Journal articles: 'Social work accreditation'

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Dinerman, Miriam, and Theodore Walden. "Social Work Accreditation:." Journal of Teaching in Social Work 3, no. 2 (January 31, 1990): 17–33. http://dx.doi.org/10.1300/j067v03n02_03.

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Stoesz, David, and Howard J. Karger. "Reinventing Social Work Accreditation." Research on Social Work Practice 19, no. 1 (February 26, 2008): 104–11. http://dx.doi.org/10.1177/1049731507313976.

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Mabrey, Tracey. "Accreditation Decisions in Social Work Education." Journal of Social Work Education 34, no. 1 (January 1998): 21–30. http://dx.doi.org/10.1080/10437797.1998.10778902.

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Feldman, Ronald A. "“Reinventing Social Work Accreditation”: Write On!" Research on Social Work Practice 19, no. 1 (February 26, 2008): 124–26. http://dx.doi.org/10.1177/1049731508318555.

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Midgley, James. "Comments on “Reinventing Social Work Accreditation”." Research on Social Work Practice 19, no. 1 (February 26, 2008): 119–20. http://dx.doi.org/10.1177/1049731508318556.

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Poulin, John, and Selina Matis. "Social Work Competencies and Multidimensional Assessment." Journal of Baccalaureate Social Work 20, no. 1 (January 1, 2015): 117–35. http://dx.doi.org/10.18084/1084-7219.20.1.117.

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The authors review the Council on Social Work Education's 2015 Educational Policy and Accreditation Standards (EPAS) related to the assessment of social work competencies. The 2015 EPAS focuses on the multidimensional assessment of holistic competencies (Drisko, 2015). This is a significant change from the assessment of practice behaviors approach of the 2008 EPAS. This article aims to clarify the intention and language related to assessment in the 2015 EPAS and to provide programs with an overview of possible ways of developing assessment plans that are in compliance with Accreditation Standard 4.0–Assessment.

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POPOVA, A. "GENERAL APPROACHES AND FEATURES OF EDUCATIONAL POLICY AND ACCREDITATION STANDARDS IN THE FIELD OF SOCIAL WORKERS’ PROFESSIONAL TRAINING IN CANADA." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 1 (July 6, 2022): 337–47. http://dx.doi.org/10.31494/2412-9208-2022-1-1-337-347.

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The article discusses the general approaches and features of educational policy and accreditation standards in the field of social workers’ professional training in Canada. The author carried out a categorical analysis of the concept of "social work" based on study the provisions of the provincial and territorial laws. It is determined that this concept is interpreted almost uniformly in all documents and is defined as a professional activity aimed at providing quality social services based on in-depth social workers’ professional training at the bachelor's, master's and research levels at Canadian universities and highly professional social workers. It was found that the basis of quality education in the field of social work is a clear and legislatively regulated educational policy of social workers’ professional training; high accreditation standards and requirements for educational programs regulated by the Education Policy and Accreditation Standards of the Canadian Association for Social Work Education and based on the Global Standards of Social Workers' Standards of the International Federation of Social Workers and the International Association of Schools of Social Work. The author characterizes the general content of the document "Educational Policy and Accreditation Standards" and identifies general approaches to the accreditation of educational programs in the field of social work. The organizational and content features of the educational policy and accreditation standards of social workers’ professional training in Canada are revealed. The commonalities and differences in the accreditation procedure of Ukrainian and Canadian educational programs are briefly described. Possibilities of application the constructive ideas of the Canadian experience in the Ukrainian educational practice are revealed. Key words: social work, social worker, social workers’ professional training, educational policy, accreditation standards, Canada.

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Bentley, Kia J., Deborah Valentine, and George Haskett. "Women's Issues and Social Work Accreditation: A Status Report." Affilia 14, no. 3 (August 1999): 344–63. http://dx.doi.org/10.1177/08861099922093699.

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Puffett, Neil. "‘Rushed’ social work training plans raise ‘workforce shortage’ fears." Children and Young People Now 2016, no. 3 (February 2, 2016): 10–11. http://dx.doi.org/10.12968/cypn.2016.3.10.

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Government plans to introduce a national accreditation scheme for children's social workers by 2020 could see practitioners leave the profession and destabilise the workforce, warn social work education experts

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Watkins, Julia M. "Response to Stoesz and Karger's Article, “Reinventing Social Work Accreditation”." Research on Social Work Practice 19, no. 1 (February 26, 2008): 112–13. http://dx.doi.org/10.1177/1049731508317255.

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Schaefer, Jaylene K., Frederick R. Browne, Lisa S. Jutte, and Stephanie Donauer. "Undergraduate Social Work Students' Participation in an Interprofessional Group Project." Journal of Baccalaureate Social Work 23, no. 1 (January 1, 2018): 197–212. http://dx.doi.org/10.18084/1084-7219.23.1.197.

