled in a practice course. In addition to the three-hour social work course, students were required to take a one-hour writing lab each week. In the lab, students received guidelines for and assistance with each of the papers required in the social work course. The impact of the lab on students' writing abilities was evaluated. In general, the findings indicated that the lab had only a limited influence on students' writing abilities. The implications of these results are discussed, as are suggestions for future efforts in this area.

Home Current Issue Previous Issues Manuscript Submissions Editorial Board Consulting Editors Contact Us Library Orders Advertising in JBSW	Volume 2, Number 2 Spring 1997
		Prime Mover: Pauline Roney Lang Lorrie Greenhouse Gardella Pauline Roney Lang (1909-1990) pioneered social group work in southern Connecticut. Histories of the profession often miss the contributions of social workers like Lang whose practice was voluntary, whose status was informal, or whose work did not include scholarly publications. Based upon personal document and personal testimony research, this paper recovers the story of how Lang founded the Group Work Council of West Haven (today, West Haven Community House Association). She was, in colleague's words, a prime mover. Maintenance and Change: A Strengths Perspective in Evaluating a BSW Program Elisabeth Porter Hurd and Karen Sawyer This research provides information that may guide both BSW curriculum change in areas needing improvement and maintenance of areas evincing strength. Graduates of a BSW program were asked, in a self-administered survey questionnaire, to report on how well prepared by the program they believed they were to use specific aspects of social work knowledge and skills. Finally, this outcome data was considered from the framework of the strengths perspective, as an example of empowerment research. The Use of the MBTI as a Self-Awareness Tool in Undergraduate Education Linda S. Moore, David Jenkins, Tracy J. Dietz, and Julie Feuerhelm This paper presents a model for using the Myers-Briggs Type Indicator (MBTI) as a self-awareness tool in baccalaureate social work education. The model is based on eight years of use in one Social Work Program. The paper also presents the results of an exploratory study done to assess the model. The MBTI is a scientific instrument used to indicate different preferences on four dimensions: source of energy, perception, decision-making, and relation to the external world. The development and purpose of the MBTI are discussed and a description of the components of the instrument is included. Techniques for effective and ethical testing and use in the classroom to promote self-awareness are provided. Implications for social work educators are also addressed. Connecting the Classroom to Clients: Involving a Group of Service Users in Teaching and Introductory Social Work Course Anthony A Bibus This article describes a baccalaureate level social work course that involved a group of adolescent clients in teaching the class. The course, which introduces students to the role of social work in social welfare, was the centerpiece of a demonstration project that included the development of an instructor's guide with examples of activities, assignments, handouts, and evaluation forms. Perceptions, comments, and observations from the instructor, students, and the group inform this review of the benefits of the experience. The author presents guidelines for social work educators and considers the resources needed and potential challenges for replication. Teaching Empathy Skills to Social Work Students Michael H. Beechem and Jamie Comstock This interdisciplinary study demonstrates a technique in teaching empathy skills to undergraduate social work students through the use of role playing and videotaping. An equal number of students from both the communication arts and social work programs were utilized. Dyads were established such that social work students role played social workers and communication arts students role played clients. An outgrowth of this study was the formulation of an empathy scale to measure three components of empathy-- cognitive, affective, and behavioral. The study supports the position that empathy skills can be taught. Student Internships and Infectious Disease Exposure: An Exploratory Study Robin Sakina Mama The Use and Evaluation of a Writing Lab for Undergraduate Social Work Students Carolyn Knight This paper describes one program's experimental use of a writing lab for junior social work majors enrolled in a practice course. In addition to the three-hour social work course, students were required to take a one-hour writing lab each week. In the lab, students received guidelines for and assistance with each of the papers required in the social work course. The impact of the lab on students' writing abilities was evaluated. In general, the findings indicated that the lab had only a limited influence on students' writing abilities. The implications of these results are discussed, as are suggestions for future efforts in this area.