Advanced Standing and Two-Year Program MSW Students: An Empirical Investigation of Foundation Interviewing Skills

Using Standardized Clients in the Classroom: An Evaluation of a Training Module to Teach Active Listening Skills to Social Work Students

“…The literature documents several projects in which standardized clients have been used to train social work students in the use of listening skills. Some projects trained community members to serve in the client role while others used drama students or students from other disciplines to act out the client role (Badger & MacNeil, 1998, 2002Berliner, 1982;Carrillo & Thyer, 1994;Linsk & Tunney, 1997;Miller & Valentine, 2001;Petracchi, H. E., 1999;Petracchi & Collins, 2006;Whatling & Wodak, 1979). Generally, these studies have found the use of standardized clients to be useful and successful methods through which to actively engage students in learning listening skills.…”

Advanced Standing Revisited: Current Status, Structure, and Issues

“…O'Neil (1980), looking at practitioners who had been advanced standing or traditional students, used self-ratings on self-concept, vocational selfactualization, and practice skills, and supervisors' ratings of the two groups' practice skills. Thyer et al (1996), Carrillo andThyer (1994), and Knight (1993) found that advanced standing students performed at least as well as traditional social work graduate students. Fortune, Green, and Kolevzon (1987) found that BSW-degree students did not perform better in graduate school than students without academic social work preparation.…”

Perceived Preparedness and Knowledge of Substance Abuse Among Recent MSW Graduates: Advanced Standing Revisited

“…Thyer et al (1995) found that advanced standing and nonadvanced standing students obtained similar results on the MSW licensure examination. Carrillo and Thyer (1994) studied interviewing skills of advanced standing and nonadvanced standing students at the beginning of the second year of MSW study and found no significant differences. Similar to Noble and Hepler (1990), Specht, Britt, and Frost (1984) found that MSW graduates with a non-BSW degree had higher professional achievement on 5 of 10 indicators than did MSW graduates with a BSW degree.…”

“…Furthermore, much of the early literature was methodologically weak, using small sample sizes and dependent variables of questionable validity. These variables have included journal publications, pursuit of post-MSW education, grade-point average, classroom performance, scores on the practice section of the MSW licensure exam, professional achievement such as salary, and sense of professional identity-variables that are either difficult to measure or of unclear relevance to the questions under investigation (Noble & Hepler, 1990;Thyer et al, 1994;Vinton, 1999;Weinbach, 1999). Additionally, social work program policies regarding advanced standing and BSW programs have become more rigorous since many of these studies were performed (Knight, 1993).…”