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Interprofessional education is being used in many professional programs to help students develop interprofessional collaboration skills. This article examines baccalaureate social work students' participation in an interprofessional group project. Students worked in assigned interprofessional teams to research and report on a designated health-care profession. The project was developed by faculty members in other disciplines to meet their accreditation standards. Students' perceptions before and after the project were measured using a modified Readiness for Interprofessional Learning Scale. Results indicated that social work students benefited from participating in the project. They reported improved understanding of the role of other professions in teams and, more important, social work students had the largest increase in their perceived importance of learning communication skills with students from other health-care disciplines. Results are discussed in light of the 2015 Educational Policy and Accreditation Standards competencies related to interprofessional practice.

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Funge, Simon, Nancy Meyer-Adams, Chris Flaherty, Gretchen Ely, and Jeffrey Baer. "Facilitating CSWE's Social Justice Competency in Baccalaureate Social Work Courses." Journal of Baccalaureate Social Work 16, no. 2 (January 1, 2011): 55–73. http://dx.doi.org/10.18084/basw.16.2.u42r64742712q763.

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The Council on Social Work Education identifies social justice as one of 10 core competencies in its 2008 Educational Policy and Accreditation Standards. Educators can find it daunting to address this particular competency. The National Association of Social Workers' Social Work Speaks can provide a practical guide for educating students in the policy positions of social work's primary professional association. This article offers uses of these materials that can infuse social justice concepts into foundation coursework, mitigating not only some of the challenges associated with teaching this content but also fostering the expected practice behaviors associated with the social justice competency. This model can apply to teaching strategies pertaining to the other nine competencies. Examples of assignments and methods for assessment are provided.

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Queiro-Tajalli, Irene, Katharine Byers, and Edward Fitzgerald. "The 2001 Educational Policy and Accreditation Standards: Issues and Opportunities for BSW Education." Advances in Social Work 2, no. 2 (November 30, 2001): 104–12. http://dx.doi.org/10.18060/10.

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The Educational Policy and Accreditation Standards (EPAS) combines social work educational policies and accreditation standards within a single document. The EPAS establishes guidelines for baccalaureate and masters’ level social work education throughout the United States. In this article, the authors discuss the implications of the EPAS for Bachelor of Social Work (BSW) programs. They focus especially upon those aspects of the EPAS that relate to foundation-level program objectives and curriculum content.

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Holden, Gary, Kathleen Barker, Sofie Kuppens, and Gary Rosenberg. "Self-Efficacy Regarding Social Work Competencies." Research on Social Work Practice 27, no. 5 (June 15, 2015): 594–606. http://dx.doi.org/10.1177/1049731515586466.

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Purpose: The need for psychometrically sound measurement approaches to social work educational outcomes assessment is increasing. Method: The research reported here describes an original and two replication studies of a new scale ( N = 550) designed to assess an individual’s self-efficacy regarding social work competencies specified by the Council on Social Work Education as part of the accreditation of social work programs. Results: This new measure, the Self-Efficacy Regarding Social Work Competencies Scale (SERSWCS), generally performed in line with our expectations. Discussion: The SERSWCS is a measure that is based on substantial theoretical and empirical work, has preliminary evidence regarding the psychometric properties of the data it produces, can be used with large numbers of students in an efficient manner, is neither expensive or subject to user restrictions, and provides views of outcomes that have utility for pedagogical considerations at multiple curricular levels.

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Tompkins, Catherine, Joy Swanson Ernst, Emily Ihara, and Paul Clark. "Two Birds With One Stone: Using Gerontology Experiences to Meet CSWE Competencies." Journal of Baccalaureate Social Work 16, no. 1 (January 1, 2011): 63–83. http://dx.doi.org/10.18084/basw.16.1.37p51g80522113m9.

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In 2008 the Council on Social Work Education (CSWE) developed competency-based accreditation standards that establish and define operational practice behaviors. To implement the 2008 accreditation standards, baccalaureate program faculty throughout the country are using curriculum mapping strategies to review and critique current course content and assessment measures. CSWE's National Center for Gerontological Social Work Education offers faculty development opportunities and curriculum resources to promote gerontology competence at the generalist level. Through the curriculum mapping process faculty can determine how to include gerontological social work competency achievement among their students while meeting the 2008 Educational Policy and Accreditation Standards requirements. This article uses an evidence-based framework to provide examples of pedagogy that can serve this dual function.

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Dill, Katharine, and Daria Hanssen. "Implementing Observations in BSW Social Work Field Placements." Journal of Baccalaureate Social Work 24, no. 1 (January 1, 2019): 281–90. http://dx.doi.org/10.18084/1084-7219.24.1.281.

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The 2015 Council on Social Work Education Educational Policy and Accreditation Standards require assessments of students' competence to involve observation in real or simulated practice situations. This educational case study provides the reader with real-world strategies for making observation of practice a reality in everyday bachelor of social work (BSW) field educational placements. The case study provides a blueprint for infusing an observational culture of learning, beginning in the freshman year and ending in earnest in the senior year of the BSW program. Specific implementation strategies are provided, allowing the reader to replicate this model in any BSW program, large or small.

