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Social Work Essay Examples

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Empowerment Theory in Social Work

The positive effects of change in social work, social work: career goals and mission, the importance of social work for society, let us write you an essay from scratch.

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Bringing The Meaning in Life: Why I Want to Be a Social Worker

Ethical dilemmas in social work: solution to address the situation, the importance for a social worker to properly assess child development, analysis of the concept of "social work", get a personalized essay in under 3 hours.

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Career Profile Research Assignment: a Career of Social Worker

Applications of statistics in social work research, reflection on my placement in ingle farm primary school, the lessons i've learned as a social worker with an occupational therapist and nurses, a study on the social impact of jane addams, life and legacy of jane addams, documentation of previous learning experience: social worker, analysis of the dead goldfinch by george elgar hicks in relation to social work, jane addams and her contributions to social work, a study on jane addams’ philanthropic nature, how technology assisted social work aids various social work roles, systemic problems in the social services on the example of kyla and david, the sssc codes of practice for social workers, meeting with a social worker: a radical change of life, social work field education: self-assessment, social functioning in social work, social work application, my intrinsic motivation - that's why i want to be a social worker, social work internship experience: a reflection, barack obama as a social worker.

Social work is an academic discipline and practice-based profession concerned with meeting the basic needs of individuals, families, groups, communities, and society as a whole to enhance their individual and collective well-being.

Females account for around 83% of all social workers. Healthcare social workers and family, child, and school social workers are the highest paying social work jobs. Social workers helped decrease the number of juvenile arrests by 68% between 1996 and 2015. Social workers provide over 60% of mental health services.

Mahatma Gandhi, Jane Addams, Alfred Neumann, Frances Feldman, Ida B. Wells, Harriett Rinaldo, etc.

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• Career Goals
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The Critical Blog

The home of critical thinking, observations and reflections on my first year placement.

This essay was written by Adrian Bloxham and was the winning social work entry in this year’s Critical Writing Prize 2019. Adrian is studying for an MA at Anglia Ruskin University and he was nominated by his lecturer Dr Wendy Coxshall.

I am currently on placement in a Supported Housing Hostel for adults in Cambridgeshire. This assignment is based on my work with one particular resident who I will refer to using the pseudonym ‘Alice’. The case study will explore core social work tenets including relevant knowledge and skills, critical reflection, processes of oppression and discrimination, communication and partnership working. I will seek to examine and reflect on my interactions with Alice, primarily by applying a reflective model to a ‘critical incident’. I will also attempt to view Alice’s life, and my professional relationship with her, from a broader social work perspective. My initial observations and impressions of the hostel were largely defined by the levels of socio-economic deprivation that dominate many of the residents’ lives. In virtually all cases the people that live at the project either have an underlying mental health condition or experience drug or alcohol misuse, often there are a combination of these factors. The very nature of this type of accommodation means that the population is transient.  This often means that residents have little consistency and no control over who they live with, resulting in an enforced togetherness that can lead to feelings of insecurity, anxiety and fear (Bengtsson-Tops, et al., 2014). I observed during my early conversations with Alice that she often seemed subdued and that her mood fluctuated unpredictably. As the initial phase of my placement progressed I became increasingly aware of Alice’s persistent and chronic low self-esteem and her tendency to depressive episodes. I noted this in my journal and tried to “…think, to be self-aware and to question…” as a first step towards reflecting on practice (Rutter & Brown, 2012, p. 30). My vague sense of unease and concern about Alice and her general well-being crystalized early one morning as I arrived at work to find Alice upset and in tears in the communal lounge. I now recognise the ensuing conversation as a ‘critical incident’ that changed my learning and the way that I thought about the staff and my placement setting. What qualifies as a critical incident is not rigidly defined but the event should be important or significant in some way to the practitioner and should offer the opportunity for professional learning (Fook & Gardner, 2007, p. 77). During the course of this exchange Alice disclosed to me that she felt trapped, bullied by a member of staff and other residents, and that she was feeling utterly powerless with no hope of moving on from the hostel. Alice showed me a scar on her right wrist and stated that she had tried to commit suicide in the past and was now experiencing suicidal ideation once again. This type of situation, with all its complexities and difficulties, is described in the seminal work of Schön (1983) as the ‘swampy lowlands’ of practice (Schon, 1983). In more recent times ‘reflective practice’ has been developed further into a concept of ‘critical reflection’ (Payne, 2014). The application of critical reflection challenges accepted modes of thought, social organisation, dominant discourses and assumptions (Graham, 2017; Savaya & Gardner, 2012; Thompson, 2010). The two-stage reflective model developed by Fook & Gardner (2007) seeks to examine power relations and structures of domination, which in turn intrinsically challenges oppressive and discriminatory thought processes and practice (Graham, 2017, p.49; Fook, 2012, p.47). As will become apparent, forms of oppression and discrimination are a vital aspect of Alice’s narrative, and for this reason I propose to apply Fook & Gardner’s (2007) model to my critical incident and the subject of my case study. Alice’s disclosure was deeply concerning and very challenging for a number of reasons. My inexperience, the fact that Alice has a diagnosis of schizophrenia and the gravity of what she was saying all contributed to a feeling of unease. The first ‘stage’ of the reflective model is designed to question the underlying structural and social assumptions of the practitioner and analyse how and why feelings of discomfort and concern have been generated (Fook & Gardner, 2007, p.92). Adopting this process has helped me to identify possible assumptions that I suspect I may have held. For example, could my knowledge of Alice’s dysfunctional relationships in the past have resulted in me making assumptions about inherent personality ‘traits’? Did I view her mood swings and depression as simply emanating from her diagnosis of schizophrenia? Did my upbringing, that instilled and encouraged a deference to authority and ‘professional’ figures, blunt my critical faculties in relation to the ‘care’ and ‘support’ offered by individual staff members? It would also be remiss to discount the influence of gender and class on the assumptions I may have held. A closer critical analysis of the factors and experiences that have shaped Alice’s life expose the fundamental flaws and prejudices in my misplaced assumptions. As I began to work with Alice it became increasingly clear to me that she had experienced discrimination and oppression throughout her life. I learnt that Alice had endured severe and multiple adverse childhood experiences. Both of her parents committed suicide, she was raped and endured physically abusive relationships with two consecutive partners. This culminated in Alice being admitted to various psychiatric institutions in order to treat her schizophrenia and personality disorder. Eventually Alice became homeless, living on the street and addicted to heroin. The physical scars on Alice’s body as a result of these experiences can be understood from a postmodern perspective as embodied manifestations of power and oppression (Tangenburg & Kemp, 2002). Taking a postmodern perspective that conceptualises the body as the site of power relations (Foucalt, 1977) leads to an understanding that “…the body is fundamentally implicated in mechanisms of domination and control.” (Tangenburg & Kemp, 2002). Postmodernism rejects overarching general theories, instead adopting an approach that acknowledges individual narratives, social context and recognises multiple identities that may intersect (Graham, 2017; Fook, 2012). The intersection of Alice’s gender, her adverse experiences both as a child and as an adult, her diagnosis of schizophrenia and the fact that she has experienced poverty for the entirety of her life has led to oppression and discrimination at multiple levels. A reliance on members of staff who are experienced as oppressive reinforces feelings of hopelessness, stigma, discrimination and disempowerment (Williams, et al., 2015). Alice has been exploited by fellow residents who target her on the days when she receives benefits, this form of oppression takes place at a personal level and is often experienced by adults with serious mental illnesses in the “…forced intimacy of supportive housing.” (Forenza & Bermea, 2017). Oppression and discrimination also takes place at a wider level. People diagnosed with schizophrenia are often stigmatized by a discourse of ‘otherness’ which portrays people with mental health challenges as a ‘problem’ who must be ‘controlled’ by bio-medical, biogenetic models (Beresford & Wilson, 2002). Despite the dogged insistence of the dominant ‘medical model’ discourse, contemporary evidence points to a causal link between social factors and a diagnosis of schizophrenia (Read, 2010). Typical triggers include poverty, adverse childhood experiences, rape and physical or psychological violence (Read, 2010; Burns, et al., 2014). It is essential that social workers acknowledge this increasingly influential discourse which suggests that schizophrenia and other forms of mental illness are bio-psycho-social manifestations of social conditions and health inequalities, not an inherent physiological condition (Bywaters, 2015; Karban, 2017; Friedli, 2009; Marmot, 2010; Read 2010). Revisiting the assumptions that I outlined above has helped me to explore how I experienced the initial incident. Firstly, I now believe that I saw and understood the situation in simplistic, binary terms. Identifying assumptions and binary thinking, regardless of how uncomfortable this may be for the practitioner, is crucial and demonstrates reflexivity (Fook, 2012, p.107). By ‘deconstructing’ and ‘resisting’ this binary thinking the practitioner can then go on to address how change might be achieved and what values and assumptions have been challenged (Fook & Gardner, 2007). Arriving at an understanding of the multiple levels of oppression and discrimination that have shaped and distorted Alice’s life has not only heightened my awareness in this particular case but it has also changed the way I will approach practice situations in the future. The importance of recognising multiple perspectives and social contexts in a non-linear, fluid and multifaceted way leads to more ‘bottom up’ practice that in turn empowers marginalised people by recognising and legitimising their experiences and voice (Fook, 2012; Graham, 2017; Parton & O’Byrne, 2000). Alice’s deteriorating mental health led me to conclude that her social worker needed to be informed of the situation. The worker expressed a great deal of frustration at the lack of inter-agency communication, written or otherwise, and a failure to disclose key pieces of information. This can often be attributed to a defensiveness on the part of housing organisations “…due to fear of damaging reputation…or fear of over-reaction” (Parry, 2013, p.19). As a plethora of Serious Case Reviews illustrate, clarity of inter-professional and interagency communication is vital for safe practice (Moss, 2017; Hall & Slembrouck, 2009; Flynn, 2010). In the case of Alice there are three primary agencies involved. In addition to this, Alice also has contact with a psychiatrist and regular medical reviews with her GP. The number of professions and agencies involved with this single client illustrates the multiple points of contact and potential challenges that operating in this contemporary inter-agency environment presents. Understanding the communication process requires an acknowledgement of the complexity and meaning of language itself. That is to say, ‘communication’ is not neutral and does not necessarily have a universal meaning to each element of the agency or profession (Hall & Slembrouck, 2009). ‘Communication’ can be seen as a process whereby “…information passes from one person to another and is understood by them.” (White & Featherstone, 2005, p. 214). This rather simple statement camouflages the multi-layered nature of the exchange which involves an array of subjective attitudes and feelings which are projected onto the communicated information both from the perspective of ‘sender’ and ‘receiver’ (Sarangi & Slembrouck, 1996). The diversity of roles within Alice’s network highlights the danger that various professions and agencies may assign different levels of priority or even conceptualisations to the arising issues (Hudson, 2015). This means that each communication is potentially ‘categorised’ differently and therefore there is a danger that co-agencies conceive of a given situation in completely different ways (Hall & Slembrouck, 2009). I continued to learn more about Alice’s life over the following weeks.  I observed the patience and empathy that Alice’s social worker demonstrated during the interview process. Often Alice would experience what appeared to be moments of psychosis during which she seemed to be transported back in time to a particularly traumatic event which resulted in repetitive phrases and sentences being used to describe what had happened. Although these moments appeared to be traumatic for Alice she said on many occasions that she wanted to speak about her past. I noted the way that Alice’s social worker handled difficult or emotionally salient passages during interviews (Goss, 2011), particularly the use of silence and the importance of being patient rather than asking superfluous questions to fill uncomfortable pauses (Trevithick, 2012). The importance of ‘iatrogenic health’, the process whereby possibilities and opportunities are acknowledged and explored, is part of a constructive narrative approach founded on a postmodern perspective (Parton & O’Byrne, 2000). The whole thrust of the conversations, whilst acknowledging the trauma of the past and the difficulties of the present, were very much focused on the aim of Alice moving-on in both a literal and metaphorical sense. The social worker talked through the steps that needed to be taken by Alice and the support that she would need in order to achieve this goal, a process referred to as the amplification of personal agency (Parton & O’Byrne, 2000, p.60). This relationship-based work (Woodcock Ross, 2011) with Alice highlights the importance of partnership working and emphasises the need to avoid ‘top-down’ structural models (Hudson, 2015, p.102). Whilst the idea of ‘partnership’ suggests equality and collaboration, practitioners should still manage power relations with service users carefully, especially where a lack of confidence inhibits the service user from taking on the responsibility of partnership (Dalrymple & Burke, 2006). This aspect of partnership practice was and is very pertinent in the relationship between Alice and her social worker. The asymmetry between the social worker and service user emphasises the need for the practitioner to be cognizant of the inherent power imbalance in the relationship (Leung, 2011). Even where social work is undertaken with the best of intentions, for example in anti-oppressive practice, there is a danger that the voice and knowledge of the service user is lost by the intervention of the ‘expert’ practitioner (Wilson & Beresford, 2000). The difficulties Alice experienced at the hostel which culminated in such a troubled state of mind calls into question the place of adult safeguarding both within the organisation and in the wider context. The implementation of The Care Act 2014 introduced new responsibilities and statutory duties on local authorities and partner agencies with an emphasis on moving away from process-driven practice (Cass, 2015). The new legislation was adopted into Company policy, statutory guidance makes it clear that there is an onus on employers to ensure that staff working in a housing environment are adequately trained in recognising signs of abuse or neglect, which includes self-neglect under the terms of The Care Act 2014 (Department of Health, 2014). At the time of my critical incident Alice was failing to attend to personal hygiene on a regular basis, frequently appeared to be experiencing low mood and would often break down in tears even when engaging in mundane, everyday conversation. Supported housing is often regarded as a positive environment that promotes recovery-oriented practice (Harvey, et al., 2012), but it can also be experienced as an oppressive and hostile setting where staff are at best indifferent to the needs of service users or can actively act as the oppressor (Bengtsson-Tops, et al., 2014). This is especially concerning when one considers that housing staff may be the only service that residents have contact with (Cass, 2015). Risk assessments are an integral aspect of work with vulnerable people (Parry, 2013). Yet risks remain, in essence, unpredictable phenomena that defy reliably accurate outcomes (Munro & Rumgay, 2000). From a postmodern perspective, practitioners should not seek to totally eliminate risk by a ‘scientized’, calculated approach because this is doomed to failure (Parton, 1998, p. 23). Instead, there should be an acceptance that uncertainty and complexity are inherent in human interaction and therefore consideration should be given not only to ‘negative’ risk but also to the benefits of ‘positive’ risk (Macdonald & Macdonald, 2010). Risk management can be seen as a continuum (Nolan & Quinn, 2012), so whilst service user vulnerabilities must be taken into account when assessing risks there is also a balance to be struck. Planned risk-taking can and should promote a good quality of life, develop new skills and expand life experiences (Barry, 2007). Alice wishes to live independently and this is the preferred option for the social worker. However, a judgment will ultimately need to be made as to whether the rights and needs of a vulnerable service user are best served by advocating for Alice’s wishes or actively encouraging another course of action that is ‘safer’ for Alice (Kemshall, et al., 2013). This case study has demonstrated the complexity and breadth of contemporary social work. Whilst there is not universal agreement (Ixer, 2016), the central importance of critical reflection to the profession of social work is widely accepted (Thompson, 2010, p. 183). The opportunity to work with Alice has provided much to reflect on and learn from. My work with Alice has taught me many things, most notably the impact of personal and structural processes of oppression and discrimination. However, I believe the key lesson that I take from my professional relationship with Alice is to try and show the same level of astonishing resilience and generosity of spirit that Alice has demonstrated throughout her life to the present day. Works Cited Barry, M., 2007. Effective Approaches to Risk Assessment in Social Work: An International Literature Review. [Online]  Available at: www.scotland.gov.uk/Resource/doc/194419/0052192.pdf BASW, 2014. The Code of Ethics for Social Work, Birmingham: BASW. Bengtsson-Tops, A., Ericsson, U. & Ehliasson, K., 2014. Living in supportive housing for people with serious mental illness: A paradoxical everyday life. International Journal of Mental Health Nursing, 1(23), pp. 409-418. Beresford, P. & Wilson, A., 2002. Genes Spell Danger: Mental health service users/ survivors, bioethics and control. Disability & Society, 17(5), pp. 541-553 Bywaters, P., 2015. Inequalities in Child Welfare: Towards a New Policy, Research and Action Agenda. British Journal of Social Work, 45(1), pp. 6-23. Cass, E., 2015. The role of housing in adult safeguarding. Housing, Care And Support, 18(2), pp. 51-55. Dalrymple, J. & Burke, B., 2006. Anti-Oppressive Practice Social Care and the Law. 2nd ed. New York: McGraw-Hill Education. Department of Education, 2018. Knowledge and skills for child and family practitioners, London: HMSO. Department of Health, 2014. Care and Support Statutory Guidance. London: HMSO. Department of Health, 2015. Knowledge and Skills Statement for Social Workers in Adult Services. [Online]  Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_ data/file/411957/KSS.pdf Fook, J., 2012. Social Work: A Critical Approach to Practice. 1st ed. London: SAGE. Fook, J. & Gardner, F., 2007. Practising Critical Reflection: A Resource Handbook. 1st ed. Maidenhead: Open University Press. Forenza, B. & Bermea, A. M., 2017. An Exploratory Analysis of Unhealthy and Abusive Relationships for Adults with Serious Mental Illnesses Living in Supportive Housing. Community Mental Health , Volume 53, pp. 679-687. Friedli, L., 2009. Mental Health, Resilience and Inequalities, Copenhagen: World Health Organisation. Goss, J., 2011. Poetics in Schizophrenic Language: Speech, Gesture and Biosemiotics. Biosemiotics, 4(3), pp. 291-307. Graham, M. J., 2017. Reflective Thinking in Social Work: Learning from Student Narratives. 1st ed. Abingdon: Routledge. Hall, C. & Slembrouck, S., 2009. Professional Categorization, Risk Management and InterAgency Communication in Public Inquiries into Disastrous Outcomes. British Journal of Social Work, 39(1), pp. 280-298. Harvey, C., Killackey, E., Groves, A. & Herrman, H., 2012. A place to live: Housing needs for people with psychotic disorders identified in the second Australian national survey of psychosis. Australian & New Zealand Journal of Psychiatry, 46(9), pp. 840-850. HCPC, 2017. Social workers in England, London: HCPC. Healy, K., 2012. Social Work Methods and Skills: The Essential Foundations of Practice. 1st ed. Basingstoke: Palgrave MacMillan. Hudson, A., 2015. Social Work: a “forgotten” piece of the integration jigsaw?. Journal of Integrated Care, 23(2), pp. 96-103. Ingram, R., 2013. Locating Emotional Intelligence at the Heart of Social Work Practice. British Journal of Social Work, Volume 43, pp. 987-1004. Ixer, G., 2016. The concept of reflection: is it skill based or values?. Social Work Education, 35(7), pp. 809-824. Karban, K., 2017. Developing a Health Inequalities Approach for Mental Health Social Work. British Journal of Social Work, Volume 47, pp. 885-902. Kemshall, H., Wilkinson, B. & Baker, K., 2013. Working with Risk. 1st ed. Cambridge: Polity Press. Laird, S., 2011. Anti-Racist and Anti-Oppressive Practice. 1st ed. Maidenhead: SAGE. Lam, C. M., Wong, H. & Leung, T. T. F., 2007. An Unfinished Reflexive Journey: Social Work Students’ Reflection on their Placement Experiences. British Journal of Social Work, 1(37), pp. 91-105. Leung, T., 2011. Client Participation in Managing Social Work Service-An Unfinished Quest. Social Work, 56(1), pp. 43-52. Lishman, J., 2009. Communication in Social Work. Basingstoke: Palgrave MacMillan. Macdonald, G. & Macdonald, K., 2010. Safeguarding: A Case for Intelligent Risk Management. British Journal of Social Work, 40(1), pp. 1174-1191. Marmot, M., 2010. Fair Society, Healthy Lives: Strategic Review of Health Inequalities in England post 2010. [Online]  Available at: www.parliament.uk/documents/fair-society-healthy-lives-full-report Moss, B., 2017. Communication Skills in Health and Social Care. 4th ed. London: SAGE. Munro, E., 2011. The Munro Review of Child Protection, Final Report, A child-centerd system, London: The Stationary Office. Munro, E. & Rumgay, J., 2000. Role of risk assessment in reducing homicides by people with mental illness. British Journal of Psychiatry, 176(2), pp. 116-120. Nerdrum, P., 1997. Maintenance of the Effect of Training in Communication Skills: A Controlled Follow-Up Study of Level of Communicated Empathy. British Journal of Social Work, 27(1), pp. 705-722. Nolan, D. & Quinn, N., 2012. The Context of Risk Management in Mental Health Social Work. Practice: Social Work in Action, 24(3), pp. 175-188. Norrie, C. et al., 2017. The Advantages and Disadvantages of Different Models of Organising Adult Safeguarding. British Journal of Social Work, 47(1), pp. 1205-1223. Parrish, M., 2014. Social Work Perspectives on Human Behaviour. 2nd ed. Maidenhead: Open University Press. Parrish, M., 2014. Social Work Perspectives on Human Behaviour. 1st ed. Maidenhead: Open University Press. Parry, I., 2013. Adult safeguarding and the role of housing. The Journal of Adult Protection, 15(1), pp. 15-25. Parton, N., 1998. Risk, Advanced Liberalism and Child Welfare: The Need to Rediscover Uncertainty and Ambiguity. British Journal of Social Work, 28(1), pp. 5-27. Parton, N. & O’Byrne, P., 2000. Constructive Social Work. 1st ed. Basingstoke: MacMillan Press Ltd. Payne, M., 2014. Modern Social Work Theory. 4th ed. Basingstoke: Palgrave MacMillan. Piat, M., Sabetti, J. & Padgett, D., 2017. Supported housing for adults with psychiatric disabilities: How tenants confront the problem of loneliness. Health Soc Care Community, Volume 26, pp. 191-198. Read, J., 2010. Can Poverty Drive You Mad? ‘Schizophrenia’, Socio-Economic Status and the Case for Primary Prevention. New Zealand Journal of Psychology, 39(2), pp. 7-19. Rutter, L. & Brown, K., 2012. Critical Thinking and Professional Judgment for Social Work. 3rd ed. London: SAGE. Sarangi, S. & Slembrouck, S., 1996. Language, Bureaucracy & Social Control. 1st ed. Harlow: Addison Wesley Longman Limited. Savaya, R. & Gardner, F., 2012. Critical Reflection to Identify Gaps between Espoused Theory and Theory-in-Use. Social Work, 57(2), pp. 145-154. Savaya, R., Gardner, F. & Stange, D., 2011. Stressful Encounters with Social Work Clients: A Descriptive Account Based on Critical Incidents. Social Work: National Association of Social Workers, 56(1), pp. 63-72. Schon, D., 1983. The Reflective Practitioner: How Professionals Think in Action. New York:Basic Books Schön, D., 1987. Educating The Reflective Practitioner. 1st ed. San Francisco: Jossey-Bass. Schwartz, S., 1982. Is there a schizophrenic language?. The Behavioural and Brain Sciences, 5(1), pp. 579-626. Skills for Care, 2015. The Social Work ASYE: Guidance for NQSWs completeing the ASYE in adults and child settings. [Online]  Available at: www.skillsforcare.org.uk Tangenburg, K. M. & Kemp, S., 2002. Embodied Practice: Claiming the Body’s Experience, Agency, and Knowledge for Social Work. Social Work, 47(1), pp. 9-18. Tannebaum, R. P., Hall, A. H. & Deaton, C. M., 2013. The Development of Reflective Practice in American Education. Ameican Educational History Journal, 40(2), pp. 241-259. Teater, B., 2014. Contemporary Social Work Practice. 1st ed. Maidenhead: Open University Press. Thompson, N., 2010. Theorizing Social Work Practice. 1st ed. Basingstoke: Palgrave MacMillan. Trevithick, P., 2012. Social Work Skills and Knowledge ; A Practice Handbook. 3rd ed. Maidenhead: Open University. White, S. & Featherstone, B., 2005. Communicating misunderstandings: Multi agency work as social practice. Child and Family Social Work, 10(2), pp. 207-216. Williams, C. C., Almeida, M. & Knyahnytska, Y., 2015. Towards a Biopsychosociopolitical Frame for Recovery in the Context of Mental Illness. British Journal of Social Work, 45(1), pp. i9-i26. Wilson, A. & Beresford, P., 2000. ‘Anti-Oppressive Practice”: Emancipation or Appropriation. British Journal of Social Work, 30(1), pp. 553-573. Woodcock Ross, J., 2011. Specialist Communication Skills for Social Workers: Focusing on Service Users’ Needs. 1st ed. Basingstoke: Palgrave MacMillan.

