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Descriptors:
Developmental Stages; Foster Care; Cultural Influences; Social Work; Young Adults; Child Development; Parent Child Relationship; Literature Reviews; Attitude Measures; Parent Attitudes; Childhood Attitudes; Foreign Countries

Abstract:
Irrespective of type of placement, contact with the birth family is one of the more contentious issues in decision-making for children in care. Despite widespread belief that contact with the birth family is beneficial for children and young people in care, this aspect of children's care experience has not received a great deal of attention. In this article I review the literature and draw on research I have undertaken to explore the views of children and young people in care, foster parents, and social work practitioners. The complexity of belonging to more than one family is discussed and tensions in relation to contact with the birth family are identified. It becomes clear that each situation is unique and that there is no "rule of thumb" that can be applied. Five key variables are identified: child or young person's developmental stage and history; child or young person's views and wishes; type of placement and future goals; cultural factors; and work with birth families. Practice guidelines in relation to these are developed in the final section. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Learning Experience; Social Work; Educational Change; Poverty; Socioeconomic Status; Comparative Analysis; Disadvantaged Youth; Case Studies; Underachievement; Assignments; College Preparation; Articulation (Education); Social Differences; Cultural Background

Abstract:
The state of tertiary education in South Africa is not adequately meeting the needs of its populace. The system in place does not effectively nor appropriately target the racial group of students which forms the democratic majority. This paper portrays the reasons why these students are not succeeding on the basis of a mismatch between their preparation at secondary level and their required or perceived level at a tertiary standard. This lack of responsiveness and adaptiveness shown by the pedagogical system to the effects of poverty and disadvantage on youth entering the tertiary system indicates a potential unintended bias towards students of higher socio-economic standing. This is demonstrated through a case example of social work students underperforming on a written assignment at the University of the Western Cape in South Africa. The article further contrasts the similarity and important differences between the American and the South African socio-educational contexts to illustrate the differences in approach needed within the South African example in order to examine American methods in dealing with similar problems when facing the integration and incorporation of students from differing backgrounds. It discusses the appropriateness of these methods in a South African context, as well as in the universal context of a local population. (Contains 2 tables and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Cooperation; Interprofessional Relationship; Social Work; Early Childhood Education; Graduate Students; Young Children; Teacher Persistence; Focus Groups; Teachers; Teacher Education Programs; Pilot Projects

Abstract:
Effective collaboration between early childhood teachers and social workers is now considered critical to providing children with adequate psycho-social supports and services in early childhood settings. In order for this interdisciplinary collaboration to be more effective, opportunities for each discipline to learn about each other's knowledge, skills, roles, and responsibilities need to occur well before these professionals enter early childhood settings. This pilot study engaged 2nd-year, preservice, graduate early childhood education and social work students in an interprofessional training and collaborative activity as part of their graduate coursework. Following this training and activity, the early childhood education graduate students and the social work graduate students were invited to participate in uni-professional focus groups as a way to explore their experiences. Findings suggest that although there is general agreement among graduate students that interdisciplinary training and learning activities during coursework provide an important foundation for collaboration, there are several challenges. These challenges include a lack of clarity around professional roles and responsibilities, differences in understandings of children's behavior, and a perception that there will be little opportunity for interdisciplinary collaboration in early childhood settings. Implications are discussed for strengthening relationships between professional preparation programs as a way to improve collaborative teaming and increase early childhood teacher retention. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Social Work; Hospitals; Focus Groups; Caseworkers; Urban Areas; Health Services; Counselor Attitudes; Qualitative Research; Computer Software; Counselor Role

Abstract:
Social workers delivering services in health care settings face unique challenges and opportunities. The purpose of this study was to solicit input from social workers employed in urban hospitals about their perceptions of the roles, contribution, and professional functioning of social work in a rapidly changing health care environment. Using qualitative methods, the university and hospital-based research team conducted seven focus groups (n = 65) at urban hospitals and analyzed the data using an interpretive framework with ATLAS.ti software. Seven major themes emerged from the participants' description of their roles: bouncer, janitor, glue, broker, firefighter, juggler, and challenger. Along with descriptions of the ways social workers fulfilled those roles, participants articulated differences in status within those roles, the increasing complexity of discharge planning, and expectations to provide secondary support to other health care professionals on their teams. Implications for practice and research are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Disabilities; Public Schools; Private Sector; Social Work; Partnerships in Education; Privatization; Social Services; School Community Relationship; Special Education; School Districts; Income