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Mulé, Nick J., Maryam Khan, and Cameron McKenzie. "Queering Canadian Social Work Accreditation standards and procedures: a content analysis." Social Work Education 39, no. 3 (July 30, 2019): 288–301. http://dx.doi.org/10.1080/02615479.2019.1648408.

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Thyer, Bruce A. "The CSWE and Social Work Accreditation: Not Guilty on All Charges." Research on Social Work Practice 19, no. 1 (February 26, 2008): 127–30. http://dx.doi.org/10.1177/1049731508318632.

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Apgar, Dawn. "Linking Social Work Licensure Examination Pass Rates to Accreditation: The Merits, Challenges, and Implications for Social Work Education." Journal of Teaching in Social Work 42, no. 4 (August 8, 2022): 335–53. http://dx.doi.org/10.1080/08841233.2022.2112809.

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Sullivan, Quintin E., and Mary Cunningham. "A Social Work Program Needs Assessment." Journal of Baccalaureate Social Work 3, no. 1 (October 1, 1997): 61–70. http://dx.doi.org/10.18084/1084-7219.3.1.61.

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Social agencies in the central region of a midwestern state were surveyed to determine the present and future need for BSW and MSW graduates. The sample included administrators of 126 agencies who currently hire social workers or who plan to in the future. The study also addressed barriers for employees seeking social work degrees, and the projected effects of future “credentializing” such as social work licensure and Medicaid reimbursement. The projected need for future BSW workers is twice that of MSW workers. Agency administrators generally predicted that all future credentializing movements would increase the future need for MSW workers. For BSW workers agency accreditation, managed care and social work licensure should increase demand while the effects of Medicaid reimbursement and third-party payments are uncertain. Barriers to the education of current employees continue to exist, and demand for employees positively relates to the proximity to current and proposed social work education programs. Features of this descriptive study which limit its generalizability include the sample utilized (local agencies either currently employing or interested in employing social workers) and lack of control for extraneous variables.

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Bergel, Dara P. "Baccalaureate Social Work Education and Courses on Aging: The Disconnect." Journal of Baccalaureate Social Work 12, no. 1 (September 1, 2006): 105–18. http://dx.doi.org/10.18084/1084-7219.12.1.105.

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In the year 2020, at least 60,000 to 70,000 social workers will be needed to work with the elderly. However, insufficient numbers of social work students are choosing to participate in the field of aging. This article discusses reasons, barriers, and the importance of increasing gerontological interest in BSW students. It provides curriculum-enhancing suggestions to expand student and faculty interest in aging education and the gerontological social work profession in the context of the Council on Social Work Educational (CSWE) Policy and Accreditation Standards (EPAS).

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Vernon, Robert, Lisa Lewis, and Darlene Lynch. "Virtual Worlds and Social Work Education: Potentials for “Second Life”." Advances in Social Work 10, no. 2 (October 14, 2009): 176–92. http://dx.doi.org/10.18060/236.

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Virtual worlds such as “Second Life” hold promise for social work education. They may be especially useful for distance/distributed education. Social relationships, groups, organizations and entire communities can be modeled and explored for role playing and laboratory instruction. This article provides an overview of “Second Life,” an example of a well developed virtual world. The CSWE Educational Policies and Accreditation Standards are used to examine possible applications. Benefits such as experiential learning opportunities and problems such as technical mastery are discussed. Virtual worlds can support and may even supplant current approaches for distance education.

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Hodge, David. "Exploring the state of religious diversity in social work education." Advances in Social Work 7, no. 1 (April 30, 2006): 90–107. http://dx.doi.org/10.18060/122.

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This study examines the 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 religious discrimination to exist, on par with those who 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 CSQW Educational Policy and Accreditation Standards.

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Watters, Elizabeth C., Cheryl-Anne Cait, and Funke Oba. "Social Work Curriculum Review Case Study." Canadian Social Work Review 33, no. 1 (July 26, 2016): 27–44. http://dx.doi.org/10.7202/1037088ar.

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This paper presents the findings from community focus groups, comprised of social service users, and explores the characteristics of effective social workers. Focus groups were conducted as part of a case study to inform a Master of Social Work (MSW) curriculum review at Wilfrid Laurier University’s Faculty of Social Work. Wilfrid Laurier University has two MSW programs—the MSW Aboriginal Field of Study (AFS) and a non-Aboriginal program. The case for this study was the non-Aboriginal MSW program. Ongoing program evaluation that includes feedback from service users honours the knowledge of marginalized communities, and is an accreditation requirement of the Canadian Association for Social Work Education (CASWE). Four focus groups were conducted with a total of 24 individuals who access programs from human service organizations that provide supportive housing, immigrant, or refugee services in the Kitchener-Waterloo area. Service users identified numerous characteristics of effective social workers, including kindness, cultural awareness, and strong communication skills, as well as the need to articulate and address issues of professional suitability. We conclude by querying whether the typical assessment of MSW students’ suitability for the profession is adequate, and provide the AFSwholisticand comprehensive evaluation as an example of an alternative approach to MSW student assessment.

