Interdisciplinary collaboration in social work education in the USA, Israel and Canada: Deans’ and directors’ perspectives

Bronstein, Laura R.; Mizrahi, Terry; Korazim-Kőrösy, Yossi; McPhee, Debra

doi:10.1177/0020872809358399

Cited by 33 publications

(36 citation statements)

References 34 publications

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“…Consistent with Berg-Weger and Schneider's research, this survey shows that psychology and education continue to rank high among the disciplines partnering with social work for interdisciplinary collaborations. Bronstein et al (2010) found interdisciplinary trends in social work growing most rapidly in the fields of law, nursing, medicine, and public health. The literature on academic interdisciplinary social work supports this finding.…”

mentioning

confidence: 99%

Social Work and Engineering Collaboration: Forging Innovative Global Community Development Education

Gilbert¹

2014

Journal of Social Work Education

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Ititerdisciplitiary programs in schools of social work are growing in scope and number. This article reports on collaboration between a school of social work and a school of engineering, which is forging a new area of interdisciplinary education. The program engages social work students working alongside engineering students in a team approach to developing and implementing international community development projects. The author chronicles the prevalence and types of interdisciplinary, academic social work collaborations over the past 2 decades and oudines the uniqueness of an engineering and social work partnership. After presenting the components of the collaboration, the author analyzes the collaboration's fit for social work education using a model of interdisciplinary social work. Implications for social work education and research are discussed.Interdisciplinary social work education is growing in scope and spanning multiple disciplines. In the late 1990s Berg-Weger and Schneider (1998) profiled social work's academic collaboration, which they deñned generally as "a relationship between the faculty of a social work program and faculty representing other disciplines" (p. 97). Such collaboration could consist of either formal (i.e., written agreements or contracts) or informal arrangements between the social work program and the collaborating disciphne, including but not limited to field placements, research grants, pilot projects, team-teaching efforts, combined courses, or joint degree programs. After surveying accredited graduate and undergraduate social work programs to assess collaborations in research, education, and clinical or community service, Berg-Weger and Schneider found 226 programs across 169 academic units engaged in interdisciplinary work with 16 different disciphnes. The discipline comprising the highest number of collaborative programs was sociology/social sciences (17%), followed by psychology/psychiatry (15%), education (10%), and anthropology (7%). Less represented disciplines (only 2%^% prevalent) included criminology/criminal justice, law, public policy/administration, political science, and human development. Disciplines least represented were economics, history, public health, nursing, geriatrics/gerontology, health care administration, and communications. A few disciplines were represented once: allied health, business, computer science, family science, geography.

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confidence: 99%

Social Work and Engineering Collaboration: Forging Innovative Global Community Development Education

Gilbert¹

2014

Journal of Social Work Education

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“…IPE does not simply entail students from multiple disciplines receiving the same learning experience, nor is it faculty from one field teaching or mentoring students from another; rather, it is a fully integrated or shared learning and decision-making process (Buring et al, 2009). Whereas interest in promoting IPE within BSW and MSW programs appears to be increasing, evidence suggests that few social work programs incorporate interprofessional learning as an integrated component of the curriculum (Bronstein et al, 2010;McPherson, Headrick, & Moss, 2001;Reeves et al, 2010).…”

Section: Interprofessional Education and Social Workmentioning

confidence: 99%

“…Though most of these articles are exclusively conceptual or descriptive, they represent efforts at organized collaboration between social work and a wide variety of disciplines including nursing, medicine, dentistry, occupational therapy, physical therapy, pharmacy, chaplaincy, education, nutrition, and law. In social work, dual degree programs and/or formal teaching arrangements are particularly common approaches to IPE (Bronstein et al, 2010;Simms, 2011). Other popular strategies found in the social work literature include one-time seminars and year-long field education experiences, although examples of more longitudinal, integrated programs also exist (Pecukonis et al, 2013).…”

Section: Interprofessional Education and Social Workmentioning

confidence: 99%

Professional Socialization and Attitudes Towards Interprofessional Collaboration Among Graduate Social Work and Health Professions Students

West

Miller²,

Leitch

2017

ASW

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“…Following Bronstein (2003) and Bronstein et al (2010), the definition of interdisciplinarity used in this research goes further insofar as it requires such an effective interpersonal process facilitating the achievement of goals, which could not be reached if individual professionals acted on their own.…”

Section: Interdisciplinarity and Social Work Trainingmentioning

confidence: 99%

“…These were taken into account and incorporated in the surveys conducted recently in Canada, Israel and the US (Bronstein et al, 2010), then in Hungary, and in 2011 are being undertaken in Japan.…”

Section: Research Methologymentioning

confidence: 99%

Interdisciplinarity in social work education and training in Hungary

Török

Korazim-Kőrösy

2011

International Social Work

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The study analyzes the educational manifestations of the interdisciplinary and interprofessional training of social work in Hungary through a questionnaire used earlier in the USA, Canada and Israel and which is employed simultaneously in Hong Kong and Japan. After a short description of interdisciplinarity and the history of Hungarian social work training, the methodology of the Hungarian research is presented. The analysis of the Hungarian results is followed by their comparison with the available international data. While in most Hungarian educational institutions there is no dual degree program for social workers, about two-thirds of their international counterparts provide such training. The possibilities for interdisciplinary collaborations in field placements were similarly evaluated by the respondents of all nationalities. Research was considered to be the most applicable category for interdisciplinarity by Hungarians as well as for North Americans and Israelis. While respondents in USA, Canada and Israel found community-based research and evaluation most suitable for the improvement of interdisciplinarity in the future, in Hungary this possibility was ranked only fourth after the improvement of course content, field education and informal lectures ('brown-bags'). As a closure, the authors

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Interdisciplinary collaboration in social work education in the USA, Israel and Canada: Deans’ and directors’ perspectives

Cited by 33 publications

References 34 publications

Social Work and Engineering Collaboration: Forging Innovative Global Community Development Education

Social Work and Engineering Collaboration: Forging Innovative Global Community Development Education

Professional Socialization and Attitudes Towards Interprofessional Collaboration Among Graduate Social Work and Health Professions Students

Interdisciplinarity in social work education and training in Hungary

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