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Writing Guide

Professional social workers create a variety of documents, including proposals, case reports, and treatment itineraries. Social work programs prepare students for these tasks through writing assignments such as research papers and essays. To prepare for these writing assignments, students should have a basic understanding of grammar, punctuation, citation styles, and essay formats before entering a social work program.

Professional social workers create a variety of documents, including proposals, case reports, and treatment itineraries.

Social workers handle vital information, which makes the ability to communicate clearly in writing a crucial skill. For example, a child welfare worker gathers information concerning the wellbeing of a child. If the phrasing in the related case report is too complicated, the professional may overlook safety details, which could endanger the child. Additionally, concise wording is important. Wordy documents can take excessive amounts of time to read, which could prevent social workers from considering other cases on a suitable schedule. To master the social work writing style, students should learn to provide necessary information succinctly.

Social work programs may begin assessing writing abilities during the application process through personal statements, so applicants should polish their writing skills before applying.

Featured Programs in Social Work

Types of writing social workers will do in school, personal statements.

Many applications require a personal statement that provides in-depth information highlighting the candidate’s qualifications and positive traits. Whereas a resume may briefly reference a volunteer opportunity at an organization, a personal statement could describe lessons learned while volunteering or elaborate on personal contributions that benefited the organization.

Schools examine these qualifications while reviewing statements, but they also consider the statements as social work writing samples and evaluate each applicant’s writing skills. For this reason, candidates should proofread these documents and include the standard introduction, body paragraphs, and conclusion. By following these practices, applicants demonstrate their understanding of college-level writing concepts.

Applicants should focus on strengths and experiences related to social work and avoid vague statements and cliches. Instead of noting their lifelong passion for the field, a student could address a single incident that sparked interest in social work. The school may provide a prompt on which applicants should base their statements. These prompts may involve career goals or ambitions in the social work field.

If the school lists personal statements as optional, applicants should consider submitting a statement to demonstrate their work ethic. However, if the school makes no mention of personal statements, students should refrain from submitting one, given the amount of application materials each school must review each year.

Social work courses may include essay examinations during which learners must answer questions in a limited time frame. Students rarely see the questions in advance. To prepare, students should become familiar with all major course components by attending classes, taking clear notes, and keeping up with readings and assignments. Study groups may also be beneficial.

To prepare, students should become familiar with all major course components by attending classes, taking clear notes, and keeping up with readings and assignments.

During the exam, students should begin by outlining the thesis and supporting evidence. This outline guides the student through the writing process and ensures the response remains on-track. These assessments often require three main supporting points, so students may include five paragraphs within these outlines: the introduction, three body paragraphs, and the conclusion.

Learners should also use time-management techniques during these assessments. Students may allot a certain amount of time for each paragraph, plus time to proofread. Using this strategy, students can write and polish each paragraph.

Candidates should carefully answer the assigned question, ensuring they read the question correctly. A single word can alter the prompt’s meaning. For example, an essay explaining how an event happened is different than one detailing why the event happened.

Research Papers

Whereas an essay may include personal opinions, a research paper focuses on facts. For example, an essay discussing a novel could include the student’s thoughts about the work. A research paper would use scholarly evidence to examine aspects of the novel, such as themes, characters, and historical significance.

Essays and research papers also differ in length. An essay may require only five paragraphs. A research paper, however, may be 10 pages or longer.

Students in social work courses can research topics such as drug or alcohol issues, government policies, child welfare, community involvement, and mental wellness. Social work research papers often include sections for methodology, literature, and research results, as well as an abstract and a reference list that fulfills APA requirements.

Students should use a variety of primary and secondary sources when writing research papers. Citing multiple sources reinforces the student’s claims. However, students should refrain from relying too heavily on quoted material; excessive quotations implies the writer does not understand the topic well enough to paraphrase the source information.

Learners may also submit papers to tutoring services before submitting to reduce the chances of spelling, grammar, and punctuation errors.

How Do You Write an Essay?

Social work programs may require various writing assignments to prepare students to complete professional writing for social work practice. Each form of academic writing serves a distinct purpose, and an understanding of various writing styles provides a foundation to help students during these assignments.

Narrative papers often depict personal experiences, such as memorable vacations or first attempts at hobbies. Narrative works also include opinion pieces, such as book reports. When writing a narrative essay, students should have a clear focus.

Expository writing explores a specific topic and requires the writer to carefully examine the topic. The facts presented in an expository piece can come from research or, if the assignment’s structure limits research time, through means such as logic or an example. Cause and effect pieces, compare and contrast works, and process descriptions may all qualify as expository writing if they are meant to present information. All expository pieces should include a thesis and logical transitions.

Persuasive writing requires students to take a stance on a topic and to support that stance with evidence. Research is crucial to persuasive writing, and students should incorporate multiple sources to support their thesis. Additionally, writers should present countering opinions and prove the instability of opposing viewpoints through facts, logic, and examples. Ultimately, persuasive writing should convince readers that the writer’s position is the accurate stance on the topic.

Comparative

These assignments require students to compare two or more similar concepts, such as political positions, marketing plans, or fictional themes. Professors may assign topics or allow students to select their own. Before writing, learners should brainstorm similarities and organize them into body paragraphs. For instance, a student comparing two artistic pieces may construct paragraphs about color, medium, and setting.

Cause and Effect

This type of paper explains a presumed cause for a specific occurrence. For example, a student may claim that limited health insurance options lead to untreated illnesses in the United States. With this topic, the student could divide supporting evidence into separate paragraphs, such as the cost of health insurance, the benefits of health insurance, and the process of finding insurance information. Using this strategy, the writer covers various health insurance problems to verify the paper’s main point.

Citations Guide for Social Work Students

Using source information without proper citation leads to plagiarism, the act of claiming a source’s ideas without giving the source due credit. Consequences for plagiarism can include failing assignments, failing courses, being expelled from school, and enduring a lawsuit. Since departments require different citation styles, degree candidates should ensure they use the proper citation format for each assignment.

American Psychological Association (APA) Style

APA format was established in 1929 to create a common format for writing. These guidelines allowed writers to more easily interpret one another’s findings. Professionals in fields including psychology, criminology, and business use APA style.

APA format requires specific headers, page numbers, a cover page, an abstract, divided sections, and a reference list. APA in-text citations specify the author’s last name, the year of publication, and the page number. Students may substitute these details for the work’s title, “n.d.” (“no date”), and a paragraph number or section title, respectively, if the primary information is not available.

The company decided that the new marketing policy was “their best idea in 20 years” (Simmons & Hatfield, 2016, p. 23).