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Whittlesey-Jerome, Wanda K., and Kenric D. Speed. "Developing and Implementing an MS Access 2000 Database for Baccalaureate Program Assessment and Continuous Improvement." Journal of Baccalaureate Social Work 9, no. 2 (March 1, 2004): 104–23. http://dx.doi.org/10.18084/1084-7219.9.2.104.

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Strong program evaluation is a hallmark of quality social work education. All social work programs applying for candidacy, accreditation, or reaffirmation of accreditation are required to assess and evaluate their effectiveness according to the guidelines set forth by the Council on Social Work Education. The role of technology in program evaluation is growing in interest to social work educators, and new trends in strengthening program evaluation are emerging. In today's academic climate, the degree to which a program monitors its effectiveness will impact its ability to effectively educate future social work practitioners. In this article, the authors discuss the steps for developing and implementing an MS Access 2000 database for program assessment and continuous improvement in a baccalaureate social work program. Examples include data entry forms and copy-ready reports for reaffirmation generated from the database. Strengths and limitations of the database are explored, and issues of validity and reliability are discussed.

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Veeran, Vasintha. "Reframing the Discourse on Social Work in the Arab World: Considerations for the Accreditation of Social Work in the UAE." Social Work Education 32, no. 8 (December 2013): 1075–88. http://dx.doi.org/10.1080/02615479.2012.730512.

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Williams, Javonda, and Kathleen Bolland. "Mapping Our Way to Success." Journal of Baccalaureate Social Work 16, no. 2 (January 1, 2011): 93–114. http://dx.doi.org/10.18084/basw.16.2.e7v9576754g4p071.

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Social work education accreditation standards have recently shifted from objective-based standards to a competency-based approach. One distinguishing characteristic of a competency-based curriculum is a focus on competence or mastery of a specific set of capabilities. In response to these changes, accredited social work programs are reorganizing curriculum and assessment plans. This article provides background information on competency-based education; curriculum mapping; and direct assessment. Additionally, the article outlines an example of the process of aligning teaching and assessment to program-level competencies with respect to the Council on Social Work Education's Educational Policy and Accreditation Standards. A discussion and tools such as maps and rubrics that can help provide direction and consistency to faculty efforts in teaching and assessing also are included.

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Blau, Soren. "Forensic and Expert Social Anthropology: A Short Comment." Open Anthropological Research 2, no. 1 (January 1, 2022): 38–40. http://dx.doi.org/10.1515/opan-2022-0118.

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Abstract As the issue of accreditation of anthropologists who work in forensic science and/or who provide expert evidence in legal proceedings is of increasing importance, Rose (2022) provides an interesting perspective on the role of social anthropology within the legal system. This piece provides a short comment on Rose’s publication.

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Decker, Valerie D., Philip D. Suman, Barb J. Burge, Ankita Deka, Melanie Harris, Dwight J. Hymans, Michael Marcussen, Donna Pittman, David Wilkerson, and James G. Daley. "Analysis of Social Work Theory Progression Published in 2004." Advances in Social Work 8, no. 1 (April 30, 2007): 81–103. http://dx.doi.org/10.18060/133.

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The authors reviewed 67 articles that discussed and/or tested human behavior theories from social work journals published in 2004 in order to assess the level and quality of theory progression. The articles were further sorted into Council on Social Work Education (CSWE) Educational Policy and Accreditation Standards (EPAS) Foundation Curriculum content areas of HBSE, practice, policy, field education, values & ethics, diversity, populations-at-risk/social and economic justice, and research for purposes of categorization. Results indicated that HBSE and practice were by far the largest group of articles reviewed.Also found was that social work has a limited amount of theory discussion in the content areas of field, values and ethics, diversity, and populations-at-risk/social and economic justice. Thirty-three articles were found to demonstrate theory progression, eight articles presented new/emerging theories, and 26 articles discussed or critiqued theories without presenting evidence of theory progression.

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Keefe, Robert H., Carol Brownstein-Evans, Sandra D. Lane, D. Bruce Carter, and Rebecca S. Rouland Polmanteer. "Postpartum Depression and the Affordable Care Act: Recommendations for Social Work Educators." Advances in Social Work 16, no. 2 (February 8, 2016): 202–13. http://dx.doi.org/10.18060/18502.

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The Patient Protection and Affordable Care Act (ACA) mandates ongoing research on postpartum depression; however, very little research has been published in social work journals and in advanced-level textbooks on this topic. This article describes the problem of postpartum depression and argues that social work educators and researchers must pay greater attention to this issue in light of the ACA mandates, so that social workers can provide effective services to postpartum mothers and their children. The Council on Social Work Education’s recently published Educational Policy and Accreditation Standards are considered while making curriculum recommendations on postpartum depression for social work educators.

