JBSW

Sexual Harassment of BSW Field Placement Students: Is it a Problem?
Sondra J. Fogel and Martha L. Ellison

The research investigates the prevalence of sexual harassment in Bachelor of Social Work (BSW) field placement settings. A survey distributed to a random sample of 230 accredited field social work programs with a BSW component asked whether field students were harassed, who the perpetrators were, what corrective actions were taken, and if the program had a specific sexual harassment policy related to field placements. Responses from Directors of Field Education revealed that incidents of sexual harassment in BSW programs are relatively common, indicating the urgent need for specific attention to this issue in field placements. Furthermore, the results of this work, as well as studies of sexual harassment of graduate social work students, suggest the need for a coordinated longitudinal research effort among schools of social work to document the types of harassment occurring in field placements and methods of effective interventions.

Recruitment and Retention of Minority Students in Bachelor of Social Work Programs
Marie Raber, Susan Tebb & Marla Berg-Weger

This paper examines two issues relevant to baccalaureate social work programs: 1) successful recruitment of diverse racial and ethnic groups of students and 2) the problem of attrition as a major obstacle in graduating racially and ethnically diverse students. While minority recruitment may be actively pursued, many efforts are not effective, regardless of the sophistication or level of funding. Those that are successful provide substantial opportunities. What can BSW programs do to increase the likelihood that students will enter and remain in school and graduate? Many minority students leave school after the first semester for a variety of reasons including lack of financial resources, poor school-support higher than in the traditional student population. The authors conclude that to be successful in recruiting and retaining a diverse student body, programs need a support structure for faculty and staff, specialized student and academic policies, and the commitment of the entire social work department and university to the recruitment and retention of culturally diverse students.

Strengths-Based Teaching in Social Work
Elisabeth Porter Hurd

An approach to incorporating the ideas and methods of the strengths-based social work into social work education is presented. This approach focuses on the interactions of educators with students. Its goal is to instill both competence and a sense of competence in students. Its goal is to instill both competence and a sense of competence in students. Teaching techniques utilized in the model are described and case examples given. An evaluation of this approach showed that the overall change in students' perception of professional strengths was statistically significant.

Using Current Research to Teach Empirically Based Mental Health Case Management Practice to Undergraduate Students
John C. Rife

Case management is an important social work practice method in mental health settings. However, there have been very few systematic statewide studies of case management roles and functions. As a result, educators have not had research-based models of what case managers do for use in social work classes. This article presents a curriculum model for teaching empirically-defined mental health case management to undergraduate students using an exemplary National Institute of Mental Health funded statewide study of mental health case management. The model presents strategies for using this content in both BSW research methods courses and practice courses. Suggested primary sources for additional reading about case management are also provided.

Teaching BSW Research with an Experimental Design Study
Daniel Weisman

This paper presents a mental health module for adoption in the later weeks of the basic BSW research course, to introduce students to experimental designs. Utilizing a research report of a study comparing two community mental health treatment approaches, in which an experimental design was employed without denying or compromising services to any clients, the module reviews basic mental health/ mental illness concepts and the debate about the DSM. This article explains how the module fits into the research and BSW curricula; reviews and critiques the article; describes in detail the content of the teaching module, with suggested class exercises and assignments; and identifies supplemental readings.

Psychoeducational Multiple-Family Groups
Kendra Garrett and Susan Rice

Educating persons with schizophrenia and their families about the nature of illness and about ways to react to stressful situations has been helpful in managing the disease. When such education is combined with the social networking and problem solving that takes place in a multiple-family group, the incidence of hospitalization and symptomatology can be reduced. This curriculum module, developed to be used in a generalist practice or a group work class, demonstrates a way to help students understand the benefits of problem-solving model of group education for persons with schizophrenia and their families. Information on schizophrenia and the problem-solving process is reviewed in a class discussion, followed by class application of the problem-solving process through the use of a case vignette. Students then role play a second vignette in a multiple family group or a single family group. They conclude the unit by discussing the relative advantages and disadvantages of each method.

Mental Health Research
Denise Anderson and Thelma Silver

This mental health curriculum module, developed from the BPD-NIMH Task Force, provides an overview of the research on the Family Psychoeducational model as it has been applied to the New York state system of mental health. This model as it has been applied to the New York state system of mental health. This module was developed from the rigorous research that was conducted to examine the effectiveness of this model of service delivery: McFarlane, W. et al. article "Dissemination of New York state's family psychoeducation project." The module has been developed for inclusion in the advanced practice, policy and/or research courses of undergraduate social work education. Specific course content is provided for BSW educators, as well as ideas and options for inclusion in the class structure. This module is meant to serve as a piece of the entire course content.

Socio-economic Status and Health
Gwenelle S. O'Neal

This module presents an overview of the Anderson and Armstead article, "Toward understanding the association of socioeconomic status and health: The challenge for the biopsychosocial approach," Psychomatic Medicine 57, 213-225, and offers teaching strategies to integrate the information into social work policy and practice courses. The research studies reviewed by the authors address the classic association of socioeconomic status and health.

Wraparound Services Curriculum Module
Glenn Stone

This mental health curriculum module demonstrates how a research article documenting the effectiveness of a wraparound service project can be used within an undergraduate practice course. Use of this module should give students a better appreciation and understanding of wraparound service provision. This module also provides students and opportunity to consider similarities and differences between generalist social work practice and the philosophies of wraparound services.