Chicago Manual of Style (CMS)

In 1906, the Chicago University Press established this citation style, which professionals in fields including history and philosophy employ today. Students following Chicago style may use in-text citations but often use footnotes or endnotes instead. Chicago style also requires a specifically structured cover page, page numbers, and a bibliography.

Footnotes and endnotes resemble bibliography entries but have different punctuation. In a bibliography, students use periods to separate a book’s publisher, publication place, and publication year. In footnotes and endnotes, this information is in parentheses. Additionally, endnotes and footnotes should include page numbers.

The company decided that the new marketing policy was “their best idea in 20 years” (Simmons and Hatfield 2016, 23).

Modern Language Association (MLA) Format

Established in 1883, the Modern Language Association supplies guidelines that many English, literature, and communication departments adopt.

MLA format includes a works cited page at the end of the document and specific page headers and numbers in the upper right-hand corner of each page. Basic assignment information, such as the student’s name, the date, and the course title, appears in the upper left-hand corner of the first page. MLA does not require a cover page, which separates this format from other styles. MLA in-text citations include the author’s last name and the page number.

The company decided that the new marketing policy was “their best idea in 20 years” (Simmons and Hatfield 23).

Associated Press (AP) Style

This style, established in 1977, covers wording, organization, and source documentation. Journalists and news reporters often use this format.

AP style uses brief paragraphs and concise sentences to quicken the pace of the writing. The style requires writers to abbreviate certain words, use a person’s first name only on the initial mention, and eliminate titles. Writers should also replace vague words with more specific options.

Instead of using parenthetical citations, writers can reference the sources in dialogue format. This detail and the lack of reference list are AP style’s distinct elements.

The company decided that the new marketing policy was “their best idea in 20 years,” according to Simmons and Hatfield.

The Best Writing Style for Social Work Majors

Most types of writing in social work require learners and professionals to use APA format. This style is ideal for social work professionals, who often work with documents containing vital information. When dealing with these types of documents, clear details and concise wording are essential. The rigidness of APA style helps writers provide an organized overview of the document’s topic.

Common Writing Mistakes Students Make

Active vs. passive voice.

When writing in active voice, writers state the doer of the action before the sentence’s verb. An example of an active construction would be, “He wrote the book.” Passive voice places the object of the action prior to the verb: “The book was written by him.” Though the information remains the same, active voice states the message more concisely.

Passive voice is a style error, not a grammar issue, and can even be useful in certain situations. Writers may use passive voice when the noun or pronoun undergoing the action supplies the sentence’s emphasis, such as in the following sentence: “The U.S. was founded in 1776.” Because passive voice serves certain purposes and has no technical grammar flaws, using unnecessary passive constructions is a common error.

In most cases, students should choose active voice for concision and clarity. Consider the sentence, “The food was enjoyed.” The reader cannot tell who enjoyed the food, whereas an active sentence with an equal number of words answers this question: “Jane enjoyed the food.”

Punctuation

Punctuation marks include periods, commas, semicolons, dashes, and quotation marks, and confusing their purposes may lead to flawed sentence structures. For example, a semicolon joins two independent clauses, or phrases that can stand alone: “The dog barked; it was loud.” Using a comma in this situation constitutes a grammatical error called a comma splice: “The dog barked, it was loud.”

Punctuation missteps can also alter meaning. In the sentence, “Please stop, David,” the comma before the name directs David to stop. “Please stop David,” on the other hand, would instruct an unknown person to stop David from performing a task.

Writers may confuse colons and semicolons. Colons indicate a pause before an emphasized idea, such as in the sentence,”She knew where to drive: Montana.” The colon places importance on the destination, Montana. Semicolons, on the other hand, may separate nested lists, as in the following sentence.

“The attendants choose between hiking, swimming, and basketball; running, yoga, and tennis; or weightlifting, bicycling, and baseball.”

Writers should become familiar with punctuation rules to craft accurate and clear sentences.

Grammar refers to language rules for phrasing and wording, including concepts such as verb tense and noun-pronoun agreement. Students may struggle with grammatical details, since the language includes irregularities that alter guidelines. For example, constructing past tense verbs often involves adding “d” or “ed.” However, irregular verbs use different formats; the past tense of “eat” is “ate,” and the past tense of “go” is “went.”

Writers may also struggle with homophones, which sound similar but have distinct meanings. Commonly confused homophones are “there,” “their,” and “they’re,” which indicates a place, shows possession, and is a contraction for “they are,” respectively. To avoid grammatical mistakes, learners should thoroughly study the language’s structure.

Writing Resources for Social Work Students

• Paradigm Online Writing Assistant This website guides learners through various stages of the writing process, including topic selection, revisions, and idea organization. Additionally, students may find information on different types of writing, such as argumentative works and informal pieces.
• Write Content Solutions This website provides tips on grammar, punctuation, and sentence structure and assists students with researching and citing sources. Students can improve their writing skills using practice worksheets available through the website.
• Purdue Online Writing Lab The Purdue OWL offers information on the writing process and assists applicants to undergraduate and graduate programs. Students can explore MLA, APA, AP, and Chicago formats through the writing lab.
• Writer’s Digest This website provides articles on creating pieces in specific genres, for individuals with particular levels of writing expertise. Topics include homophones and time management. The website also provides information about writing conferences and publications.
• TutorMe This website assists students struggling with essay structure or citation format. Tutors may help learners polish their writing through grammar and punctuation checks and general proofreading.

Take the next step toward your future in social work.

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September 1

10 Focuses to a First in Social Work Essays

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Introduction

Before you start, this is a long article. You might prefer the pdf version here .

So… You want to write a great social work essay?

It’s deceptively difficult, isn’t it?

I remember the time I got back my first assignment from university. I was so excited.

How high would I get?

Then I saw the mark.

Was it out of 50? No, it wasn’t. it was out of a 100. That’s when I realised that I had

Sitting at the edge of the pool, I felt like crying. I couldn’t believe it. I had come all the way from Singapore to England… to fail?

That’s when I realised I truly needed to bring up my game. If I was not going to be serious, the 35 would not be an isolated event, but a continual series.

This short article covers the series of steps I took to move from failure to first. I hope it helps you on your own journey in social work too.

In this short book, the first 3 focuses cover what happens before your coursework has been assigned. It covers the basics of class-going, reading, and creating the right study environment.

Focuses 4 to 7 cover the writing process, from understanding the essay- writing process, to planning deadlines, to the actual writing itself.

Focuses 8 and 9 share about how you can polish up the essay before submitting, before 10 suggests how you might use the returned coursework as a springboard to your next A.

Note: Please bear in mind, this bears relation to academic papers we must write as part of the social work course and not the performance on placement.

Focus 1: Understand what tutors want

If you don’t know what your tutors want, they will never give you what you want – a high grade. Therefore, it’s important that you and I turn up for our classes. I know, I know, it’s a travesty when universities force you to turn up for class at 9am.

But there’s no excuse if a first is what you want. Appearing at lectures is essential to see what tutors are focusing on when they teach you something. It also helps to see what tutors know, and more importantly, do not know, when they teach.

Why do I say that?

When you write an essay, the thing that differentiates an average essay from an A+ essay is the number of unique insights you give. Rehashing what your tutors have said is simply not going to get you a high grade.

Therefore, when you appear at their lectures, see what they have focused on, you can start giving your own insightful take on what they have said.

To put it more simply,

Basic arguments + Unique Insights = Mark attained

Secondly, when you turn up for your lectures and seminars, you build a treasure trove of insights that other students give when they are in class.

It’s no use to appear at the last lecture, hoping that the tutor is going to give you all the essential tips for scoring an A+. It doesn’t work that way.

Consistency is key.

Focus 2: Read right

When I see students lug their 6 pack Red-Bulls to the library, bring the blanket, and prepare for an overnight stay at the library, I empathise with them.

Why? Because just 5 years ago, whilst I was studying for my A Levels, I was like them. I thought that doing well meant that you had to sacrifice on your sleep, spend long hours at the library, and down litres of caffeine.

When my A-Level results were released, I was deeply disappointed. All those hours of suffering at the hands of caffeine, worrying about work…all that hadn’t worked? What had I done wrongly?

Many things.

But for one, I realised I had not focused on consistent work. Instead, I had focused on bursts. I had failed to realise that the assessment started the day lessons started . This was a crucial insight.

This meant that lessons were no longer a joke, a chance to play with my friends, or to laugh at the homework I hadn’t completed.

It was when the assessment started .

Putting in effort during classes is vital for reducing the amount of work you do for your final assessment. But it does not mean doing everything that the tutor asks you to do.

Nor does it mean reading everything the tutor tells you to read.

When I was at university, everyone used to joke about how they never had to do readings, and yet still managed to survive.

I know readings are long and boring.

But they are important to build your understanding of the topic. In social work, this is vital.

For example, understanding the method of practice is important to help you choose the right method to write about. One that engages you enough to spend weeks researching, writing and editing. You cannot write about something you are not interested in.

There’s an important caveat though – you don’t have to read everything. With readings being hundreds of pages, you would not have enough time physically to read all.

To help you determine what to read, Newport developed a useful heuristic.

Readings that make an argument > Readings that describe an event > Readings that provide context

For example, a reading that explains why we use the relationship-based approach is more important than one describing Gillian Ruch, who brought it into prominence, which is more important than an article describing BASW’s 2019 theme of relationship- based practice.

This is not an excuse to skip readings, but to read the ones that truly matter.

Focus 3: Create the right study environment

When the deadline is close, we often bring along packs of Red-Bull to the library, hoping that the wings Red-Bull gives is going to help us to sail through this assignment.

It works when you want to turn in a mediocre assignment, but for a first, it doesn’t work very well.

That’s because your brain is on a sugary high, and is focused on getting the job done. Rather than trying to draw unique insights from the readings, you are focused on getting the essay out of the door.

To create the right study environment where this cramming does not need to happen, there are 3 essential tips that helped me.

Firstly, study alone.

When you are studying in a group, the tendency is for you to chat from time to time, go out for breaks, laugh together, and end up with little work done. But I’m a social person! Sure, that’s important. But you can always be sociable after the work is done.

This way, you focus entirely on the work that is in front of you, rather than the friend that is beside you. You face little distractions that will take you away from developing a great essay.

Secondly, study in a quiet area.

This is as clear as it gets. studying whilst lying on the bed, with Netflix in front of you, and trying to type out a great essay is not a great idea.

Cal Newport, founder of the famous Study Hacks website, calls it ‘pseudo-working’. Sure, you can complain about the hours you spent on your essay, but how much of it was quality time, instead of quantity time?

When you want to write your essay, take yourself to a library with few distractions around you, and focus.

Lastly, study smart. We are human. Expecting yourself to focus for 2 consecutive hours is impossible.

Rather, it becomes more productive when you focus for 25 minutes, rest for 5 minutes, focus again for 25 minutes, before resting again for 10 minutes.

Called the Pomodoro technique, this breaks work down into more manageable chunks rather than an impossible mountain.

Focus 4: Understand the writing process

Rather than seeing an essay as a whole process of writing, breaking it down into its sequential parts will make the job much more organised, and much, much, more effective.

In the first step of research, determine the necessary sources for your arguments.

Find at least 2 references for each argument before moving on. Reference those arguments correctly, indicating the page number. This makes it easy to put everything together later.

Then, we move onto the writing section. In this section, before you even start writing, construct a proper topic level outline for your essay.

Discuss this outline with your tutor, and get their feedback. Most tutors can’t give direct feedback on written drafts, but they can give feedback on written outlines.

This is important to ensure that your essay is moving on the right track and not going into potential dead-ends. This process of consulting your tutor is explained in the next section.

Then, start writing!

Focus 5: Plan deadlines

After you get your assignment, the next step is to start planning!

It doesn’t matter where you are going if you don’t have a plan. If you don’t care about what grade you get, don’t bother planning! It will be a waste of your time.

But if you do, then plan. The point of planning is that it breaks up what you are doing so that you can know what exactly needs to be done to get to the end.

Here, I have developed a simple worksheet for you to keep track of your writing.

Write down the dates, and keep yourself accountable to them by showing them to a friend.

Focus 6: Consult your tribe

Whatever you are writing, I can guarantee that you will not do well if you keep your outline to yourself.

Why am I so sure?

As humans, we are subject to the confirmation bias.

Bestselling author Rolf Dobelli (2013:23) describes it as the:

‘mother of all misconceptions’, because it is the ‘tendency to interpret new information so that it becomes compatible with our existing theories, beliefs and convictions’. Rolf Dobelli, The Art of Thinking Clearly

This means that however bad the outline you plan is, it will look brilliant to you. Why? Because you are the one who planned it.

That’s why it’s important to give someone you trust, such as your tutor, another colleague, or even your placement supervisor, a quick read through to ensure that you are on the right track.

Tell them to be honest with you about the theories you are using, the arguments you are going to make, and if they have any suggestions for you. This way, you ensure that you are on the right track to success before spending too much time on it.

Even though it might look troublesome and embarrassing, consulting others is very is important.

During my last practice analysis, my mark dropped from a previous high of 85 to 65, simply because I was too arrogant to ask. Just because my first practice analysis had been an all-time high of 85, I thought this meant that I no longer needed any consultation.

Well, now I know.

It’s a little too late now, though.

But I hope that sharing this with you shows you the importance of sharing your outline with someone else, and having the humility to take their feedback into consideration when you craft your eventual essay.

Focus 7: Argue well

This is a distillation of the most useful tips I learnt from 24 years of arguing in school, as a debater, as a writer, and as a student. It is meant as a list of guidelines you should use as you write your essay.

Firstly, when writing your essay, you need to offer a roadmap to the marker. Don’t let them get lost. Where are you taking them on the journey through your essay? For me, it has been useful to write the introduction last , after I’ve been clear about the main arguments and conclusion I will make.

Secondly, always be clear about what your argument is.

Don’t assume that your marker is going to understand it without you stating it explicitly to them. I would suggest you state it within the first two sentences of your paragraph.

Use clear markers such as, ‘I would argue that…’, ‘This essay believes that…’.

Thirdly, connect the dots between each paragraph and your question. Remember to link your argument to the question with concluding words such as therefore, thus, in summary , to illustrate to your marker that you are drawing a link between what you have said to what the question has asked.

Fourthly, let your voice shine through.

During my last assignment, I made the mistake of referencing every other sentence I wrote. An example is shown below.

The social pedagogy approach guided how I related to A. The 3 key concepts involve ‘haltung, head-heart-hands, and the common third’ (Ruch et al. 2017:1016). ‘Haltung’ brings one’s whole self – ‘rational, emotional and practical’ to develop sincere relationships (Ruch et al. 2017:1016). With A, I brought the ‘haltung’ of authenticity. My practice analysis, 2018

Authenticity is not ‘hustling for acceptance and changing who we are to fit in’ (Brown 2018:25). It was embracing myself, and using my ‘self’ to influence A.

My marker commented that it felt quite turgid and stilted. She meant that it had felt unnatural. She had felt that whilst I had referenced well, my own voice had not come through. Therefore, whilst evidencing is good, I would argue that your own perspectives must first be explained before you start throwing in references. This brings me to my next point on referencing.

The best students understand how to question the evidence that is given to them, rather than copying the references wholly from the source. Thus, rather than using references in a descriptive manner, start using it in an analytical manner.

Descriptive

I used the relationship-based approach (Ruch et al. 2017) to work with X.

Ruch (et al. 2017) recommends bringing the authentic self into work with clients. However, with X, I found that this was not necessarily helpful as he tended to overstep boundaries, taking advantage of my kindness.

I hope these 5 tips help you to write better essays.