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Rodenhiser, Roy W., Victoria V. Buchan, Grafton H. Hull, Marshall Smith, Cathy Pike, and John Rogers. "Assessment of Social Work Program Outcomes: The Baccalaureate Educational Assessment Project." Journal of Baccalaureate Social Work 13, no. 1 (September 1, 2007): 100–114. http://dx.doi.org/10.18084/1084-7219.13.1.100.

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This article describes the use of the Baccalaureate Educational Assessment Project (BEAP) to assist programs and faculty in meeting the challenging tasks of assessing program outcomes. The BEAP is a package of evaluation instruments that help social work programs assess student outcomes, as required by Council on Social Work Education accreditation standards. The article discusses the evolution of the BEAP model and considers its relevance in helping social work programs assess student outcomes. An overview of some of the data available to programs is provided along with a description of how these may be used for program assessment. The article concludes by describing how programs can become involved in using the BEAP and discussing future considerations.

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Junius, Premalatha, and Nancy Sidell. "Dispelling Fear and Loathing: Engaging Mathematically Challenged Students to Learn Statistics." Journal of Baccalaureate Social Work 14, no. 2 (January 1, 2009): 49–61. http://dx.doi.org/10.18084/basw.14.2.3m37563748l3t082.

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Although accreditation standards require that programs must teach quantitative research methodology, students are not always eager to learn statistics. This article describes several techniques to aid the social work instructor in engaging students who are uncomfortable facing statistical information. In one small BSW program a social work professor has collaborated with a mathematics professor in developing ideas to engage students who arrive with fear and loathing at the very word statistics. By promoting problem solving, improving student attitudes, and quelling fears regarding learning statistics, these techniques can be adapted in the social work classroom.

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Wagner, Marion, Paul Newcomb, and Robert Weiler. "The 2001 Educational Policy and Accreditation Standards: Implications for MSW Programs." Advances in Social Work 2, no. 2 (November 30, 2001): 113–18. http://dx.doi.org/10.18060/11.

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The 2001 Educational Policy and Accreditation Standards (EPAS) establish guidelines for baccalaureate and masters’ level social work education throughout the United States. In this article, the authors discuss implications of the EPAS for masters’ level social work educational programs. They focus especially upon the opportunities afforded programs to introduce innovative educational experiences

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Voss, Richard W., Albert White Hat, Sr., Jim Bates, Margery Richard Lunderman, and Alex Lunderman, Jr. "SOCIAL WORK EDUCATION IN THE HOMELAND:WO'LAKOTA UNGLU'SU'TAPI. EPAS OR IMPASSE? OPERATIONALIZING ACCREDITATION STANDARD 6.0." Journal of Social Work Education 41, no. 2 (January 2005): 209–27. http://dx.doi.org/10.5175/jswe.2005.200300368.

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Drumm, René D., and Mary Ann Suppes. "Small Social Work Programs: Strengths and Challenges in Student Development and Delivery of Curriculum." Journal of Baccalaureate Social Work 6, no. 1 (September 1, 2000): 1–17. http://dx.doi.org/10.18084/1084-7219.6.1.1.

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Small (2–3 full-time faculty) social work programs are the focus of this empirical research that was built upon earlier work presented at the 1996 Baccalaureate Program Directors conference. The current work uses statistical analysis to explore the strengths and challenges of small social work programs as perceived by program directors. Researchers demonstrate various configurations of program structure and size that contribute to the perception of strength and challenge particularly in relation to student development and delivery of curriculum. These findings offer implications for the design and evaluation of all social work programs and for evolving accreditation standards and curriculum policy.

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Sarrico, Cláudia S., and Margarida M. Pinheiro. "The characteristics of Portuguese management academics and their fit with teaching accreditation standards." Management Decision 53, no. 3 (April 20, 2015): 533–52. http://dx.doi.org/10.1108/md-10-2013-0524.

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Purpose – The purpose of this paper is to contribute to the debate on the quality and accreditation of management education by examining the fit between the characteristics of current management academics in Portugal and recognised accreditation standards. For purposes of comparison, the authors use both general Portuguese teaching accreditation standards and specific international standards for management education. Design/methodology/approach – The authors analyse indicators of staff career positioning, tenure status, full time vs part-time, age, degree qualifications, field of training, level of academic inbreeding, internationalisation, research activity, professional activity, and the number of hours taught per week. The authors also examine the relationship between them, in light of accreditation standards, for all academic staff teaching in management degrees submitted for compulsory accreditation by the Portuguese accreditation agency. Findings – The reality found in this study shows gaps between the actual attributes of management academics and what can be considered appropriate attributes, according to the general consensus found in the literature and which is duly mirrored in common “qualified faculties” accreditation standards by Portuguese and international standards (AACSB, AMBA and EQUIS). Research limitations/implications – The findings relate to the Portuguese situation and the analysis developed should be extended to other contexts. Also, while the data, which were collected through a census, has a wide national scope, it only covers one academic year. Practical implications – This work has policy setting implications for degree accreditation and for developing capacity during the transitional periods when universities implement the mandatory minimum standards. It can also help universities to benchmark themselves against their peers as a diagnostic tool for elaborating improvement plans. Social implications – The massification of higher education has led to legitimate concerns about the quality of the services provided, and consequently accreditation procedures were devised to restore trust. However, policy makers must be aware of the impacts of their actions, namely the effects of degree accreditation, as their goals need to be achieved with the minimum negative impact on academic work. Originality/value – The authors work sheds light on the characteristics of those who teach management and how they align with the current accreditation policies that affect academia globally and, in the process, presents empirical evidence from Portugal, which is at a relatively early stage in the accreditation process.

