Advanced Generalist: Social Work Research Journal, v.1.1

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Now showing 1 - 5 of 6
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    The relationships among emotional abuse, parent and caregiver instability, and disrupted attachment on juvenile sex offending status
    (Wichita State University. School of Social Work, 2014-07-24) Felizzi, Marc V.
    The treatment needs of youth who are convicted of sex offenses and the needs of their families, have received little attention in research literature. This study examined the impact of several issues, such as family instability, emotional abuse and parental attachment, on juvenile sex offending status, with a research population of over 500 juvenile sex offenders. The impact of emotional abuse was determined to be significantly correlated with juvenile sex offending status, as was the impact of several variables of parent and caregiver instability. Parental attachment was not found to be a significantly correlated variable to juvenile sex offending status. Implications for social work practice, as well as research and treatment, are included.
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    Defining Advanced Generalist social work practice knowledge, skills, and values
    (Wichita State University. School of Social Work, 2014-07-24) Bolin, Brien L.
    Social work education at the baccalaureate and foundation level of master programs is structured around a generalist practice perspective. Advance practice in social work education is defined and conceptualized through the curriculums of master of social work programs. This essay provides a definition of advanced generalist practice through the lens of the Council on Social Work Education (CSWE) ten Education Policy and Accreditation Standards (EPAS) practice competencies.
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    Combatting human trafficking as an Advanced Generalist social worker
    (Wichita State University. School of Social Work, 2014-07-24) Countryman-Roswurm, Karen I.
    Drawing upon personal, professional, and academic expertise in the areas of runaway, homeless, and street youth, as well as domestic sex trafficking, the author of this article provides readers with a raw and transparent look into to how she, as an Advanced Generalist Social Worker, was led to join the anti-trafficking movement. The complexities of domestic sex trafficking are illustrated through a story that demonstrates the repeated and cyclical trauma that is frequently endured by those subjugated to sex trafficking. Furthermore, the various dimensions of Advanced Generalist Social Work Practice that are needed to address domestic sex trafficking are discussed.
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    Advanced Generalist field education: Providing elements for an evolving Social Work profession
    (Wichita State University. School of Social Work, 2014-07-24) Willsie, Debbie; Collins, BreAnn
    Social work practitioners require competence in advanced generalist practice skills to provide appropriate social services to clients with various problems in a complex society. Competent advanced generalist practitioners utilize a variety of skills and knowledge to provide appropriate micro, mezzo, and macro interventions. The authors suggest that it is through the field practicum experience that students develop, practice, and determine their passions in social work. Social work field practicum is the foundation of social work education. It is through field practicum that students learn the skills to practice.
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    Practice experience and the new social work professor: implications for Advanced Generalist programs
    (Wichita State University. School of Social Work, 2014-07-24) Nedegaard, Randall C.
    The need for social work practice experience to become more effective social work instructors has been the subject of much controversy for several years. The goal of this study is to advance the conversation about whether new faculty, who are highly experienced social work practitioners, have a necessary prior skill set to more effectively teach advanced practice courses than new inexperienced professors. Data was used from 488 student assessment of teaching surveys for eight new faculty teaching at an advanced generalist social work program at a mid-west university. Findings suggest that practice experience increases the quality of practice-oriented teaching. Implications for advanced generalist social work programs pertaining to the recruitment and sustainment of clinician-scientists are discussed.