Focus 8: Work consistently

I like to think of essay-writing as something similar to chopping a tree. You can chop a tree in a day, but it’s difficult. Rather, taking small chops consistently ensures that you can give it a good ‘THWACK!’ each day, and come out alive.

I am aware that you might be reading this as another act of procrastination, telling yourself that you are going to go back to that essay after reading yet another article on how to write a good essay.

Well, it’s not going to work that way.

Working consistently helps. Period. If you like pulling all-nighters, rushing through your essay on the deadline, I cannot stop you. But I’m here to tell you that there is a better way.

To deal with procrastination, your mind needs to be assured that it is going to be able to rest. It hates the fact that you might put it through another all-nighter again, and it starts likening your early attempts to work to an all-nighter.

Thus, to start the ball rolling, building momentum, start with 5 minutes.

5 minutes is all it takes. If you can’t do 25 minutes of reading, just tell yourself, ‘I will do 5 minutes of studying today.’

Time yourself with a stopwatch. The probability is, after 5 minutes, your mind will start gathering momentum and will continue to work.

Use the Pomodoro technique described above to have regular work-rest cycles.

Here is another important tip.

When writing your essay, go offline. As we have discussed in Focus 3 – Understand the writing process , essay-writing is split into research, writing and editing. When you are researching, it’s fine to be online. But when you are writing, go offline.

This removes unnecessary distractions like email, social media, and notifications.

When you go offline, you find it much easier to go into the flow, rather than trying desperately to switch between your browser, your word processor, and your phone. It makes you less likely to procrastinate, because there is nothing to procrastinate on.

Rather than telling yourself that you are going to finish 3000 words on the final day, why not set yourself a more manageable goal of 300 words over the next 10 days? Consistency, not craziness is key to your excellence.

Focus 9: Review your paper

Someone once said, ‘it’s not about the plan, but about the planning.’ Similarly, in essay- writing, it’s not about the final essay, but it’s about the process of constantly reviewing what you have written. We have researched. We have written.

Finally, we come to the editing portion. In his book ‘How to be a Straight-A Student’, which I thoroughly recommend for every student, Cal Newport suggests three different edits.

• Read the paper carefully on the computer, ensuring clarity of argument.
• Fix obvious flaws.
• Rewrite when flow needs improving.
• Print out your essay and read it out loud.
• Highlight or mark any passages that seem unclear and edit it.
• Read over for the final time to fix any remaining flaws.

I don’t know about your tutors, but my tutors were very strict on things like referencing, naming of clients, and naming of organizations.

Editing ensures that these small chinks are ironed out, creating a beautifully crafted paper, ready for a first!

Focus 10: Ask for feedback

No matter how well or how badly you do, it’s vital to learn from it. Don’t simply let it go.

I would say that this is the most important factor in getting a first at social work. Reading the comments about your essay, and the markings on the essay are not particularly helpful in and of themselves. It’s only when you begin to have a conversation about them that it starts becoming helpful.

When you know the points you did well at, you can focus on including more of them in your next essay, so that you can get an even higher grade.

When you know the points you could even improve on, eliminating those pain points ensures that you make the marking process an easy one for your marker.

Arrange a call with your marker to review what you had done well or not so well over the course of your essay.

Many students forget that social work is a social science subject. This means that many of your assignments will be based on your writing capability, rather than your ability to write the CORRECT answer.

There is no correct answer in something subjective like social work. Instead, markers grade you on how well you argue your point, the unique insights you give, and the evidence you have combed through to get to your point.

Therefore, getting your tutor’s feedback on your writing ability, and the points you could improve on is helpful for your future essays. Look at it this way. your tutors do this for a living.

That means they have seen hundreds, if not thousands of essays. They have also probably written hundreds of essays themselves to get to where they are.

They know what qualifies as good writing. Teasing from them the principles of arguing was perhaps the most important lesson of my university experience.

Social work essays can be tough. But they are not that tough.

If you follow the steps here, I hope you find them a little easier.

• Appear at lectures and seminars.
• Ask questions.
• Store insights from classmates and tutors.
• Read right.

You don’t have to read everything!

• Study alone.
• Study in a quiet environment.
• Study smart.
• Have clear dates for significant milestones.
• We are guilty of the confirmation bias.
• Ask for feedback
• Offer a roadmap to the reader.
• Be clear about what your argument is.
• Link your paragraph to your question.
• Let your voice shine through.
• Analyse the evidence.
• 300 words everyday is better than 3000 words on the last day.
• Argument adjustment pass
• Out loud pass
• Sanity pass
• Ask for feedback.
• Ask your tutors: What have I done well? What can I do better?

I hope you enjoyed this short article that distils the essence of how I turned from failure to first in social work.

What helps you get your A? Add a comment below.

Cheers to your next A,

Useful resources

These are a list of resources that transformed my study habits. If you have the chance, read them, and you will see why.

Dobelli, R. (2013) The Art of Thinking Clearly . London: Sceptre Books Newport, C. (2007) How to Become a Straight-A Student: The Unconventional Strategies Real College Students Use to Score High While Studying Less New York: Three Rivers Press.

Wong, D. (2012) The Happy Student. Singapore: Write Editions.

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Student voices

Get the student perspective on life at York

• My experience as a Social Work student

19 January 2022 by Charlotte

I have always been the type of person to care about those around me and always wanted a career where I could help people to improve themselves and/or the situation they are in. I felt social work was the perfect career path for me as the whole nature of the job is to support and empower people within society.

What kind of impact do you want to make on people’s lives?

I hope to make a positive, hopefully, life-changing impact on people’s lives. I would like to think that the social worker I become is able to better people’s lives and empower them for the future.

What advice would you give to any A-level or BTEC students about their studies?

When it came to uni, I found it helpful to have an understanding of social work and be able to apply elements of it to my personal life. My advice would be if you can get any work experience or volunteering in then definitely do that – you can reflect on it in your university interviews!

What advice would you give to these students about: a) getting relevant work experience; and b) about developing the right skills and knowledge for social work?

In my opinion, any work experience working with people is beneficial as you come across things that relate to social work every day! But make sure you get work experience in something that interests you. I had mine in a primary school! 

Before I started the degree, I did some wider reading and understanding of what social work involves, as well as understanding the Professional Capabilities Framework (PCF) model and other important frameworks. Many unis put reading lists available online for you to find before starting your degree.

What have I enjoyed the most about the course so far?

In my opinion, the people on my course are what I have enjoyed the most, getting to know each other and our personal life experiences. As well as making new friends and getting to know the supervisors and lecturers. 

Has anything surprised you?

I found the assignment rather enjoyable, which was a shock to me as I hated writing in A level studies. I liked how you are able to apply your learning actively when writing the assignment. As well as researching your answer and learning new things within them.

Has your understanding of social work changed since you started the course and if so, how?

I would say my understanding of social work has changed since the course has begun. Now, I have a wider understanding of the history of social work and how it has changed over the past century within the UK and will continue to change. I would also say my understanding of how social policy impacts social work has changed – I never realised how much social work is dependent on policies.

Read more student stories about studying Social Work at York

About Charlotte

Hi, I'm Charlotte, a 2nd Year Social Work student here at York.

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About this blog

These blogs represent students’ views and reflections, at the time of publish. For course details and the official information please always refer to the University of York website .

To get in contact with us about anything on this blog you can email us .

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Effective Writing Skills for Social Work Students

• Philip Musson - University of Lincoln, UK
• Description

See what’s new to this edition by selecting the Features tab on this page. Should you need additional information or have questions regarding the HEOA information provided for this title, including what is new to this edition, please email [email protected] . Please include your name, contact information, and the name of the title for which you would like more information. For information on the HEOA, please go to http://ed.gov/policy/highered/leg/hea08/index.html .

For assistance with your order: Please email us at [email protected] or connect with your SAGE representative.

SAGE 2455 Teller Road Thousand Oaks, CA 91320 www.sagepub.com

helpful for new students

Another excellent easy read but comprehensive book which provides useful points for students to develop over the course of their training. A key book for any student and lecturer.

A nice accessible little book which will no doubt be welcomed by students heading out on their first placement. Chapter one highlighted some useful and oft repeated pointers on academic writing. It would have been great if the book had offered more guidance on development and structuring of ideas in academic writing.

Was not comprehensive enough to meet my needs for the course.

A useful and practical book

This book will form part of a key list of texts for our skills to practice module. Useful exercises and activities allow an important, but often 'dry' teaching topic to come alive.

Highly appropriate for the beginning years of the social work degree. A useful book that students can dip into to improve specific writing skills.

Useful for Year 1 students

A timely text which will enhance SW skills & practice training.

A timely text which will enhance SW skills training.

Preview this book

For instructors, select a purchasing option, related products.

Starting Where the Student Is: Reflections of a First-Year Social Work Graduate Student

Students With Questions

by Katherine Freeman

We sit down. “My name is Katherine Freeman, and I’m the social work intern at the clinic.” She can hear my voice shaking. Is her eyebrow raised in suspicion, or am I just imagining that? “What can I help you with today?” Just dive in. There’s no other way, I think to myself. I lean forward onto the desk, smile, and am sure that I sit with an open posture to the client, giving her my undivided attention as we were taught in our Social Work Practice Lab.  

    I’m not sure if my experience as a first-year social work graduate student exactly mirrors that of others. Actually, I believe it unfair to assume that there is one “standard” experience of a student in this field, as the beauty of this profession is that it attracts people with such a rich and diverse array of experience that it is impossible to identify a “typical” student.

    The one thing that binds us all together is the opportunity we were offered to recreate ourselves as professional social workers—delicately, and at times clumsily, weaving together our experiences, worldview, compassion, and sense of self into the work we do. With the best of intentions, we learn to apply the principles of social work, while at the same time we are still diligently taking notes late at night on exactly what those principles are.

    As I finish my first year of graduate school, I would like to reflect and share the experiences I have had with those entering the field. The challenges that I have faced have been internal as well as external, as at times I have found myself in the position of examining where I come from and how I view the world, to learning the seemingly endless implications of providing physical and emotional care to those in need. I would like to give a voice to first-year graduate students, and shed light and calm anxieties about what this experience might be like for incoming students, as well as serve as a validation for students in their first few months of field work that it’s okay to not have all the answers.

Anxieties of the Unknown         

    Prior to starting my field work in the fall, I had no idea what to expect. I knew my placement was at a community health center in West Harlem, New York City, and that I would be working with two social workers to provide case management and therapeutic support to the clinic’s patients. When classes started and I began to meet my fellow students, the second question out of everyone’s mouth after “What’s your name?” was “Where’s your field placement?” It felt reassuring to know I wasn’t the only one with anxieties. However, the constant assurances from faculty members to relax and learn to “sit with your discomfort” seemed to simply mock my sweaty palms and beating heart.

    My first few weeks at the clinic, I was guided through the roles and responsibilities that the social workers carry out and what was expected of me. I spent a great deal of time sitting in on assessments that my supervisors would carry out, and observing the kinds of questions they would ask, and the way they would respond to patients’ differing attitudes, questions, and presenting problems. I was grateful that I was given this time to observe, process, and ask questions.

    In this time, I learned that the clinic serves members of the surrounding community, which predominantly consists of first- or second-generation Latino immigrants. I began to learn just how pivotal the role of a social worker is in securing benefits for our patients, and also just how much the patients depend on our assistance in navigating the system to receive them.

    The myriad of needs that our patients presented with was overwhelming to me at first. I feverishly took notes after observing every session, and I did my best to remember the exact dialogue that was carried out between my supervisors and the patients to report in my process recordings. My supervisors and I would discuss the details of the session afterwards, and I felt a rise in my confidence in how I would eventually carry out such a session on my own.

Working Through the Discomfort

    When I began to carry out my first assessments independently, I experienced countless emotions. I felt excited and eager to delve into the work, but also nervous and questioning about how much I would really be able to do on my own. My supervisors were close by if I had a question, and I utilized their guidance often.

    Reflecting upon my first few months at the clinic, I recognize that I felt very unsure of myself and conflicted over the way I felt I was perceived, and how I would be able to relate to patients. I felt it possible that there were judgments being passed on me in regard to my appearance and what that seemed to symbolize to the population I was working with. Given that I was a young, white American female seemingly in this position of power, I felt that many of the patients were wary of me and had guarded responses to my questions.

    At times, I began to feel a sense of inadequacy to help, given that the presenting problems of many of our patients are ones that I personally have not experienced. Being in a position in which you are expected to be of help, but have absolutely no idea really how to do so, can be quite disconcerting.

    Furthermore, I also realized that the position I held often allowed me to provide patients what they needed, despite the fact that I often felt unworthy of being privy to the very personal aspects of the patients’ lives that they discussed with me. Given that I personally did not view myself as being in a position of power, as I was a student who felt as though she was stumbling along the helping process herself, it was a very uncomfortable situation to be in.

    On top of this, at times there seemed to be cultural and linguistic barriers. Although I can speak Spanish fluently and lived abroad for years, all the cultural competency and ability to connect through shared experiences that I thought I had prior to starting this work seemed inadequate. The concept that in certain situations I could be perceived as being part of the dominant majority group, instead of someone who can connect and understand based on shared cultural experiences, was unsettling to me.

    It was through the process of working through this discomfort and acknowledging the systemic context of identity and culture that I was able to come to terms with my position. As stated by Mo (2003), especially when the clinician belongs to the dominant majority group and the client to a minority group, it is important for the clinicians to explicitly address and acknowledge the dynamics of power as an integral part of the therapeutic process. After all, it is of paramount significance for social workers to engage in mindful practice meaningfully with people of different and multiple identities, while also examining one’s own social location in the “web of these power relations” (Wong, 2004).

    I began to understand that my anxiety about how I was perceived and in what ways I could help our patients was a necessary part of the learning process that propelled me toward understanding myself as an aspiring professional as well as the needs of those I was serving. As stated by Shulman (2005), students must experience “adaptive anxiety” as a necessary feature of their learning experience, as “uncertainty, visibility, and accountability inevitably raise the emotional stakes of the pedagogical encounters” (p. 57). Students must be emotionally invested in their work and experience some anxiety, as it serves as a motivating factor that stimulates students to work harder (Shulman, 2005).

    I also found that if I ally myself with the patient, who in essence is the expert on his or her own life situation, and work toward finding a solution together by combing both our knowledge on the subject, we are able to make progress. As stated by Ann Hartman (2000), “knowledge and power are one, and when clients and subjects are collaborators in the discovery process, if their expertise is valued and affirmed, they are empowered” (p. 22).

The Year Draws to a Close

    Since beginning my work at the health center, I have learned how to find the balance between empowering the patients we work with and making them active participants in the problem solving process. Simultaneously, I also learned that meeting agency demands, as well as the expectations of professional and practice etiquette as a social worker, is a difficult and ongoing process. It has taken hours of supervision with my mentors, as well as a great deal of self reflection, to understand that it is an ongoing process and one that is inherent in the professional life of a social worker.

    Although there are still times when I find myself rolling my eyes when I hear my professors saying to sit with our discomfort, I begrudgingly have to admit that the concept holds weight. This experience is challenging, overwhelming, exciting, and fulfilling, all at once.

    What I can assure students entering this field is that you will be uncomfortable, and you will be forced to examine where you came from and what that signifies for the population with whom you are working. Not only will your supervisors, professors, and classmates be an integral source of support and understanding throughout this process, but I also believe the clients you work with will be, as well.

    I have learned that when I ally myself with clients, it is as if the environment in the room has changed. I have found that if I crack a smile, allow a chuckle, or feel comfortable in asking patients to elaborate on exactly what they mean, we are able to establish a working alliance that eventually will allow them to get what they need.