Abstract:
Privatized service delivery within Medicaid has greatly increased over the past two decades. This public program-private sector collaboration is quite common today, with a majority of Medicaid recipients receiving services in this fashion; yet controversy remains. This article focuses on just one program within Medicaid, school-based services for children with special education disabilities--the Medicaid School Program. A survey of public school districts within a region of one Midwest state found some expected results: Most districts were enrolled in the Medicaid program and receiving reimbursements for services; annual revenues were moderate; and a majority of districts provided most of the available Medicaid services. However, it was also found that almost every school district contracted with an outside private company to perform most of the Medicaid administrative functions (eligibility, billing, compliance), and almost every district was extremely satisfied with this collaborative arrangement--benefiting both entities. Support for this type of partnership is discussed in the context of public schools' and the social work profession's current fiscal and political challenges. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Response to Intervention; Social Work; School Social Workers; Caseworkers; Educational Change; Educational Policy; Intervention; Models

Abstract:
The authors begin this article by highlighting clinical social casework as a historic trend in school social work practice. They then identify two major shifts in current education policy related to school social work practice. One shift is an emphasis on a multilevel intervention approach, and the other is the differentiation between academic and behavioral forms of intervention. Next, they juxtapose the shifts in current policy aimed at school social work practice with national studies of school social work tasks. On the basis of their analysis of current literature and national studies, and the results of a survey on school social work tasks in Iowa, they conclude that school social work policy is experiencing a shift toward multilevel systems of intervention, such as response to intervention, whereas school social work practice continues to follow a traditional clinical model of social casework. The current division between policy and practice is an open door to a period of clarification. Professionals in the field and scholars in higher education need to continue working in concert to ensure clarity and the establishment of a model of school social work practice that is effective and grounded in social work theory. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Elementary Secondary Education; Journal Articles; Content Analysis; Social Work; School Social Workers; Social Theories; Educational Theories

Abstract:
This article analyzes school social work's history to provide perspective on current dilemmas in social work practice and research. The authors use interstitial emergence theory, which holds that practices from overlapping fields (like social work and K-12 education) can develop into new fields, as an analytic framework. This perspective extends Harriet Bartlett's earlier analysis of social work practice in different fields. Through a documentary analysis of school social work's history and a content analysis of school social work journal articles from 1959 to 2009, the article illustrates school social work's status as both a specialty of social work and an area of interstitial practice. These findings inform a discussion of implications for school social work's future direction. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Homosexuality; Social Work; Data Analysis; Human Services; Hospitals; Patients; Caseworkers; History; Presidents; Standards; Guidelines; Health Services; Role

Abstract:
In April 2010, President Obama issued a directive to the Secretary of Health and Human Services (HHS) regarding patient visitation, advance directives, and other initiatives to improve the lives of lesbian, gay, bisexual, and transgender people and their families. The HHS response to this directive has implications for hospital social workers. The purpose of this secondary data analysis was to explore indicators of social work readiness to support implementation of the resulting initiatives. A historical context for the changes is provided, inclusive of the cases that spurred the presidential memorandum. The findings are presented within the framework of the profession's standards for social work practice in health care and end-of-life care. Recommendations for enhancing social work readiness for a critical role in implementation of the new regulations are presented. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Mental Health; Health Services; Social Exchange Theory; Mental Health Programs; Counseling Services; Social Work; Consumer Economics; Economic Impact; Purchasing; Ethics; Risk

Abstract:
The present paper discusses literature concerning the practice of bartering for counseling, psychological, or social work services in lieu of traditional monetary payment. The author contrasts the language concerning the practice of bartering found in the respective ethical codes for each profession, and presents literature describing both risks and potential benefits of bartering arrangements. The primary risks of bartering include liability concerns and the potential for harmful or exploitive dual relationships. The primary benefits are that bartering makes mental health services available to those who cannot afford traditional fees, and allows for a culturally relevant compensation method for those whose cultural backgrounds emphasize the practice of bartering. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Grief; Social Work; Case Studies; Guidelines; Death; Caseworkers; Supervision

Abstract:
Despite the wealth of research that exists in the area of death, grief, and loss, the scarcity of literature examining the impact upon social work practitioners is troubling. This article initially draws upon a case study to explore this impact through the theoretical framework of disenfranchised grief. Further comment is made regarding the possible factors that have led to the profession as a whole experiencing disenfranchised grief. The article concludes by arguing that practitioners are best served through the use "super-vision," which enables them to not only examine their practice but also their response to death, grief, and loss. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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