Home Current Issue Previous Issues Manuscript Submissions Editorial Board Consulting Editors Contact Us Library Orders Advertising in JBSW	Volume 3, Number 2 Spring 1998
		Sexual Harassment of BSW Field Placement Students: Is it a Problem? Sondra J. Fogel and Martha L. Ellison The research investigates the prevalence of sexual harassment in Bachelor of Social Work (BSW) field placement settings. A survey distributed to a random sample of 230 accredited field social work programs with a BSW component asked whether field students were harassed, who the perpetrators were, what corrective actions were taken, and if the program had a specific sexual harassment policy related to field placements. Responses from Directors of Field Education revealed that incidents of sexual harassment in BSW programs are relatively common, indicating the urgent need for specific attention to this issue in field placements. Furthermore, the results of this work, as well as studies of sexual harassment of graduate social work students, suggest the need for a coordinated longitudinal research effort among schools of social work to document the types of harassment occurring in field placements and methods of effective interventions. Recruitment and Retention of Minority Students in Bachelor of Social Work Programs Marie Raber, Susan Tebb & Marla Berg-Weger This paper examines two issues relevant to baccalaureate social work programs: 1) successful recruitment of diverse racial and ethnic groups of students and 2) the problem of attrition as a major obstacle in graduating racially and ethnically diverse students. While minority recruitment may be actively pursued, many efforts are not effective, regardless of the sophistication or level of funding. Those that are successful provide substantial opportunities. What can BSW programs do to increase the likelihood that students will enter and remain in school and graduate? Many minority students leave school after the first semester for a variety of reasons including lack of financial resources, poor school-support higher than in the traditional student population. The authors conclude that to be successful in recruiting and retaining a diverse student body, programs need a support structure for faculty and staff, specialized student and academic policies, and the commitment of the entire social work department and university to the recruitment and retention of culturally diverse students. Strengths-Based Teaching in Social Work Elisabeth Porter Hurd An approach to incorporating the ideas and methods of the strengths-based social work into social work education is presented. This approach focuses on the interactions of educators with students. Its goal is to instill both competence and a sense of competence in students. Its goal is to instill both competence and a sense of competence in students. Teaching techniques utilized in the model are described and case examples given. An evaluation of this approach showed that the overall change in students' perception of professional strengths was statistically significant. Using Current Research to Teach Empirically Based Mental Health Case Management Practice to Undergraduate Students John C. Rife Case management is an important social work practice method in mental health settings. However, there have been very few systematic statewide studies of case management roles and functions. As a result, educators have not had research-based models of what case managers do for use in social work classes. This article presents a curriculum model for teaching empirically-defined mental health case management to undergraduate students using an exemplary National Institute of Mental Health funded statewide study of mental health case management. The model presents strategies for using this content in both BSW research methods courses and practice courses. Suggested primary sources for additional reading about case management are also provided. Teaching BSW Research with an Experimental Design Study Daniel Weisman This paper presents a mental health module for adoption in the later weeks of the basic BSW research course, to introduce students to experimental designs. Utilizing a research report of a study comparing two community mental health treatment approaches, in which an experimental design was employed without denying or compromising services to any clients, the module reviews basic mental health/ mental illness concepts and the debate about the DSM. This article explains how the module fits into the research and BSW curricula; reviews and critiques the article; describes in detail the content of the teaching module, with suggested class exercises and assignments; and identifies supplemental readings. Psychoeducational Multiple-Family Groups Kendra Garrett and Susan Rice Educating persons with schizophrenia and their families about the nature of illness and about ways to react to stressful situations has been helpful in managing the disease. When such education is combined with the social networking and problem solving that takes place in a multiple-family group, the incidence of hospitalization and symptomatology can be reduced. This curriculum module, developed to be used in a generalist practice or a group work class, demonstrates a way to help students understand the benefits of problem-solving model of group education for persons with schizophrenia and their families. Information on schizophrenia and the problem-solving process is reviewed in a class discussion, followed by class application of the problem-solving process through the use of a case vignette. Students then role play a second vignette in a multiple family group or a single family group. They conclude the unit by discussing the relative advantages and disadvantages of each method. Mental Health Research Denise Anderson and Thelma Silver This mental health curriculum module, developed from the BPD-NIMH Task Force, provides an overview of the research on the Family Psychoeducational model as it has been applied to the New York state system of mental health. This model as it has been applied to the New York state system of mental health. This module was developed from the rigorous research that was conducted to examine the effectiveness of this model of service delivery: McFarlane, W. et al. article "Dissemination of New York state's family psychoeducation project." The module has been developed for inclusion in the advanced practice, policy and/or research courses of undergraduate social work education. Specific course content is provided for BSW educators, as well as ideas and options for inclusion in the class structure. This module is meant to serve as a piece of the entire course content. Socio-economic Status and Health Gwenelle S. O'Neal This module presents an overview of the Anderson and Armstead article, "Toward understanding the association of socioeconomic status and health: The challenge for the biopsychosocial approach," Psychomatic Medicine 57, 213-225, and offers teaching strategies to integrate the information into social work policy and practice courses. The research studies reviewed by the authors address the classic association of socioeconomic status and health. Wraparound Services Curriculum Module Glenn Stone This mental health curriculum module demonstrates how a research article documenting the effectiveness of a wraparound service project can be used within an undergraduate practice course. Use of this module should give students a better appreciation and understanding of wraparound service provision. This module also provides students and opportunity to consider similarities and differences between generalist social work practice and the philosophies of wraparound services.