    I am a student, and I continue to be inexperienced in comparison to the multitudes of amazing and inspiring social workers I have met so far in my budding career. However, I still have the capacity to help, and I believe that keeping that truth alive inside of me, despite all of the inner and external conflicts that one faces in this situation, is the key to a successful and ongoing learning process.  

Hartman, A. (2000). In search of subjugated knowledge, Journal of Feminist Family Therapy, (11) 4, 19-23.

Mo, Y. L. (2003). A solution-focused approach to cross-cultural clinical social work practice: Utilizing cultural strengths. Families in Society, 84 (3), 385-395.

Shulman, L. S. (2005). Signature pedagogies in the professions. Daedalus, 134 (3), 52–59.

Wong, Y. R. (2004). Knowing through discomfort: A mindfulness based critical social work pedagogy. Critical Social Work, 5 (1).      

Katherine Freeman is a second-year graduate student at the Silberman School of Social Work at Hunter College, City University of New York. Katherine has a bachelor’s degree in international relations and Spanish from the State University of New York, College at Geneseo and has experience working with at-risk youth in the United States and Chile. Katherine’s current field placement is at an agency that provides trauma-focused therapy to children in the Bronx. She wrote this piece at the end of her first-year field placement.

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Reflective writing

You have now considered reflection as a way of thinking and learning. Now you will move on to think about reflective writing. Many of the expectations of reflective writing will be very similar to the kinds of writing you may already be used to, such as the requirement to acknowledge your sources by using references and using clear language that is easily understood by your reader. There are also, however, important differences which you will also need to think about, should you go on to study for the social work degree.

This is a photograph of someone writing in a notebook.

The questions may not require an ‘essay’ answer and may therefore need a different approach and structure from the conventional one of introduction, main paragraphs and conclusion.

While most professional writing (e.g. reports, records) are written in the third person, reflective writing requires that you write about your own experience and consequently the use of the first person (‘I’) is actually encouraged.

While you are still expected to use your reading or ‘theory’, this will need to be linked to your discussion of your own experiences and also what you have learned from these experiences.

If you already have experience of writing in higher education, reflective writing may feel odd at first. One social work student who was already a graduate commented that while her experience was that academic writing ‘is looking at writing in the third person’, reflective writing is about something different:

Well, you write that to your Auntie Jane, you don’t write it for a course, I’ve never written it for a course ... In this course you are going to be asked to write about yourself big style. You have got to be king. You have got to be in the centre.

Although reflective writing is not exactly like writing a letter to ‘Auntie Jane’ or a personal blog, this student was picking up correctly that reflective writing has something in common with writing a diary or journal (or blog) and that most academic writing does not encourage you to write about yourself and your own experiences.

Activity 13 Reflective writing

Spend 15 minutes writing as freely as you can about your thoughts on your learning so far. This writing is only for you to see, so don’t worry too much about how you organise your ideas or even about your language (words used, sentence construction, spelling, grammar, punctuation etc.). Just write from your own thoughts.

After writing for about 15 minutes, put your writing away somewhere safe.

Later, perhaps the next day, come back and re-read your writing. Note down your answers to the following questions:

• Did you enjoy writing in this way, or did it feel difficult?
• Did you feel able to forget about traditional expectations of ‘good’ writing and just let your thoughts flow?

Some people find this type of writing hugely enjoyable, as a way to put their feelings and thoughts on paper and even to develop creative ideas. For others this is an awkward, challenging and artificial task, particularly for people who would not commonly talk about themselves reflectively, never mind commit their thoughts about themselves to paper in this way. Some people also feel very inhibited by the thought of someone reading and judging their writing, which can get in the way of expressing themselves. Free writing can be a good way to overcome feeling anxious about expressing yourself. Free writing also has a lot in common with reflective writing, as the focus is on you, the writer, your thoughts and experiences as told in the first person. If you found this activity difficult in any way you might like to keep practising this free writing exercise. Remember, you can pick any topic, based on work or personal experiences and you can jot these down on paper, phone or computer or perhaps by using voice recording software.

• Reflection can enhance social work practice.
• Reflection involves drawing together your experiences, study and feelings to help you evaluate practice and think about intervention and outcomes.
• Supervision plays an important role in supporting reflection.

Home > College of Social and Behavioral Sciences > Social Work > Social Work Theses

Social Work Theses, Projects, and Dissertations

Theses/projects/dissertations from 2024 2024.

WHAT IS THE READINESS OF SOCIAL WORK STUDENTS TO WORK WITH AUTISTIC INDIVIDUALS? , Ignacio Aguilar Pelaez

THE DISPROPORTIONATE IMPACTS OF CERTAIN FACTORS THAT DIFFERENTIATE THE AMOUNT OF MENTAL HEALTH REFERRALS OF SCHOOL A COMPARED TO SCHOOL B , Jesus Barrientos

Caregivers of Dialysis Patients , Alyssa Bousquet and Amelia Murillo

GENDER DYSPHORIA IN ADOLESCENCE AND THE MODELS OF CARE: A SYSTEMATIC LITERATURE REVIEW , Arnold Briseno

THE EFFECTS OF PARENTING STYLES ON COMMUNICATION AMONG ASIAN AMERICAN YOUNG ADULTS , Abigail Camarce

BARRIERS TO AND FACILITATORS OF CARE: EXPLORING HOW LOW-INCOME WOMEN ACCESS REPRODUCTIVE HEALTHCARE IN A RURAL COMMUNITY , Sydney Taylor Casey

CLIENT PERPETRATED VIOLENCE AND SAFETY CULTURE IN CHILD WELFARE: A SYSTEMATIC LITERATURE REVIEW , Amber Castro

ACCESSIBILITY OF SERVICES FOR TRANSGENDER ADOLESCENTS FROM A CHILD WELFARE PERSPECTIVE , Eduardo Cedeno

WHAT ARE THE BARRIERS TO SEEKING PSYCHOTHERAPY SERVICES ACROSS DIFFERENT RACIAL AND ETHNIC GROUPS? , Deysee Chavez and Elisa Rodarte

Homelessness In The Coachella Valley , Katrina Clarke

EXAMINING THE EFFECTIVENESS OF PSYCHOSOCIAL INTERVENTIONS FOR OPIOID USE DISORDER: A SYSTEMATIC REVIEW , Elizabeth Ashley Contreras

IS A SOCIAL SUPPORT BASED MODEL BETTER FOR TREATING ALCOHOLISM? A SYSTEMATIC REVIEW , Jordan Anthony Contreras

SOCIAL WORKERS’ PREPAREDNESS FOR PRACTICE WITH PATIENTS EXPERIENCING PSYCHOTIC DISORDERS , Paula Crespin

INVESTIGATING THE LEVEL OF EVIDENCE OF ADVERSE CHILDHOOD EXPERIENCES AND PARENTING PRACTICES: A SYSTEMATIC REVIEW , Eloisa Deshazer

MENTAL HELP-SEEKING: BARRIERS AMONG AFRICAN AMERICANS: THE ROLE OF TECHNOLOGY IN ADDRESSING THOSE BARRIERS , Charneka Edwards

Treatment not Punishment: Youth Experiences of Psychiatric Hospitalizations , Maira Ferrer-Cabrera

IMPLEMENTATION OF MENTAL HEALTH SERVICES AND CURRICULUM FOR ELEMENTARY-AGED CHILDREN , Indra Flores Silva and Jason Kwan

POOR ACADEMICS FROM COLLEGE STUDENTS GRIEVING THROUGH COVID 19 , Sarah Frost

A SYSTEMATIC REVIEW ON THE EFFECTIVENESS OF THE GUN VIOLENCE RESTRAINING ORDER , Bonnie Galloway and Yasmeen Gonzalez-Ayala

STRESS AND HELP-SEEKING IN FARMWORKERS IN THE COACHELLA VALLEY , Alexis Garcia and Daniela Mejia

THE EFFECTIVNESS OF FEDERAL PELL GRANT PROGRAM , Maria Delcarmen Garcia Arias and Ashley Hernandez

PARENT INVOLVEMENT AND EDUCATIONAL OUTCOMES AMONG LATINO FAMILIES , Diana Garcia and Gabriela Munoz

BARRIERS TO GENDER-AFFIRMING CARE , Gloria Garcia

THE CONTRIBUTING FACTORS OF PLACEMENT INSTABILITY FOR PREGNANT FOSTER YOUTH , Amanda Garza and Shayneskgua Colen

PROGRESSION OF BLACK WOMEN IN TENURE RANKED POSITIONS , Unique Givens

Child Maltreatment Primary Prevention Methods in the U.S.: A Systematic Review of Recent Studies , Maria Godoy-Murillo

Assessing and Meeting the Needs of Homeless Populations , Mitchell Greenwald

Parity In Higher Education In Prison Programs: Does It Exist? , Michael Lee Griggs and Vianey Luna

SUBSTANCE USE TREATMENT WITHIN THE US PRISON SYSTEM , Timothy Hicks

THE MOTIVATING FACTORS AFFECTING THE CONTINUANCE AND COMPLETION OF SUBSTANCE USE TREATMENT FOR MOTHERS , Jacquetta Johnson

FACTORS AFFECTING THE ENROLLMENT AND GRADUATION RATES AMONGST AFRICAN AMERICAN MALES IN THE UNITED STATES , Tracie Johnson

SUPPORTING FORMERLY INCARCERATED INDIVIDUALS IN HIGHER EDUCATION: A QUANTITATIVE STUDY , Lisa Marie Jones-Wiertz

Social Media Told Me I Have A Mental Illness , Kathleen Knarreborg

THE RELATIONSHIP BETWEEN ROLE MODELS, SOCIOECONOMIC MOBILITY BELIEFS, AND ACADEMIC OUTCOMES , Christian Koeu and Marisol Espinoza Garcia

CULTURAL AND STRUCTURAL BARRIERS OF UTILIZING MENTAL HEALTH SERVICES IN A SCHOOL-BASED SETTING FOR LATINX POPULATIONS , Silvia Lozano and Bridgette Guadalupe Calderon

EDUCATIONAL OUTCOMES FOR YOUTH THAT PARTICIPATED IN EXTENDED FOSTER CARE: A SYSTEMATIC REVIEW , Kassandra Mayorga and Roxana Sanchez

NON-BINARY IDENTITY WITHIN COMPETENCY TRAINING FOR MENTAL/BEHAVIORAL HEALTH PROVIDERS: A SYSTEMATIC REVIEW , Alexis McIntyre

Childhood Neglect and Incarceration as a Adult , Marissa Mejia and Diana Gallegos

STUDY EXPLORING FEELINGS OF SELF-BLAME AND SHAME AMONG INDIVIDUALS RAISED BY SEVERELY MENTALLY ILL CAREGIVERS , Joanie Minion

THE OBSTACLES FACING HOMELESS VETERANS WITH MENTAL ILLNESS WHEN OBTAINING HOUSING , Melissa Miro

STUDENTS OF HIGHER EDUCATION RECEIVING SUPPLEMENTAL NUTRITION ASSISTANCE PROGRAM AND ITS IMPACT ON MENTAL HEALTH , Cristina Palacios Mosqueda

COMMERCIALLY SEXUALLY EXPLOITED CHILDREN TARGETED WITHIN SOCIAL SERVICES , Britny Ragland

HOW DID THE COVID-19 PANDEMIC IMPACT EXTENDED FOSTER CARE SOCIAL WORKERS WHILE PROVIDING SOCIAL SERVICES , Omar Ramirez and Victoria Lopez

Bridging Training Gaps: Assessing Knowledge and Confidence of Mental Health Interns in Opioid Misuse Intervention for School-Aged Children and Adolescents , Carolina Rodriguez and Gabriela Guadalupe Gonzalez

PERCEPTIONS OF YOUTH ATHLETE SAFETY PARENTS VS DIRECTORS , Nicole Anais Rodriguez

SPIRITUALITY AND RECOVERY FROM ADDICTION: EXPERIENCES OF NARCOTICS ANONYMOUS MEMBERS , Elizabeth Romberger

MAJOR FACTORS OF SUSTAINING RECOVERY AFTER RELAPSE FROM A SUBSTANCE USE DISORDER , Amanda Tei Sandhurst

UNDERSTANDING THE PERSPECTIVES AND ATTITUDES OF 12-STEP PARTICIPANTS TOWARDS MEDICATION-ASSISTED TREATMENT , Christopher Scott

THE UTILIZATION OF MUSIC AND AUTONOMOUS SENSORY MERIDIAN RESPONSE IN REDUCING STRESS , Robert Scott

THE AFTERMATH OF THE PANDEMIC’S EFFECT ON COLLEGE STUDENT DEPRESSION , Lorena Sedano

Exploring the Experiences of Minority Former Foster Youths During and Post Care: A Qualitative Study , Caithlyn Snow

Factors that Contribute to Disparities in Access to Mental Health Services within Hispanic Adults , Jasmine Soriano

RESILIENCE IN FATHERHOOD: EXPLORING THE IMPACT OF ABSENT FATHERS ON BLACK AMERICAN MEN'S PARENTING NARRATIVES AND PRACTICES , Ericah Thomas

FACTORS THAT IMPACT FOSTER YOUTHS’ HIGH SCHOOL GRADUATION , Esther Thomas

EXAMINING A RELATIONSHIP BETWEEN SEXUAL SATISFACTION AND CHILD MALTREATMENT , Amanda Titone

THE PRESENT STRUGGLES OF IMMIGRANT FARMWORKERS IN CALIFORNIA , Leslie Torres and Angelica Huerta

Stressors, Caffeine Consumption, and Mental Health Concerns among College Students , Stacey Trejo

MENTAL HEALTH TREATMENT HELP SEEKING ATTITUDES AND BEHAVIORS AMONG LATINX COMMUNITY , Nancy Vieyra

JUSTICE-INVOLVED STUDENTS: EFFECTS OF USING SUPPORT SERVICES TO OVERCOME BARRIERS , Gabby Walker and Sofia Alvarenga

MANDATED REPORTERS’ KNOWLEDGE AND REPORTING OF CHILD ABUSE , Alexis Reilly Warye

Theses/Projects/Dissertations from 2023 2023

PROLONGED EXPOSURE TO CONGREGATE CARE AND FOSTER YOUTH OUTCOMES , Tiffany Acklin

YOU CALL US TREATMENT RESISTANT: THE EFFECTS OF BIASES ON WOMEN WITH BORDERLINE PERSONALITY DISORDER , Cassidy Acosta

EXAMINING SOCIAL DETERMINANTS OF HEALTH OF FORMERLY INCARCERATED CALIFORNIA STUDENTS WHO GRADUATED FROM PROJECT REBOUND , Ashley C. Adams

ALTERNATIVE APPROACHES TO POLICE INTERVENTIONS WHEN RESPONDING TO MENTAL HEALTH CRISES INCIDENTS , Karen Rivera Apolinar

Understanding Ethical Dilemmas in Social Work Practice , Arielle Arambula

IS THERE A RELATIONSHIP BETWEEN PROFESSORIAL-STUDENT RACIAL MATCH AND ACADEMIC SATISFACTION OF AFRICAN AMERICAN SOCIAL WORK STUDENTS , Ashlei Armstead

NON-SPANISH SPEAKING LATINOS' EXPERIENCES OF INTRAGROUP MARGINALIZATION AND THE IMPLICATIONS FOR ETHNIC IDENTITY , Marissa Ayala

SERVICES AVAILABLE IN THE MIXTEC COMMUNITY AND THE BARRIERS TO THOSE SERVICES , Currie Bailey Carmon

IMPACT OF OUTDOOR ADVENTURE ON THE SELF-ESTEEM, SELF-CONFIDENCE, AND COMFORT LEVEL OF BLACK AND BROWN GIRLS , Nathan Benham