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Bean, Kristen Faye, and Taylor E. Krcek. "The Integration of Disability Content into Social Work Education: An Examination of Infused and Dedicated Models." Advances in Social Work 13, no. 3 (September 23, 2012): 633–47. http://dx.doi.org/10.18060/2131.

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Disability content has been slowly integrated into social work curricula despite the large proportion of social workers supporting people with disabilities and its requirement in social work education by the Council on Social Work Education Educational Policy and Accreditation Standards. Schools of social work offer disability content to their students in three ways: infused, dedicated (specialization), or a combination of both. A content analysis of 1620 course titles and descriptions from the top schools of social work was conducted to assess the integration of disability content into social work curricula. Eighty percent of the schools included disability content in their curriculum. Disability content was more likely to be integrated using the infused rather than the dedicated model.

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Sterns, Harvey, and Joseph Ruby. "Good Trouble Along the Winding Road: Disruption and Accomplishment." Innovation in Aging 5, Supplement_1 (December 1, 2021): 42–43. http://dx.doi.org/10.1093/geroni/igab046.159.

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Abstract The establishment of a accreditation body for gerontology degree programs was seen as disruptive. Many key leaders were against creating such a body and wanted this to be delayed or to never happen. In 2012, the AGHE Accreditation Task Force was established with a Competency Work Group and an Organization Work Group..There have been 5 programs evaluated with a number of schools/university currently in process. The task force filed documents for creating a legal entity and obtaining non-profit status for the new Accreditation for Gerontology Education Council. The Task Force developed the dimensions for program evaluation based on the Competencies and shared information with AGHE members. The Task Force obtained start-up funding for the organization and identified the first programs for accreditation and has been providing outreach and guidance to new programs. There is continual refinement of the process.

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Gervin, Derrick W., Sarita K. Davis, Jenny L. Jones, Margaret S. E. Counts-Spriggs, and Kimberly D. Farris. "Evaluation Development and Use in Social Work Practice." Journal of MultiDisciplinary Evaluation 6, no. 14 (July 20, 2010): 85–101. http://dx.doi.org/10.56645/jmde.v6i14.277.

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Background: Social workers entering the profession typically receive little, if any, content or training on evaluation practice. This is, in part, due to limited course offerings outside of the typical courses in most schools of social work. In addition, practicing social workers who often serve in the role as field instructors have not fully embraced the use of research in practice, and tend to employ less rigorous evaluative methods. Purpose: The purpose of this study was to explore the development and use of evaluation knowledge among social work practitioners who supervise social work students. Setting: Not applicable. Intervention: Not applicable. Research Design: A mixed method, sequential research design within the context of an exploratory study was used to determine factors that facilitate evaluation, identify and prioritize evaluation competencies, and determine the extent to which evaluation constructs contribute to self efficacy, evaluation competency, evaluation influence, and leadership behaviors. Data Collection and Analysis: A web-based survey was used followed by a participatory method that included the use of a web-based software to identify and prioritize activities that contribute to the development of evaluation knowledge and skill. Findings: Results suggest social work education has a critical role in promoting evaluation practice, establishing evaluation practice competencies, and using evaluation results to inform policy and practice. Keywords: social work practice, field education, evaluation practice, Council on Social Work Education (CSWE), Educational Policy, and Accreditation Standards (EPAS)

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McCave, Emily L., and Carrie W. Rishel. "Prevention as an Explicit Part of the Social Work Profession: A Systematic Investigation." Advances in Social Work 12, no. 2 (November 22, 2010): 226–40. http://dx.doi.org/10.18060/1444.

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Historically, social workers have espoused a philosophy of prevention. However, this philosophy has not consistently translated into prevention-focused social work practice. This gap in social work practice is of concern given the growing federal attention placed on prevention efforts in key social work arenas, such as health, mental health, and substance abuse. In an effort to illustrate this practice gap, this article presents a systematic investigation of the status of prevention and social work through the examination of three seminal indicators including: the social work literature, the 2009-2012 National Association of Social Workers (NASW) Social Work Speaks, and the 2008 Educational Policy Accreditation Standards (EPAS). Results indicate that the social work profession lacks an emphasis on prevention, as well as cohesiveness regarding prevention across social work practice, education, and scholarship. Opportunities for integrating prevention into the profession are highlighted for key stakeholders, namely social work scholars, educators, and practitioners.

