Daley, James G.; Peters, Jon; Taylor, Ron; Hanson, Victoria; and Hill, Delthea (2006). Theory Discussion in Social Work Journals: A Preliminary Study. Advances in Social Work, 6/(1), 1-19.
Abstract: Social workers are taught to strive to link theory with practice. A primary source for social workers to update theory and practice knowledge is the myriad of social work journals. However, how much discussion of theory occurs in social work journals? The authors developed criteria to evaluate the degree and quality of theory discussion and progression in social work journals. They used the criteria to evaluate 885 articles from 30 journals published in the year 2002. Great variability in theory discussion was found. The majority (71.7 %) of articles contained no theory discussion (discussion that mentions a theory superficially but does not provide refinement of the theory). Few (9.5 %) of the articles had theory progression (an article which is an empirical study or conceptual explanation that advances a theory in clarity, evidence base, or precision). Those articles that include theory provide a low quality of theory discussion or progression. Implications for practice and education are discussed.
Naivalu, Angel and Walton, Elaine (2006). Finding Identity, Security and Meaning in a Pressured Environment: The Tornado Model. Advances in Social Work, 6/(1), 20-32.
Abstract: Using chaos theory, the authors introduce a model for addressing the environmental context of clients who feel pressure both from the dominant culture which surrounds them and from their families or culture of origin. The conflicting pressures and resulting chaos are compared to a tornado, and the authors explain how the “tornado model” is applied in therapy to help clients understand the impact of impinging forces in their lives and work toward recovery and personal growth through finding inner peace (the eye of the storm) and making use of surrounding energy through exploring personal identity, security, and meaning.
Furman, Rich; Bender, Kimberly; Lewis, Chance W.; and Shears, Jeffery (2006). Faculty Perceptions of Curricular Deficits in Preparing Students for Practice with Latinos. Advances in Social Work, 6/(1), 33-43.
Abstract: Qualitative responses to a survey of 314 social work faculties from nearly half of the graduate schools of social work (MSW programs) in the United States elucidated valuable information about culturally sensitive social work education. This article explores faculty perceptions of the deficits of MSW programs in preparing students for culturally sensitive social work practice with Latinos. While nearly 90 percent of social work MSW faculty agreed or strongly agreed that it is important to prepare students for work with this population, many perceive that their programs are not currently able to do so adequately. Faculty opinions concerning the nature of the deficits and ways of remedying said deficits are discussed.
Kane, Michael N.; Lacey, Debra; and Green, Diane (2006). Correlates of Perceptions of Elders’ Suffering from Depression. Advances in Social Work, 6/(1), 44-56.
Abstract: This study investigated social work students’ perceptions of elders as depressed and suffering (N=156). Four predictor variables were identified from a standard regression analysis that account for 32 percent of the model’s adjusted variance: (a) perceptions of elders as vulnerable, (b) perceptions about elders seeking professional help, (c) perceptions of social workers’ advocacy for elders, and (d) perceptions of elders as oppressed. Overall, respondents perceived elders as being depressed, vulnerable, members of an oppressed group, abusive of substances, and only moderately resilient in response to mental health services. Implications are discussed for social work education.
Reutebuch, Tim G. (2006). Graduating BSW Student Attitudes Towards Vulnerable Populations and Their Preferences Towards Interventions to Serve Them. Advances in Social Work, 6/(1), 57-66.
Abstract: A one-time cross-sectional survey was administered to 78 fourth-year social work students at the University of Wisconsin-Whitewater campus during the 2000-2001 academic year to explore graduating seniors’ attitudes towards poverty, delinquency and the elderly as well as students’ preferred interventions towards these vulnerable populations in the United States. Additional survey items included student perceptions towards individually-oriented versus socially-oriented goals of the social work profession, preferences regarding age of client, client population preferred, preferences regarding place of employment, and types of services, interventions, and practices preferred. After calculating mean scores, ANOVA tests revealed statistically significant findings in student ideologies and practice preferences. The potential impact of these findings on social work education and practice will be discussed.
Wilks, Scott E. (2006). Intrinsic Spirituality Among Alzheimer’s Caregivers: A Pathway to Resiliency. Advances in Social Work, 6/(1), 67-89.
Abstract: The purpose of the study was to understand the influence of intrinsic spirituality on perceived resiliency among Alzheimer’s caregivers. A cross-sectional research design was employed, surveying a sample of Alzheimer’s caregivers (N=304) who attended caregiver support groups in the southeastern United States. Questionnaire items empirically measured a number of constructs, including perceived burden; frequency of prayer; intrinsic spirituality; and perceived resiliency. Demographic characteristics of the sample were reported. Over three-fourths of the sample reported a high frequency of prayer, along with a moderately high level of intrinsic spirituality. Regression analyses evaluating the relationship between spirituality and resiliency, while controlling for demographic variables, indicated a strong association and positive, significant relationship between intrinsic spirituality and resiliency. Implications for social work practice and education are discussed.
Hodge, David R. (2006). Exploring the State of Religious Diversity in Social Work Education. Advances in Social Work, 6/(1), 90-107.
Abstract: This study examines perceptions of religious discrimination in social work education among a religiously heterogeneous, national sample of professionally affiliated graduate students. The results indicate that theologically liberal and mainline Christians perceive low levels of discrimination to exist, on a par with those report no faith affiliation. As posited, however, evangelical and theologically conservative Christians reported significantly higher levels of religious discrimination. Relationships between orthodox beliefs, spiritual motivation and perceptions of religious discrimination are also explored. The implications of these findings are discussed as they intersect the NASW Code of Ethics and the CSWE Educational Policy and Accreditation Standards.