THE ROLE UNDOCUMENTED STUDENT RESOURCE CENTERS PLAY IN SUPPORTING UNDOCUMENTED STUDENTS IN HIGHER EDUCATION , Cynthia Boyzo

Program Evaluation of Teen Parent Support Group , Brianne Yvonne Irene Brophy

THE IMPACT THE JOB STRESS OF A CHILD WELFARE SOCIAL WORKER HAS ON THE QUALITY OF THEIR RELATIONSHIP WITH THEIR INTIMATE PARTNER , Nadine Cazares

Adverse Effects for Siblings Who Witness Child Abuse , Leslie Chaires

ASIAN DISCRIMINATION: IN THE FIELD OF SOCIAL WORK , Sunghay Cho

PERCEIVED FINANCIAL STRAIN AND ITS EFFECTS ON COLLEGE STUDENTS’ WELFARE , Monica Contreras and Clarissa Adrianna Martinez

The Media and Eating Disorders , Diane Corey

INCREASING TEACHER AWARENESS OF MENTAL HEALTH IN CHILDREN , Sarah Alexis Cortes

The Investigation of Knowledge and Practice of Child Welfare Workers Providing Case Management to Children with Disabilities , Giselle Cruz

Examining The Relationship Between Technological Skills and Success In Higher Education Among Formerly Incarcerated Individuals , Ebony Cubias

SUPPORT FOR SOCIAL WORKERS TREATING ADOLESCENT SUBSTANCE ABUSERS , Monica DeLucia and Kethura Solano

MINORITIZED GROUPS AND SOCIAL INTEGRATION AND RECOVERY CAPITAL DEVELOPMENT IN MUTUAL AID FELLOWSHIPS , Kaelyn Doyle and Benjamin Wahl

EXAMINING EDUCATORS’ PERCEPTIONS AND PREPAREDNESS ON THE NEEDS OF UNDOCUMENTED STUDENTS , Imelda Duran Herrera

RESILENCY AND FATHERLESS HOUSEHOLDS , Joshua Ellis-Kennedy and Crystal Angelica Orellana

THE INCREASE OF SUICIDE RISKS AMONGST INDIVIDUALS WITH MENTAL HEALTH DISORDERS DURING THE COVID-19 PANDEMIC , Joanna Flores

Staff Turnover in Child Welfare , Maleena Flores

SOCIAL WORK STUDENT'S PERCEPTION, KNOWLEDGE, AND PREPAREDNESS IN SERVING UNACCOMPANIED MIGRANT CHILDREN , Miriam Flores Portillo and Estela Flores-Portillo

PERCEPTIONS OF THE IMPACT OF PARENTAL MENTAL HEALTH ON ADULT CHILDREN , Samantha Ann Gallo-Vargas and Queray McMihelk Jr.

HOW ARE MEDICAL SOCIAL WORKERS EQUIPPED WITH ADEQUATE TRAINING TO DETECT AND REPORT ELDER ABUSE IN HOSPICE , Crystal Garcia and Katherine Barba

How Stigma Impacts the Utilization of Mental Health Services Among Young Adults' Within Three Different Ethnic Minority Communities , Ivette Garcia and Melissa E. Gomez

THE EFFECTS OF COVID-19 ON CHILD ABUSE INVESTIGATION OUTCOMES , Kelly Gasso

INTERVENTIONS AVAILABLE TO CHILDREN AND ADOLESCENTS WITH OPPOSITIONAL DIFIANT DISORDER: A SCOPING REVIEW , Megan George and Jacqueline Laitano

HOW DOES HAVING A PET DURING THE CORONAVIRUS-19 PANDEMIC AMONG UNIVERSITY STUDENTS AFFECT ANXIETY AND DEPRESSION , Sugey Gonzalez-Escobedo and Jessica Morales Sanchez

SCHOOL FACULTY’S KNOWLEDGE AND AWARENESS OF SCHOOL-BASED MENTAL HEALTH PROGRAMS , Bianca Gonzalez Vargas and Cristal Cortes-Vazquez

HOW LATINO PARENTS COPED WITH FINANCIAL CHALLENGES DURING COVID-19 , Melissa Gradilla and Valerie Malagon

ASSESSING RURAL NORTHERN CALIFORNIA FOSTER PARENT RECRUITMENT STRATEGIES , Ava M. Hagwood

SOCIAL WORK’S ROLE IN ADDRESSING POLICE OPPRESSION: SOCIAL WORKERS’ PERSPECTIVES , Jess Husband

THE RELATIONSHIP BETWEEN MENTAL HEALTH AND THE AFRICAN AMERICAN ACADEMIC EXPERIENCE , Adelola Ige

EXAMINING THE CONTRIBUTING FACTORS TO AGING OUT OF FOSTER CARE , Aida Justiz Skipper and Ericka Ross

PROMOTING RESILIENCE FOR CHILDREN IN FOSTER CARE , Brenda Lara

SOCIAL DETERMINANTS AND THE SEXUAL HEALTH OF LGBTQ+ PEOPLE OF COLOR IN THE INLAND EMPIRE , Irad Leon

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Social Work Practice Reflective Essay

Introduction.

Social work is a professional area of practice which applies knowledge, skills, research techniques and social theory to improve the lives of individuals, communities and groups.

Social work is considered as a helping profession because it is majorly concerned with the plight of people who are in difficult situations with an aim of helping them overcome those difficulties.

Social workers work in diverse fields both in the private and public sectors such as in rehabilitation centers, child welfare institutions, humanitarian organizations, borstal institutions and homes of the elderly among others (Hare, 2004).

Social workers go through the formal education system with a special bias in the social, biological and behavioral sciences.

During training, they are exposed to field practicum in which they get an opportunity to work with various organizations where they merge theory with practice (Healy, 2008).

Just like other professions such as law or medicine, social work is guided by values, ethics and codes of conduct. Some of the values include competence, integrity, professionalism, social justice and value for human dignity.

Some of the core principles include confidentiality, controlled emotional involvement and client self determination among others. Some of the skills include self awareness, observation and critical thinking (Healy, 2007).

In this paper, I will explore social work practice by looking at oppression of women by men. I will also look into the knowledge, values and skills which are associated with culturally sensitive practice with diverse populations.

Eventually I will engage in a self-awareness exercise by self-administering a value-based assessment and cultural competency inventory; and finally engage in a thoughtful analysis and discussion of my strengths and weaknesses as they pertain to my cultural competency and how I plan to improve on the weaknesses.

Gender and oppression of women

Gender refers to the roles associated with a particular sex, either male or female. Males and females are born with physical and biological differences. Some physical differences include height, appearance, weight and physical strength.

Biological differences may include sexual reproduction organs and hormonal processes. These differences between males and females have been misused to oppress women in several aspects of life like in education, career, power, leadership, employment and management (Connel, 2009).

In the field of management for example, women have been oppressed by men through various ways. For example, the issues of masculinity and femininity have played a role in gendering the field of management (Crosby, Stockdale, & Ropp, 2007).

Many organizations are guided by the principles of masculinity which do not have respect for women. In these organizations, the authority of women managers is not respected as the authority of men managers.

This leads to a situation whereby the leadership or management by a woman may not be as effective as that of a man because the employees in those organizations do not recognize women as a source of authority and therefore, any guidelines, instructions or regulations given by a woman manager may not be taken seriously by the employees (Hartl, 2003).

In many organizations, women do light jobs such as secretarial work or marketing. The central roles are dominated by men who are responsible for planning, policy making and moving the organizations towards the realization of their mission and vision (Rivas, 2013).

Many professional women or the “working mothers” are faced with role multiplicity. At home, they are supposed to be good mothers and wives. They are supposed to ensure that the children are well fed, are healthy and clean (Gregory, 2003).

They are also supposed to take good care of their husbands. At the work place, they are supposed to produce good results either as managers or as normal employees. This makes them fall short of what is expected of them at the work place.

The men on the other hand have very few roles to play at home which leaves them with a lot of time to concentrate on their roles in the work place. Due to this, they are able to meet the set targets or expectations of the organizations (Mason, 2002).

For the women, reproduction is part of labor which they are not compensated for yet if they do not reproduce children, there would be no human resources to work in the organizations.

Women have also been oppressed through promotions in organizations. Some women have to engage in sex with male directors so as to get promoted to the positions of managers.

In the work place, women may be sexually or physically abused by their bosses due to the fact that they are perceived as being inferior and not able to resist the harassment or abuse (Coin & Budapest, 2010).

In some communities especially in the African continent, girls are denied the opportunity to gain education with the belief that women’s role in the society is to give birth to as many children as possible and also entertain the men with sex.

In Kenya for example, the enrollment rates for girls in some communities like the Turkana is less than 10%, meaning that in every 100 girls of school going age, only 10 go to school.

The others are betrothed to elderly men as wives after undergoing female genital cut. This has made women lack leadership, political and technological skills (Kenya National Bureau of Statistics, 2011).

In the developing countries mostly in Africa and Asia, poverty is very rampant. The economies are poorly managed and therefore there are few job opportunities. Many people depend on rain fed agriculture which is not sustainable due to lack of rainfall.

In these countries, most men flee their homes to search for jobs and leave their wives at home with young children. These women are not able to take care of the welfare of the children and they strain a lot to ensure that the children are fed, clothed and schooled.

Some women are forced to engage in prostitution as a source of income for their families. The women in these countries suffer silently because there are very few women in positions of power and leadership who can advocate for their rights.

Women have also been oppressed through being denied the opportunity to inherit property. In the developing countries especially in Africa, women are not supposed to inherit any property from their parents.

Among the Turkana of Kenya for example, if a wife does not give birth to a male child, the husband marries another wife who will give birth to a male child. It is this male child who will inherit all the properties of the parents when they die or when they grow old.

The reasoning behind this is that women are not supposed to own any property but are instead supposed to be owned as property by men.

Since 1974, some improvement has been realized in increasing the number of women in management positions. In the UK for example, the percentage of women who held management positions in 1974 was only 2%. In 2008, the percentage rose to 34.5% (Meulders, 2010).

In other parts of the world, women are almost at par with men in various aspects such as leadership, education and technical know how.

This is not however to say that oppression of women does not exist but what it means is that many people are slowly realizing that women are just like men and what men can do, women can also do it provided that the playing field is leveled.

Effects of women oppression

One of the effects of women oppression in the work place is that it leads to role conflict which eventually leads to stress.

Role conflict refers to a form of disagreement among the roles held by one individual; that is, roles which correspond to various statuses of the same individual. Role conflict pulls an individual in different directions at the same time. It may be short lived or long lived.

A good example to illustrate role conflict is by a working mother. As explained earlier, the mother is expected to deliver good results at the work place and also be a good wife at home through taking care of the children, husband and doing other domestic chores.

At the family level, women are oppressed through various ways such as wife battering, marital rape, female genital cut, being denied opportunity to gain education and inherit property, men running away from home among others.

Domestic violence is the most common form of women oppression at the family level especially in the developing countries. Domestic violence has traumatizing effects on women. Such women need advocacy, empowerment and counseling for them to heal.

There is also need for social workers to agitate for policy change to enable women get education and inherit property. Social workers should also educate the communities to avoid cultural practices which have been used to oppress women.

Social work knowledge

Social workers working with culturally sensitive and diverse populations need to have social work knowledge in specific areas. One of the areas of social work knowledge is the knowledge of human behavior.

Having knowledge of human behavior helps the social workers understand the cultures, values and norms of specific communities.

This in turn helps the social workers package their intervention in such a manner that it does not conflict with the cultural practices, beliefs and norms of the particular communities.

Such knowledge also helps the social workers to understand the cultural prejudices in various communities. This understanding of the cultural prejudices enables the social workers to help the people differentiate the facts and fictions in regard to certain prejudices.

For example, in a community which believes that women are not allowed to go to school, the social workers can help the people understand that women in other parts of the world are allowed to attain eduction and challenge them to change that kind of perception.

Another social work knowledge which is useful for social workers working with culturally sensitive and diverse populations is the knowledge of social justice. Social workers need to have an understanding of social justice so as to help people in communities who suffer social injustice.

The social workers should also educate the people about the concept and show them the importance of embracing social justice.

Social workers working with culturally sensitive and diverse populations also need social work knowledge about the code of conduct for social workers and the ethics which govern the profession of social work.

This knowledge can help the social workers avoid unprofessional conduct which might conflict with certain values, norms and practices of particular groups.

Social workers working with such populations also need an understanding of human rights.

For example, they need to understand the various international laws, treaties and conventions which stipulate various human rights for different categories of people such as employees, children and women among others.

This understanding can help the social workers educate the populations for them to know when their rights are violated and what they are supposed to do. However, the social workers must do it in a professional manner so that they are not accused of incitement.

Social work values

One of the values for social workers working with culturally sensitive and diverse communities is the value of service to humanity.

This value is very important for the social workers because it enables them to serve the populations irrespective of their cultural, religious, economic and historical orientations.

Social workers without this value may have difficult time and in some cases, they may find it almost impossible to work with some cultural groups.

The value of service to humanity also enables the social workers to appreciate and empathize with the populations without necessarily sympathizing with them.

Another value which is important for social workers working with culturally sensitive and diverse populations is the value of human dignity. Social workers must understand that they have an obligation of respecting the clients and their cultural practices.

They have to put aside their personal biases against a certain group for them to help the clients. Some times social workers may consider some practices as weird.

However, with the value of human dignity, they are able to acknowledge the fact that clients have a right of self determination. When they understand this, they are able to assist the clients without any obstacles.

Social workers also need to have the value of competence and integrity. They need to apply their knowledge, skills and techniques in a professional manner when dealing with clients.

The essence of this is that competence and integrity enable the social workers to avoid any questionable behavior or practice. It also enhances the trust and confidence of the clients in the social workers.

This also enables the clients to open up to the social workers and give as much information as possible. With the information and cooperation from the clients, the social workers are able to solve the problems affecting the clients or refer those which they cannot handle.

This enhances the acceptance of the social workers by the communities (Morreau & Benson, 2012).

Social work skills

One important skill which social workers working with culturally sensitive and diverse populations should have is the skill of observation. Observation has to do with going beyond what people say and focusing on their body language and reaction to some social situations.

The skill also has to do with doing more listening than talking. This is because the social workers are supposed to treat the clients as the best teachers of their own problems.

If the social workers do more listening and observing than talking, they are able to gather as much information as possible which is very crucial for the interventions.

Another skill for dealing with culturally sensitive and diverse populations is the skill of critical thinking. This has to do with how social workers interpret the information they gather from clients either through interviewing, listening, observing or reading.

The social workers should apply critical thinking in order to interpret the information correctly. Lack of critical thinking may lead to wrong diagnosis, treatment and intervention. The social workers should therefore understand the information correctly without any personal biases

Another skill which is important when working with culturally sensitive and diverse populations is the skill of self awareness. Social workers need to understand how their background, perceptions, biases, motivations and prejudices may affect their relationship with clients.

If social workers have low levels of self awareness, chances of acting improperly are increased. It is therefore very important that the social workers put aside any subjective reasoning and replace it with objectivity for them to be able to effectively assist the clients.

The skill of self awareness also helps the social workers to identify transference in clients. Transference is a situation in which clients associate their fate with the social workers.

For example, a female client whose husband is violent may easily confuse a male social worker for her husband; she may do this through making statements such as ‘you men are really bad’.

In such a situation, the social worker is supposed to counter the transference by helping the client understand that his role is to help her out of the problem and not to take the blame of others (Tsui, 2010).

Social workers working with culturally sensitive and diverse populations also need to have excellent verbal communication skills. This is because communication is the only way that the social workers can use to understand the clients and for the clients to understand the social workers.