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Annisa, Nenden Nur, Diana Pramudya Wardhani, and Fitria Amallia. "Quality Work of Life, Job Satisfaction dan Social Support terhadap Employee Engagement Dosen Perguruan Tinggi Swasta di Surakarta." Benefit: Jurnal Manajemen dan Bisnis 7, no. 1 (June 29, 2022): 41–52. http://dx.doi.org/10.23917/benefit.v7i1.16230.

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The government evaluates the feasibility of higher education institutions in the implementation of education to see the quality of education in Indonesia through the accreditation of higher education institutions and their education programs. Accreditation of higher education institutions, especially private universities in Surakarta, is a necessity and an important thing in maintaining the quality of higher education. This study aims to determine the relationship between quality work of life, job satisfaction and social support on employee engagement of private university lecturers in Surakarta. This study uses quantitative methods and descriptive analysis. Sampling in this study is probability sampling with the type of simple random sampling, the number of respondents is 50 lecturers of private universities in Surakarta. The data analysis method used in this study is multiple linear regression analysis with data processing performed with the SPSS 22 for Windows program. The results of this study indicate that the quality of work of life has an effect on employee engagement, job satisfaction has no effect on employee engagement, and social support has an influence on employee engagement.Keywords: quality work of life, job satisfaction, social support, dan employee engagement

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Rempel, Rex J. "Truth in Labeling? An Initial Evaluation of Associate in Social Work Programs." Journal of Baccalaureate Social Work 25, no. 1 (January 1, 2020): 65–87. http://dx.doi.org/10.18084/1084-7219.25.1.65.

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Although BSW programs have long accepted transfer students with associate degrees in human services, community colleges in the United States also offer associate in social work (ASW) degrees. Absent from the peer-reviewed literature, however, little is known about community colleges’ social work programs. They are unrecognized by the Council on Social Work Education (CSWE), and the validity of their claims to teach social work is untested. This research located 57 such programs and evaluated their ability to meet customary benchmarks for social work education. One- third of ASW program directors completed surveys about their programs, reportedly meeting 41% of select CSWE 2015 Educational Policy and Accreditation Standards for BSW programs. This empirical study of community college programs suggests broader options for both students and colleges, challenges the consensus definition of social work education as beginning in baccalaureate studies, and raises concerns about unproven claims to teach social work.

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Smith, Douglas C., Lori L. Egizio, Kyle Bennett, Liliane C. Windsor, and Kelly Clary. "Teaching Empirically Supported Substance Use Interventions in Social Work: Navigating Instructional Methods and Accreditation Standards." Journal of Social Work Education 54, sup1 (May 2018): S90—S102. http://dx.doi.org/10.1080/10437797.2018.1434438.

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Cheung, Monit, Shu Zhou, Sarah C. Narendorf, and Rebecca L. Mauldin. "Curriculum Mapping in a Social Work Program With the 2015 Educational Policy and Accreditation Standards." Journal of Social Work Education 55, no. 1 (January 2, 2019): 23–33. http://dx.doi.org/10.1080/10437797.2018.1508392.

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Cournoyer, Barry R., and Margaret E. Adamek. "The 2001 Educational Policy and Accreditation Standards: The Value of Research Revisited." Advances in Social Work 2, no. 2 (November 30, 2001): 119–27. http://dx.doi.org/10.18060/12.

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Although doctoral programs in social work are not accredited by the Council on Social Work Education nor subject to the Educational Policy and Accreditation Standards (EPAS, 2001), DSW and Ph.D. programs are affected by the nature and quality of baccalaureate and masters’ socia lwork education. In this article, the authors discuss the implications of the 2001 EPAS as they relate to BSW and MSW graduates’ motivation and preparation for doctoral education.

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McGuire, Lisa, Carolyn Gentle-Genitty, and Erika Galyean. "E-Portfolios: Product and Process in Assessing Competencies for Social Work Education." Journal of Baccalaureate Social Work 18, Supplement 1 (January 1, 2013): 95–112. http://dx.doi.org/10.18084/basw.18.suppl-1.k3581m53367n6477.

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Electronic portfolios are being used in many disciplines to demonstrate student- and program-level competence. This article presents a case study of a BSW program that implemented an e-portfolio project in the multiple contexts of developing pedagogy to meet the needs of millennial students, emphasizing evidence-based practice, and preparing for reaffirmation under the new Educational Policy and Accreditation Standards of competency-based education. Information about the basic structure, response rates, and assessment data are presented. Qualitative data were collected and analyzed from students and faculty liaisons. Product dimensions of the e-portfolio were identified as well as the learning processes that may be facilitated, including critical thinking, reflection, metacognition, and self-directed and collaborative learning. Challenges were also identified. Although preliminary findings are promising, additional research is necessary to determine the benefits of the e-portfolio as a tool for social work education in the 21st century.

