Content Analysis of Social Welfare Curriculum

Policy practice in social work education: A literature review

“…The five studies from the USA deal with the nature of social welfare curricula on the graduate and undergraduate levels (Seipel, ), the place of macropractice in the graduate level curricula (McNutt, ) and the extent and nature of political practice or PP opportunities in fieldwork (Dickinson, ; Pritzker & Lane, ; Wolk, Pray, Weismuller, & Dempsey, ). The studies found that although opportunities for PP learning do exist, particularly in macro concentrations, they are limited in both course work and fieldwork in BSW and MSW programmes.…”

Increasing Social Work Students’ Political Interest and Efficacy

“…Social welfare policy courses, the primary curricular means of preparing generalist social work students for political advocacy, emphasize knowledge procurement over skill development (Byers & Stone, 1999;Hamilton & Fauri, 2001;Hardina, 1995;Hoefer, 1999;Mary, 2001;Seipel, 1986;Wolk, 1981;Zubrzycki & McArthur, 2004). Both anecdotal and empirical evidence suggest that, for decades, social work programs have focused on teaching students about the history and current structure of social welfare policy.…”

Increasing Social Work Students' Political Interest and Efficacy: The Experience and Impact of a Social Welfare Policy Course from the Students' Perspective

“…Both anecdotal and research-based evidence suggest that the teaching of political advocacy in social work programs is as inconsistent as the advocacy activities of individual social workers discussed above. Seipel (1986) presents data from a questionnaire and exploratory content analysis of 66 MSW and 78 BSW programs' social welfare policy curricula; all programs in the study were CSWE-accredited. In the questionnaire, policy sequence coordinators were asked to provide an estimate of the amount of course content represented by "1) skills/analytical components (e.g., policy research, cost/benefit analysis), 2) substantive components (e.g., social security legislation, housing policies), and 3) historical/philosophical components (e.g., reform movements, values)" (Seipel, 1986, p. 57).…”

“…Respondents were also asked to send copies of the course outlines used in foundational social welfare policy classrooms. Seipel (1986) reports finding a great variety of credit requirements, course content, and specific tasks in foundational policy courses, and suggests that this reflects a "laissez-faire doctrine" with regard to policy curriculum in social work (p. 53). Ultimately, Seipel concludes that the substantive content area of policy studies receives the greatest amount of attention in foundational social work courses and the skill/analytical content area receives the least.…”

“…Almost half of licensed social workers surveyed disagreed with the notion that they were adequately prepared for political engagement by their social work education. A number of other social work educators and researchers have also highlighted the need to increase and improve the teaching of advocacy skills in generalist social work programs (Byers & Stone, 1999;Hamilton & Fauri, 2001;Hardina, 1995;Hoefer, 1999;Mary, 2001;Seipel, 1986; J. L. Wolk, 1981;Zubrzycki & McArthur, 2004).…”