Ethics, legalities, professionalism, and the professor: A document analysis

Harris, Steven M.

doi:10.1080/01926189508251334

Cited by 3 publications

(7 citation statements)

References 7 publications

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“…The small sample size (N = 31) suggests that the findings should be considered tentative. With this caution in mind, it is important to note that the sample size is generally consistent with prior research using academic syllabi (Cashwell & Young, 2004;Davidson, Garton, & Joyce, 2003;Dossey-Newby & Krull, 2005;Harris, 1995;Lacasse & Gomory, 2003;Strozier, 1997). Similarly, the 57% response rate is commonly considered adequate for generalizing the findings to the larger population (Babbie, 2007).…”

Section: Sampling Frame and Response Ratesupporting

confidence: 52%

Understanding Social Justice in Social Work: A Content Analysis of Course Syllabi

Hong

Hodge

2009

Families in Society: The Journal of Contemporary Social Service

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In spite of the importance of social justice to the profession of social work, little research exists on the topic, contributing to what some have called a “conceptual muddle.” To help clarify the professions understanding of social justice, this study analyzed a representative sample of social justice syllabi ( N=31). To analyze the textual data, keyword, cluster, and linking analyses were preformed. The findings suggest that (a) some groups and issues are highlighted at the expense of others and (b) a four-dimensional conceptualization of social justice may be embedded in course syllabi, implicitly informing professional discourse. The results are discussed in light of recent professional controversies related to social justice.

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Section: Sampling Frame and Response Ratesupporting

confidence: 52%

Understanding Social Justice in Social Work: A Content Analysis of Course Syllabi

Hong

Hodge

2009

Families in Society: The Journal of Contemporary Social Service

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“…In addition, the included syllabi represent one point in time-instructors may have subsequently changed their syllabus or deviated from the syllabus and thus the syllabus may not accurately reflect the content of the course. Despite these limitations, content analysis of curricula and syllabi is common in both social work (Clare & Mevik, 2008;Hong & Hodge, 2009;Lacasse & Gomory, 2003;Longres & Scanlon, 2001;Strozier, 1997) and related disciplines (Cashwell & Young, 2004;Davidson, Garton, & Joyce, 2003;Dossey-Newby & Krull, 2005;Harris, 1995;Willingham-McClain, 2011) and can provide an alternative source of data that leads to new insights.…”

Section: Limitationsmentioning

confidence: 99%

Social work doctoral education: Are doctoral students being prepared to teach?

Maynard

Labuzienski

Lind

et al. 2016

Journal of Social Work

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Longstanding tensions exist around the purpose of social work doctoral programs, particularly around the extent to which doctoral program should prepare their students to teach. Indeed, social work programs in the United States have been criticized for failing to prepare graduates for teaching; however, it has been a number of years since doctoral curricula have been reviewed. The purpose of this study was to examine the extent to which US social work doctoral programs are training their students to teach by assessing the extent to which pedagogical training is explicitly integrated into doctoral curricula and examining the scope and content of required doctoral courses on teaching. Content analysis of social work doctoral program curricula (n ¼ 72) and teaching and learning related course syllabi (n ¼ 24) was conducted by two coders. Syllabi were coded and analyzed to produce a profile of course objectives, readings, teaching strategies, assessment methods, and course content.

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“…Although MFT graduate programs include coursework on the basic legal, ethical, and professional issues pertaining to practice, most MFT students get little education or training in the skills needed in providing testimony in the courts (Riley et al., 1997). MFT ethics classes provide only general information about legal issues but often overlook specific information about family law and legal processes (Harris, 1995). Involvement with the legal system can be intimidating, as court proceedings are often described as being adversarial and competitive (La Forge & Henderson, 1990).…”

Section: Why Train Mft Students In Forensic Work?mentioning

confidence: 99%

“…Many MFT training programs encourage an avoidance of the legal system with a ''cover your tail'' orientation ⁄ emphasis (Harris, 1995). Therapists who are unaware of the differing philosophical goals and methods of the legal system can make things worse for their clients.…”

Section: Overlapping Agendas and Disadvantages Of The Status Quomentioning

confidence: 99%

See 1 more Smart Citation

Using Mock Trials to Teach Students Forensic Core Competencies in Marriage and Family Therapy

Miller¹,

Linville²,

Todahl³

et al. 2009

J Marital Family Therapy

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This article provides a description of a university-based project that used mock trials to train both practicum-level marriage and family therapy and law students in forensic work, and a qualitative investigation of student experiences with the training. The content of the training focused on American Association for Marriage and Family Therapy (AAMFT) core competencies that relate specifically to the legal aspects of therapy. This article describes the didactic training the students received to prepare for the mock trials, the structure and protocol of the mock trials themselves, and the specific AAMFT core competencies addressed in the project. The results of an analysis of focus group interviews with participating law school (n = 15) and marriage and family therapy (n = 19) students are presented as well as the results of a 36-item Knowledge, Skills, and Comfort Level Questionnaire completed by participating marriage and family therapy students. Participants discussed the value of the training with regard to preparation for mock trial procedures, preparation for testimony, importance of documentation, and cross-discipline collaboration issues. The article concludes with a discussion of how this type of training may be used in developing students' skills with regard to forensic and legal core competencies, and future research directions.

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Ethics, legalities, professionalism, and the professor: A document analysis

Cited by 3 publications

References 7 publications

Understanding Social Justice in Social Work: A Content Analysis of Course Syllabi

Understanding Social Justice in Social Work: A Content Analysis of Course Syllabi

Social work doctoral education: Are doctoral students being prepared to teach?

Using Mock Trials to Teach Students Forensic Core Competencies in Marriage and Family Therapy

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