They must be able to understand how to communicate with different groups at different times. For example, the way a social worker is supposed to talk to an elderly refugee woman is not the same way he or she can talk to a young child who is a school drop out.

Verbal communication is an important asset for social workers working with culturally sensitive and diverse populations because it enables them to effectively advocate for the clients especially those who are oppressed or marginalized.

The skill can enable social workers to influence policy change or development for the improvement of people’s welfare. Apart from verbal communication, social workers need to have the skill of documentation.

Proper documentation enables social workers to keep track of every aspect of their interventions and this becomes an asset for them when they want to influence the development or change of a certain social policy.

Cultural competency inventory

My total score for the value based assessment and cultural competency inventory is 75. What this means is that I am headed in the right direction as far as embracing cultural diversity is concerned.

I would have wished to score 80 and above but this is not the case, probably because I am yet to cover some topics in therapeutic approaches and the relationship between myself as a therapist and clients.

My strengths and weaknesses in cultural competency

Based on my value based assessment and cultural competency, there are the areas which I scored poorly and others which I scored well. Those which I scored well are my areas of strength while those which I scored poorly are my areas of weakness.

One of my strengths in cultural competency is that I like meeting new people especially those who are different from me in terms of race, gender and culture. Being a Russian lady for instance, I like associating myself with African or Asian men.

I also love and embrace the culture of non whites such as the African Americans and Asian Americans. Another area of strength is the fact that I understand that I am independent and do appreciate the views of other people even if those views are in contrary to my own views.

I am able to control my personal biases when interpreting the actions of those who are different from me. I also appreciate various communication methods used by various groups of people.

Similarly, I am able to understand that other people may stereotype against me and therefore I am able to work against those stereotypes in order to interact with such people in a harmonious manner.

I am also good in sorting out my values to know which one to compromise in order to communicate with others without losing my integrity as a social worker. I am also able to seek clarifications from people in regards to what they are saying so as to get the correct meaning of what they say.

I like and accept others they way they are and avoid any remarks which may hurt certain groups in the community such as women, the people of color or those who are less fortunate in the society.

One of my main weaknesses is that I do more talking than listening. This is because sometimes I listen as I talk. This is not good because I may not be able to capture what the other person is saying. I may also not be in a position to observe the body language of others which is also part of listening.

Sometimes I also use my cultural jargon or slag when talking to people from other cultural backgrounds. This is a weakness because others may mistaken my language jargon as lack of respect for them.

I am also weak in judging people based on the fluency of their languages. This is a weakness because it amounts to biases which may lead to wrong interpretation of messages by those who are from other cultural backgrounds.

Sometimes I use some ethnic jokes when referring to some groups of people who are from different ethnic backgrounds but I get offended when others use the same language on me. This is a weakness because some ethnic jokes may hurt or provoke some people.

I plan to improve my areas of weakness by doing further reading on the area of human behavior. I also plan to gain more knowledge in interpersonal skills and how to gain and apply them in various cultural settings.

Also in my plan is to learn how to appreciate others and how to avoid judgmental attitudes towards particular populations. I also need to check on my listening skills by learning the art of doing more listening than talking.

This is because doing so would boost by ability to get as much information as possible from others and especially from clients.

My conceptual framework for practice

My future conceptual framework as a social worker is the strength based perspective of social work practice. This perspective has to do with using people’s strengths as a basis of therapy.

The perspective aims to capitalize on the strengths of clients (individuals and groups) to form a strong foundation for therapy.

It is based on the belief that despite the fact that people have problems, there is something which they are good at or they have some useful information, history or practices which can be used to overcome the problems which they are faced with.

It is also based on the belief that empowering people with information is useful for successful therapy (Rapp, 2007).

Implications of the perspective to practice

One of the implications of the strengths based perspective to practice is that it has reversed roles between the therapists and the clients. What this means is that the therapists must restrain their expertise and make the clients be the experts in solving their problems.

The therapists are supposed to play the role of empowering the people to become experts in addressing the problems which face them.

In other words, the therapists’ role is to create a sustainable intervention such that the clients are able to handle their problems even without the assistance of the therapists.

Social workers using this perspective must therefore refrain from using stigmatizing language, having negative perceptions and labeling when dealing with clients.

This is because such negative language or perceptions interferes with the ability of the social workers to effectively capacity build and empower the clients (Rapp, 2007).

When capacity building and empowering clients, social workers must be realistic; that is, they must ensure that the clients actually have those strengths which can be used as a starting point for a sustainable intervention.

They must also consider the magnitude of the problem affecting the clients and evaluate the clients’ ability to effectively handle the problem when empowered (Rapp, 2007).

Oppressed women usually suffer from stigma and feelings of inadequacy. They also undergo through emotional, psychological and social distress due to oppression.

As a social worker working with oppressed women, I will apply the strengths based perspective to empower such women with information so as to resist oppression by men. For instance, I will educate them about their rights to education, employment and fair treatment.

I will also highlight their areas of strength when dealing with men. For example, the fact that women are very good in negotiations, have patience and do not easily lose their temper can be used by a woman who is a victim of domestic violence to talk to the husband to avoid such violence.

I will also empower the oppressed women with information, skills and tactics of resisting male oppression both at the family setting and at the work place.

For example, I will inform them of the relevant agencies where they can report any form of oppression without the fear of victimization. Through this perspective, I will go a long way in fighting the vice of women oppression.

Connel, R. (2009). Gender.( 2 nd ed).Washington DC: Polity Press.

Coin & Budapest.(2010). COIN 2009 international workshops: revised selected papers. Volume 5 of Coordination, organizations, institutions, and norms in agent systems . Secaucus, NJ: Springer.

Crosby, F.J, Stockdale, M.S. & Ropp, S.A. (2007 ). Sex Discrimination in the Workplace: Multidisciplinary Perspectives . Malden, MA: Wiley-Blackwell.

Gregory, R.F. (2003). Women and workplace discrimination: overcoming barriers to gender equality. New York: Rutgers University Press.

Hare, I. (2004). Defining Social Work for the 21st Century: The International Federation of Social Workers’ Revised Definition of Social Work. International Social Work , 47: 407-424.

Hartl, K. (2003). Expatriate women managers: gender, culture, and career. Volume 12 of Schriftenreihe Organisation & Personal . 10117 Berlin: Rainer Hampp Verlag.

Healy, L.M. (2007). Uni-versalism and cultural relativism in social work ethics. International Social Work , 50: 11-26.

Healy, L.M. (2008). Exploring the history of social work as a human rights profession. International Social Work ,51: 735-748.

Kenya National Bureau of Statistics. (2011). Population and Housing Census. Web.

Mason,L. (2002). The Working Mother’s Guide to Life: Strategies, Secrets, and Solutions. New York: Three Rivers Press.

Meulders, D. (2010). Meta-Analysis of Gender and Science Research . Web.

Morreau, W., & Benson, K. (2012). Human trafficking: Improving victim identification and service provision. International Social Work, 55: 488-503.

Rapp, R.C. (2007). The Strengths Perspective: Proving “My Strengths” and “It Works” Soc Work , 52(2): 185–186.

Rivas, F.S. (2013). Burnout, workplace support, job satisfaction and life satisfaction among social workers in Spain: A structural equation model International Social Work, 56: 228-246.

Tsui , M. (2010). From resilience to resistance: A reconstruction of the strengths perspective in social work practice. International Social Work , 53: 233-245.

• Chicago (A-D)
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IvyPanda. (2023, December 29). Social Work Practice. https://ivypanda.com/essays/social-work-practice/

"Social Work Practice." IvyPanda , 29 Dec. 2023, ivypanda.com/essays/social-work-practice/.

IvyPanda . (2023) 'Social Work Practice'. 29 December.

IvyPanda . 2023. "Social Work Practice." December 29, 2023. https://ivypanda.com/essays/social-work-practice/.

1. IvyPanda . "Social Work Practice." December 29, 2023. https://ivypanda.com/essays/social-work-practice/.

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IvyPanda . "Social Work Practice." December 29, 2023. https://ivypanda.com/essays/social-work-practice/.

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25 Scholarships for Social Work Students

Social workers perform fulfilling, critical work, and career prospects may continue to expand over the next ten years. The Bureau of Labor Statistics projects a 13% overall increase in social work positions between 2019-29.

Most social work positions require at least a bachelor’s degree and often a master’s for licensure and clinical practice. Paying for school poses a financial burden for many aspiring social workers, but federal and state grants, loans, and scholarships can help offset educational costs.

While scholarships are just one type of financial support, prospective social work students should take advantage of the broad range of scholarship opportunities. Awards range from merit-based or need-based scholarships to those geared for specific demographic groups or social work specialties.The undergraduate and graduate scholarships described here, while not an exhaustive list, will give you an idea about the kinds of support available and how to apply.

Undergraduate Scholarships

Alice m. yarnold and samuel yarnold scholarship trust.

Who Can Apply : This scholarship supports residents of New Hampshire already enrolled in a postsecondary degree program in social work, nursing, or medicine. Applicants must demonstrate financial need, academic achievement, and a willingness to practice in the state.

Amount : $1,000-$5,000

Alma S. Adams Scholarship for Outreach and Health Communications

Who Can Apply : Applicants must pursue an undergraduate or graduate degree in social work or a related field at an accredited institution and document service benefitting a disadvantaged community in the areas of alcohol, drugs, and tobacco use prevention.

Amount : $5,000

A Place for Mom Senior Care Scholarship

Who Can Apply : Candidates interested in gerontology who plan on working with the elderly may apply. The scholarship supports students enrolled in both undergraduate and graduate programs in social work, nursing, or another healthcare field.

Amount: $3,000

Bethesda Lutheran Communities Student Scholastic and Service Scholarship

Who Can Apply : These social work scholarships provide funding for undergraduate students in a social service-related degree who plan to help people with developmental disabilities. Candidates must have a 3.0 minimum GPA and demonstrate their active membership in a Lutheran congregation.

Amount : $3,000

Davis-Putter Scholarship

Who Can Apply : This scholarship recognizes students who are actively involved in progressive economic and social justice movements. Candidates must attend a postsecondary or technical school and submit a personal essay, letters of support, and evidence of financial need.

Amount : $15,000

Elizabeth J. Davis Scholarship

Who Can Apply : This award supports Vermont residents enrolled in healthcare programs, including medical social work. The recipient does not have to attend college in Vermont but must commit to working in the home healthcare field in the state.

Freemont Foundation Scholarship Program

Who Can Apply : Applicants must attend or plan to attend a historically black college or university pursuing a career in the helping professions. Candidates must demonstrate a record of leadership and volunteerism in the community and participation in extracurricular school activities.

Amount : Varies

Indian Health Service Preparatory Scholarship

Who Can Apply : This scholarship provides tuition and expenses to American Indian and Alaska Native undergraduate students enrolled in courses that lead to healthcare degrees. Applicants must be members or descendants of federally-recognized, state-recognized, or terminated tribes.

James F. Reville Scholarship

Who Can Apply : The New York Arc chapter awards this scholarship to full-time undergraduates enrolled in social work, psychology, and other behavioral sciences programs who plan to enter careers in intellectual and developmental disability fields.

The Jewish Federation of Metropolitan Chicago Scholarship

Who Can Apply : This scholarship supports junior or senior undergraduate students of Jewish descent who demonstrate financial need. Recipients must be full-time students who intend to enter careers in the helping professions.

Amount : $8,000

Leopold Schepp Foundation Scholarship

Who Can Apply : Intended for students majoring in social work or related fields, these scholarships support students who demonstrate superior character, academic excellence, compassion, and a commitment to volunteerism. Candidates must submit letters of recommendation, hold a minimum 3.3 GPA, and demonstrate financial need.

Amount : $9,000

National Association of Black Social Workers Scholarships

Who Can Apply : Candidates must be members of the NABSW enrolled full time in an undergraduate or graduate social work program. The application requires a personal statement describing professional interests and aspirations and previous social work experience.

Patty Gibbs-Wahlberg Scholarship

Who Can Apply : Sponsored by the Phi Alpha Honor Society for Social Work, this scholarship benefits chapter members enrolled in accredited social work programs. Applicants must demonstrate a consistent record of scholarship, service, and leadership.

Presbyterian Scholarship for Undergraduates

Who Should Apply: This need-based award for members of the Presbyterian Church assists students who have completed their first year of college with a minimum 2.5 GPA. Applicants may major in several fields, including healthcare services and social work.

Amount : $2,000

Pride Foundation Scholarship

Who Can Apply : This need-based scholarship supports LGBTQ+ and allied students who plan to work with individuals dealing with trauma, grief, illness, death, and violence. Candidates must be residents of Alaska, Idaho, Montana, Oregon, or Washington, but may study elsewhere.

Graduate Scholarships

American indian education fund scholarships.

Who Can Apply : The AIEF graduate scholarships provide assistance to members of federally recognized tribes, including American Indian, Alaska Native, and Native Hawaiian applicants. Preferred GPAs should be between 2.0-3.5, but all applicants may apply for consideration.

American Society on Aging Graduate Student Research Award

Who Can Apply: This award recognizes the best unpublished graduate research paper on a project related to aging. Applicants must be currently enrolled in a graduate program or have completed their studies less than one year before submission.

Amount : $500

Consuelo W. Gosnell Memorial Scholarship

Who Can Apply : Candidates must be committed to working with or have a special affinity with American Indian/Alaska Native and Hispanic/Latino populations. The scholarship also supports candidates who demonstrate a commitment to public or voluntary nonprofit agencies or local grassroots groups.

Amount : $2,000-$4,000

Council on Social Work Education Minority Fellowship Program – Master’s

Who Can Apply : Doctoral-level students may apply for this program if they demonstrate a commitment to reducing health disparities and improving healthcare outcomes of racially and ethnically diverse populations. The scholarship provides funding primarily but not exclusively for racial or ethnic minorities.

Eileen Blackey Doctoral Fellowship

Who Can Apply : Available for NASW members, applicants for this award must be doctoral students in social work specializing in welfare policy and practice. Candidates must submit a proposal summary, a statement of relevance, a project design, their expected dissertation completion date, and an itemized budget.

Amount : $4,000-$6,500

George E. Meares Memorial Scholarship

Who Can Apply : Omega Psi Phi, an African American fraternity, sponsors this scholarship for full-time graduate students in social work, social science, or criminal justice. Candidates must receive nominations from their regional fraternity chapters and demonstrate a cumulative 3.3 GPA.

Jane B. Aron Doctoral Fellowship

Who Can Apply : The National Association of Social Workers, in partnership with the Council on Social Work Education, offers this fellowship to doctoral candidates. Recipients must engage in research on healthcare social work education, policy, or practice.

Amount : $17,900

The Melanie Foundation Scholarship

Who Can Apply : These MSW scholarships provide assistance to students who plan to enter the mental health social work field. Candidates must be enrolled in an accredited master’s program and provide evidence of volunteer, research, or work experience related to mental health.

Amount : $2,500

Paul and Daisy Soros Fellowships for New Americans

Who Can Apply : This fellowship recognizes the work of immigrants, children of immigrants, and refugees pursuing graduate studies in several fields, including social work. Candidates must demonstrate a commitment to making significant contributions to American society, culture, or their academic field.

Amount : $20,000-$25,000

Verne LaMarr Lyons Memorial MSW Scholarship

Who Can Apply : This MSW scholarship supports students who have a commitment to working with members of the African American community and demonstrate an interest in healthcare and mental health practice. Applicants must hold membership in the National Association of Social Workers.

Amount : $4,150-$5,500

Pursue your passion for helping others with a career in social work.