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Perez, Ebony N. "Faculty as a Barrier to Dismantling Racism in Social Work Education." Advances in Social Work 21, no. 2/3 (September 23, 2021): 500–521. http://dx.doi.org/10.18060/24178.

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Facilitating learning around race and racism is often uncomfortable for faculty as well as students. The purpose of this qualitative case study was to investigate the experiences of undergraduate social work educators who teach about race and racism in social work programs. I employed a qualitative case study design to understand the lived experience of undergraduate social work educators who teach race specific content. I employed a combination of purposive sampling and snowballing methods to identify nine participants from the Southeast region of the United States. Utilizing a Critical Race Theory (CRT) framework to analyze interviews, several key findings emerged revealing faculty as barriers to facilitating learning around anti-racist content in the classroom. These findings were a) their own racial identity; b) insufficient formal preparation around race and racism; c) lack of faculty comfort with anti-racist content; and d) lack of skill in teaching anti-racist content. Recommendations include the implementation of scaffolded antiracist content throughout social work curricula that would be required by the Council on Social Work Education as part of the accreditation process.

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Edenborn, Sherie, and Melissa Bell. "Integrating Biology Into Social Work Education Using Interdisciplinary Character-Driven Case Studies." Journal of Baccalaureate Social Work 19, no. 1 (January 1, 2014): 97–114. http://dx.doi.org/10.18084/basw.19.1.x66560jx77t16723.

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An understanding of biology is necessary for effective social work practice. However, the traditional approach to teaching biology to social work students often fails to address and promote self-efficacy. This article demonstrates the relevance of biological knowledge to social work practice and connects biology education to the curriculum standards of the Council on Social Work Education's Educational Policy and Accreditation Standards. It presents an innovative and interdisciplinary approach to teaching biology content to social work students using a theme-based, character-driven case study that (a) relates the challenges of individuals to the dynamics of their families, (b) presents biological knowledge as a necessary tool to solve complex, real-world problems, and (c) requires students to explore the personal and social dimensions of problems. Furthermore, we suggest that implementing the case study using a red thread model, which links information and ideas from multiple classes in biology and social work, can increase students’ interest in and retention of biology material.

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Newcomb, Michelle. "When Teacher Becomes Student: Unveiling Contradictions within Australian Social Work Education." Social Sciences 8, no. 6 (June 6, 2019): 174. http://dx.doi.org/10.3390/socsci8060174.

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Social work education in Australia is bound by a range of rules and assumptions supported by both higher education institutions and the Australian Association of Social Workers (AASW). This autoethnography explores a range of contradictions within social work education from the unique perspective of someone who was simultaneously a student and academic in social work. This experience occurred because, although PhD qualified in social work, rulings set down by the AASW lead to me being excluded from consideration in permanent roles. The position led me to becoming an online Master of Social Work (MSW) student whilst still being a social work educator allowing me to explore a range of contradictory rules and processes within social work education. Analysis of my reflections, journals, assignments and conversations with colleagues unveiled a range of mixed messages in relation to social inclusion, technical rationalism, self-care and field placement supervision. My findings contribute to current debates about how neoliberalism currently impacts on inclusion in social work education and development of a professional identity. In exploring my dual roles, this autoethnography unveils contradictions within social work education and accreditation that question the social justice mission of the profession.

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Bjelobaba, Goran, Marija Paunovic, Ana Savic, Hana Stefanovic, Jelena Doganjic, and Zivanka Miladinovic Bogavac. "Blockchain Technologies and Digitalization in Function of Student Work Evaluation." Sustainability 14, no. 9 (April 28, 2022): 5333. http://dx.doi.org/10.3390/su14095333.

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Following COVID-19, new accreditation standards include digitization, entrepreneurship, social inclusion and the circular economy. Blockchain can help to simplify difficult accreditation processes that ensure worldwide teaching, learning, practice and business communication excellence. The paper proposes a Collaborative Learning and Student Work Evaluation (CLSWE) model based on blockchain technologies (BCTs) encompassing selected concepts from the scientific research peer-review process. BCTs are used to develop a safe platform for storing and exchanging data about students’ projects and evaluations. The CLSWE model offers the possibility of improving cooperation between higher-education institutions and companies that seek the “employable skills” of proactive students. Before implementing the CLSWE model, a questionnaire was conducted to survey lecturers about their attitudes related to the potential application of BCTs. The results of the surveys are encouraging and reveal a desire and willingness to introduce BCTs in education. A project scheme with the main functionalities of the model and a description of the roles of the prominent participants was designed. A platform with a database created in the MySQL language for the testing model was built. This research also contributes to higher education literature in terms of the sustainability of the education process and collaborative learning with BCTs.

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Journal articles on the topic 'Social work accreditation'

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