This thesis describes an exploratory research project initiated to facilitate curriculum planning for and evaluation of a social work training program in the field of community mental health. The literature concerning community mental health, the historical relationship of social work to this field, and current issues in social work manpower and education was reviewed as part of the thesis project. On the basis of the review, a study was undertaken to determine appropriate priorities for training Master ' s level social worker’s specializing in this field of practice. The researcher's decided that these priorities would be determined in terms of the future professional practice and educational needs of social workers in this field, as reflected in the five variable s of the roles, functions, and tasks they may be performing in ten years and the skills and knowledge they ma y be utilizing in this practice.

Indiana University-Purdue University Indianapolis (IUPUI) / There is a growing trend for graduate schools of social work to offer students the option of receiving dual degrees, which gives students the ability to obtain a Master of Social Work (MSW) along with a second graduate degree in less time than it would take to complete each degree individually. As of 2005, there were approximately 30 different types of degrees that could be combined with graduate studies in social work--one of which is a Master of Divinity (M.Div.). Very little is known about the effectiveness of such programs and the experiences of graduates completing them. The aim of this study was to describe the lived experiences of persons receiving an MSW and an M.Div. from dual degree programs. The National Association of Social Workers (NASW) includes religious and spiritual beliefs in its definition of culturally competent practice within the code of ethics. Dual degree graduates are trained to engage in culturally competent practice by virtue of being extensively trained in the cultural context of the church through their M.Div. degree and extensively trained in the context of social work service delivery though their MSW degree. Dual degree programs in social work and divinity are quite timely given that 96% of Americans say they believe in God or a universal spirit. Phenomenology seeks to understand a particular phenomenon from the point of view of those who have experienced it. With this in mind, this study reports the findings resulting from interviews conducted with 16 graduates regarding their experiences while in a dual degree program. One of the key phenomenological patterns that emerged in all the interviews conducted was that dual degree graduates want “journey companions,” i.e. persons who share their worldview.

Cultural competence serves as resource for social workers and other helping professionals to improve service delivery by using approaches that are compatible with the client’s cultural values and beliefs. As the Latino population continues to grow, understanding the culture has important implications for social work practice, advocacy and research. There is a dearth of cultural competence training and educational programs that seek to effectively identify, address and meet the unique cultural and linguistic needs of Latinos. With the growing population and a lack of culturally responsive services, clinicians familiar with the Latino culture and Latino cultural competency training and education programs, disparities among Latinos will continue to steadily rise. It is important for social work students and clinicians to receive advanced training in understanding the diverse needs of Latino populations. The purpose of this thesis is to review the existing literature to identify culturally competent practice methods and examine efforts to prepare social work students and clinicians to work with the Latino population. A search was conducted using PsychINFO, PubMed, Education Resources Information Center (ERIC) and Cumulative Index of Nursing and Allied Health Literature (CINAHL) databases. Key terms used in the searches were“cultural competency training”, “cultural competency education” and/or “social work/clinician” coupled with terms Hispanic or Latino. This thesis concludes with some considerations for integrating Latino cultural competency into the social work curriculum.

This thesis develops an argument that psychogeography can provide alternative, yet familiar, approaches to social work research and pedagogy. Psychogeography refers to studies of how our psychological experiences, such as our thoughts and feelings, are connected to our being in places. The present study was designed to be a novel application of a psychogeographic exercise in a social work learning context. For this research project, I met with five undergraduate students and interviewed them as we walked through the neighbourhoods surrounding their field practicum placement settings. My interviews with these students focused on the thoughts, feelings, memories, and experiences that they associated with these places. This exercise inspired critical reflection of diverse themes; including the impacts that places of placement environments had on the participants' development of their existential identity and critical consciousness. I argue that psychogeography evokes such reflection because its conception is rooted in efforts to develop creative and participatory engagement in place-based reflection for inspiring social justice activism. As such, the philosophical work of phenomenology and the action-seeking work of critical theorists can orient psychogeographic place studies to be congruent with social work research that aims to develop holistic and critical social justice-oriented education and practice. / Thesis / Master of Social Work (MSW)

Social Work education is focused on helping students identify triggers and biases prior to entering the workforce, with an aim towards cultural competence. Class discussions and homework assignments are particularly intentional: through various assignments, students are urged to work on those issues before entering clinical practice. Young Adult (YA) literature has been successfully used in the field of Education to teach empathy and reflectivity regarding diversity to preservice teachers. The use of YA literature may hold promise for Social Work education as a teaching tool, but the extent of current use in Social Work education is unknown. An anonymous survey of Social Work faculty at Florida universities was conducted using Qualtrics. The survey was sent to approximately 250 instructors of undergraduate and graduate courses. Eighteen surveys were completed, and 17 were used in data analysis. It was found that the majority of respondents used non-textbook and print material at least some of the time in their courses. Of those who used YA Literature in their courses, more than half the time it was used to facilitate cultural and diversity learning. Based on the data, YA literature holds promises for social work education in the area of development of cultural empathy. This study lays the groundwork for further research on how YA literature can be incorporated into cultural competency coursework.

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Since the accreditation of undergraduate social work programs in 1974, there has been an increasing emphasis and focus on undergraduate education and especially on the content of the curriculum. The fieldwork course has been described by undergraduate students as the most important and useful component of the curriculum. In order to determine the factors that contribute to student satisfaction in field placement, a pilot study was undertaken at George Mason University in 1978. In 1979, the pilot instrument was revised and pre-tested. The Student Practicum Satisfaction Questionnaire (SPSQ) was subsequently developed and utilized in the present study. The SPSQ consists of 27 demographic variables, 73 Likert-type satisfaction items plus three items which provided additional information. One hundred and seventy students responded to the student questionnaire. The program Frequencies was used to address three research questions (1, 3 and 5) which dealt with the demographic characteristics of the Virginia students, their field instructors and placement agencies. The t-test and Multiple Regression Analysis were utilized to address the three research questions (2, 4 and 6) which looked at the relationship between the demographic characteristics and student satisfaction. Pearson correlation was employed to explore the relationship between the expressed explanations of the student perceptions and level of satisfaction. The last research question (8) was addressed through the program Factor Analysis and the factors which made the greatest contribution to the variance of Overall Student Satisfaction were identified. The study results showed that the demographic variable Block Placement made the greatest contribution to student satisfaction. Other demographic variables which were found to be significantly associated with student satisfaction were: GPA (inverse), remuneration, degree of field instructor (inverse), social work (inverse), urban agency, prior training of graduate social work students, of undergraduate social work students (inverse) and variety of tasks. The factor which made the greatest contribution (59.3 percent) to student satisfaction was New Learning or ability to achieve fieldwork objectives. / Ed. D.