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ESSAY SAUCE

FOR STUDENTS : ALL THE INGREDIENTS OF A GOOD ESSAY

• Social work essays

Our free example social work essays cover a range of topics and themes from theoretical writing on social justice, equality and diversity and advocacy, to practical case studies and reports which you may need to present in court.

Click here for our social work research proposal writing guide .

Application & importance of methods & theories within social work practices

Within our society individuals and families face complex issues and therefore Social workers work closely with them to support them through difficult times and improve outcomes in their lives. The support varies from safeguarding individuals who may be vulnerable from things such as harm or abuse or supporting people to be autonomous (British association of … Read more

Ecological systems theory

Introduction Social work is a field that revolves around helping others. It is an eclectic practice and to those not familiar, a field that can be hard to distinguish from any other philanthropy. To separate itself from other areas of altruism, social work relies on theories to guide practice. Many theories are involved in making … Read more

Global narcotics and austerity

Introduction This report will be exploring global narcotics through the macro global theme of Austerity and its substantial role in problematic substance misuse within society. The author will be defining the running global theme of austerity looking comprehensively into the subject and its role within our civilisation to date. This theme will be discussed methodically … Read more

Social work internship – reflection

An interest in the social work profession is more than likely to be interpreted as an interest in a helping profession. When people go into social work, often it is because they have some sort of innate desire to assist other humans on their journey through this thing called life. While I cannot speak for … Read more

Discourses of children, childhood and care / influence on policies and practices

A critical analysis of past and current discourses of children, childhood and care and a review of how these discourses might influence policies and practices in my setting In this essay, I will provide a critical analysis of some past and current discourses of children, childhood and care, and attempt to review how these discourses … Read more

Legal and Ethical Issues (group session case study)

Legal and Ethical Issues Legal and ethical issues is from the diversion between the areas of law and ethics, Law states what you can or cannot do, whereas ethics is a moral standard that governs how and what people should or should not do. The workplace has become more diver over the years with differing … Read more

Privatisation of older adult social care in England and its impact in service delivery

This dissertation aims to explore the existing literature from a variety of sources in respect of privatisation of social care provision for older or frail adults and a phenomenon of choice and control as it relates to social care provision. This dissertation will intend to identify and address the implications of privatisation and profit in … Read more

Frontline child protection team placement (reflective)

I have been placed in a statutory placement with a local authority working within a frontline child protection team. This team manages the child protection and child in need cases on a long-term basis that have been passed on from the children’s assessment team. It is the responsibility of a social worker within a child … Read more

Effect of legislations, policies & national strategies on delivery of health/social care services in the UK

Introduction This essay is about the effect of legislations, policies and national strategies on the delivery of health and social care services. There will be an overview of different legislations and a look at how they impact health and social care services will follow. Children’s Act (1989,2004,2010) Introduced first in 1989 The Children’s Act places … Read more

Should service users/carers be able to challenge traditional models of service delivery, welfare funding & strategic social work policy

Introduction Historically, Social work has been identified as one the “helping” or “caring” professions as it is dedicated to helping people meet their needs and advance their potential in an endlessly changing society (Thompson, 2015). Social policy takes into consideration policy which aims to promote the welfare of citizens as well as their social well-being. … Read more

Impact of loss and the feelings and behaviour that follow a bereavement

Bereavement is the state of loss when someone close to you has died. The death of someone you love is one of the greatest sorrows that can occur. Feelings of bereavement can also accompany other losses, such as the decline of your health or the health of someone you care about, or the end of … Read more

Meeting Complex Health and Social Care Needs

A long-term condition is conceptualized as a condition that cannot presently be cured but can be managed by medication and other therapies (Department of Health, 2012). The management of long-term conditions can be a challenging task for the NHS workforce. In UK the prevalence of long-term conditions is expected to go up due to the … Read more

Outcomes, challenges, ethical issues involved in promoting choice, independence & empowerment.

By virtue of their pre-care and care experiences, Care Leavers are deemed to be a disadvantaged group. National and local research provides evidence that outcomes for this group of young people are consistently poor on a number of fronts including; employment, educational attainment, homelessness, young parenthood, poverty, crime and mental health (DHSSPS 2007; DHSSPS 2004; … Read more

Development priorities of Rose hill youth and young adults’ community (reflective)

An assessment of the development priorities of Rose hill youth and young adults’ community, drawing from the profile developed by our student’s group. Drawing a proposal to meet the needs and a theory informed reflection of our group process. Historically according to Slack, R. C. B. (1998), a community was often described as a small … Read more

Reforming social care

1. Introduction Various demographic, social and economic shifts across the developed world have increased concern about the ability of these societies to provide sufficient quality and quantity of care for older and disabled citizens. These shifts include changes in gender roles and norms, a fall in fertility rates and the extension of mortality accompanied by … Read more

Writing social work essays

Social work is a complex and dynamic field that encompasses a broad range of issues and concerns related to the well-being of individuals, families, and communities. In writing an essay on social work in 2023, there are several themes, topics, and points to consider, including:

• The impact of COVID-19 on social work practice: COVID-19 has had a profound impact on social work practice, from the shift to remote work and teletherapy to the increased need for social workers to address issues such as mental health, domestic violence, and economic insecurity. An essay on social work in 2023 should explore the ways in which COVID-19 has transformed the field and the challenges and opportunities it presents.
• Other contemporary social issues: Social work is constantly evolving in response to changes in society. Aside from the COVID-19 pandemic, consider addressing other current social issues such as climate change , or social justice movements in your essay. This demonstrates an understanding of the dynamic nature of social work and the importance of addressing contemporary issues.
• Social work and racial justice: The past few years have seen a renewed focus on issues of racial justice and equity in society, and social work is no exception. An essay on social work in 2023 should explore the ways in which social workers are working to address systemic racism and promote social justice, both within their own practice and in society as a whole.
• Advances in social work research and practice: Social work is a constantly evolving field, with new research and best practices emerging all the time. An essay on social work in 2023 should examine the latest developments in the field, including new interventions, therapies, and approaches to working with clients.
• The role of technology in social work practice: Technology is increasingly being used in social work practice, from teletherapy to online support groups. An essay on social work in 2023 should explore the ways in which technology is changing the face of social work practice and the implications of these changes for clients and social workers.
• The intersection of social work and public policy: Social work is intimately connected to public policy, and an essay on social work in 2023 should examine the ways in which social workers are advocating for policy changes that promote social justice and address the needs of marginalized communities.
• Ethical dilemmas in social work practice: Social work is a profession that is guided by a set of ethical principles, but there are often complex and difficult ethical dilemmas that arise in practice. An essay on social work in 2023 should explore some of these dilemmas and examine the ways in which social workers navigate them.
• The importance of self-care: Social work can be emotionally demanding and it’s important for practitioners to engage in self-care to prevent burnout. When writing your essay, consider the importance of self-care and explore strategies for promoting well-being among social work practitioners.
• Evidence-based practice: In social work, evidence-based practice involves using the best available research to inform your interventions and decision-making. When writing your essay, make sure to integrate relevant research findings to support your arguments and ideas.
• Social work theories: Social work is grounded in a variety of theories that inform practice. When writing your essay, it’s important to critically evaluate these theories and consider their relevance and applicability to different populations and contexts.
• The importance of cultural competence: Social workers must be able to work effectively with individuals from diverse backgrounds. Your essay should emphasize the importance of cultural competence in social work practice and explore strategies for developing this competency.
• The importance of interdisciplinary collaboration: Social work often involves working with professionals from other disciplines. Your essay should emphasize the importance of interdisciplinary collaboration and explore strategies for effectively collaborating with other professionals.

Social work essay topic ideas:

There are many interesting topic ideas for students looking to write an essay in the field of social work in 2023. Here are a few ideas to get you started:

• The impact of the COVID-19 pandemic on social work practice and service delivery
• The role of social work in addressing climate change and promoting environmental justice
• The use of technology in social work practice: benefits, challenges, and ethical considerations
• The intersection of social work and social media: opportunities and challenges
• The impact of social media on mental health and well-being: implications for social work practice
• The importance of cultural competence in social work practice: strategies for developing and promoting cultural competence among social work practitioners
• The role of social work in addressing the opioid epidemic: strategies for prevention, intervention, and treatment
• The impact of trauma on individuals and communities: strategies for trauma-informed social work practice
• The importance of self-care for social work practitioners: strategies for promoting well-being and preventing burnout
• The impact of policy on social work practice: strategies for advocating for policies that promote social justice and equitable outcomes for all individuals and communities.

These are just a few examples of interesting topic ideas for social work essays in 2023. When selecting a topic, it’s important to choose one that you are passionate about and that aligns with your interests and career goals. Good luck with your essay!

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Your Guide to Social Work Internships

Explore our comprehensive guide to the best social work internships for college students.

Internships for social work majors

As a major with so many career path options, choosing to study social work gives you many types of internships to consider. While both psychology majors and sociology majors are both related, what they have in common is interest in understanding and helping others. There will always be openings for social work internships for undergraduates, as the field is always looking for capable social work focused college students to help and hire.

In your social work internships you’ll gain skills in communication, de-escalation, teamwork, organization, accountability, and problem-solving among many others. Internship opportunities for social work students can foster a great exploration of the field, since there are so many paths in social work to consider and understand.

How do I get a social work internship?

Getting an internship in social work is very exciting considering the sheer amount of opportunities in different health and science departments. During undergraduate social work internships in summer 2021 will provide you with many valuable experiences, giving a real taste of what it’ll be like to work in social work down the line. You’ll connect with potential mentors , learn social work trade secrets, and build relationships with coworkers with a range of expertise. It’s also a plus if it’s a paid social work summer 2021 internship!

The best social work internship programs strengthen resumes, provide valuable avenues to letters of recommendation , and can even turn into full-time jobs . If you consider all of these perks of a social work internship and add the benefit of exploring different facets of one field, then start your social work internship search now!

Tips for your resume and profiles

Before you get started on sending out applications, make sure that you have your resume up to date and have fully filled out all your Handshake profile details. With a complete profile, an impressive social work internship is more attainable than ever. Recruiters are much more likely to message a student with a complete profile that says you want to work in social work than an unfinished one.

Tips for your internship interview

When you do land your first interview, be it a virtual interview or in person, make sure to come prepared and dressed to impress. Review your resume and cover letter to make sure you have specific examples of your experience to share, from clubs or coursework. You can even schedule a mock interview with your university’s career center or, if you’re tight on time, ask a trusted friend to grill you on some common interview questions .

Tips for networking at your social work internship

Once you’ve landed an internship in social work and settled into the flow of day-to-day life at the office, start chatting with your coworkers. Whether they’re industry professionals or fellow interns, it’s important to treat them with equal respect. You never know what insights they could lend, or who could be a valuable connection down the line, five or ten years from now. Don’t be afraid to ask your new colleagues out for quick coffee chats, or request 15-minute informational interviews about their career trajectory.

Want more tips for getting the most out of your internship?

Looking for specific advice before your internship begins? Or are you hungry for further information even after your internship is over? A good way to delve even deeper into your career path growth is to attend a virtual event or two. Not only will you be learning more about your own career, but there will also be chances to network with employers, industry specialists, and other students sharing different perspectives.

Jobs you can get as a social work major

Wondering where the “human services internships near me” are? Internships for social work majors can fall under any of the following roles we’ve listed here for you! Internships are meant to guide you towards your true desired career path and your summer 2021 social work internship could kick it off in the right direction.

For internships, it doesn’t matter if you’re on the hunt for clinical social work internships, social work internships, paid social work internships, social work internships in NJ, or social work internships in NYC. The following job roles and suggestions on where to apply for social work internships can guide you in the right direction for whatever you’re looking for.

Social Worker

Social workers help and advise people in many different situations and fields with their lives.

Companies you can apply to: NYC Health, Youth Villages, Parsons

Average pay: $50,470

School Psychologist

School psychologists offer mental health and therapy services to students facing emotional, behavioral, and learning challenges. As they work at a school, they help students with any issues they may be encountering both in their academic and personal lives by offering support and advice backed by their background in counseling social work. Child social work internships are a great way to start on this path.

Companies you can apply to: Youth Villages, Autism Society of North Carolina

Average pay: $45,000

Clinical Psychologist

Clinical and counseling psychologists provide therapy to patients looking to improve an aspect of their lives. They utilize different cognitive and behavioral techniques to help clients work through any issues they may be going through.

Companies you can apply to: Kennedy Krieger Institute, KGS Technology Group

Average pay: $87,450

Human Resource Manager

Human resources managers recruit, interview, and hire employees for an organization. They are responsible for training new employees, evaluating current employees, and ensuring a cooperative, comfortable workplace environment.

Companies you can apply to: Target, Amazon, Ignite Mental Health

Average pay: $43,000

Tips and tricks for your social work internship

Want tips for getting and acing your social work internship? Look no further.

How do you get a social work internship in college?

When searching for social work student internships, it’s key to use the location filters provided on Handshake . You’ll be able to pinpoint social work internships exactly where you want to intern just by selecting the city you want in the search bar. Easy social work internships in your preferred city are just a search away.

You can even research possible job roles that you might want to explore during your social work internship. Handshake also makes it easy to learn about roles in social work simply by using the job role search bar .

And if you want to take your research one step further, you can even research top employers in the social work field on Handshake. Just by using the Handshake employer search feature you can discover companies that are hiring in your specific field by filtering by “Industry.”

Where can I intern for social work?

Some companies that would be great for social work majors looking for internships: Ignite Mental Health, Youth Villages, or NYC Health–great for social work internships in NYC.

social work internships for college students can be found all over! Even companies that don’t seem to have a main focus in social work are looking for bright interns to help them develop a voice.

Are social worker internships paid?

Yes, you can find paid social work internships on Handshake by using the search filters!

The average annual pay for full time social work jobs range from $43,000 to $87,450.

How much does a social work intern make?

The average annual pay for full time jobs in social work range from $43,000 to $87,450.

Are internships necessary for social work majors?

While it's not required, internships are great opportunities for growth and experience. From internships for social work interns to great forensic social work internships, you’ll be able to build both hard and soft skills and even network.

What do social work interns do?

Along with networking and gaining mentorship, social work intern duties include spending time working on skills great for later in their career journeys. Social work interns will learn how to communicate advice to others, communicate their plans effectively, research and collaborate with colleagues in a positive way.

Some companies that would be great for social work majors (or psychology and sociology majors) looking for internships: Ignite Mental Health, Youth Villages, or NYC Health.

What can you learn from an internship in social work?

During your social work internship, you’ll learn some great generic skills like time management, accountability, organization, and teamwork. Additionally, you’ll be immersed in the world of social work which will help you develop your knowledge of quantitative aptitude, how to manage social work projects effectively, and about your company’s supply chain.

What should social work interns put on their resume?

When putting together your resume, make sure to have all your skills, courses, and accomplishments laid out for employers to view. Also having your preferred job role and location on your Handshake profile is a great way to signal your interest to potential recruiters. If a cover letter is required, a previous social work internship experience essay would be beneficial.

For social work interns, some great skills to list would be specific technical skills, time management, ability to follow through and execute, and ability to both lead and listen. It’s also key to mention organizations or projects that you led and can explain thoroughly.

Photo by Erika Fletcher on Unsplash

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School of Social Work

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What is Social Work?

Friday, Apr 26, 2024

By Jaelon Jackson School of Social Work

As we celebrate Social Work Month, it is an ideal moment to contemplate the indispensable role social workers play in our communities.

This year, the National Association of Social Workers has chosen Empowering Social Workers as the theme of this month, shedding light on the pivotal contributions of social workers across various facets of our society.

Let us take a deeper dive into the essence of social work, its critical importance for communities, and the escalating demand for professional social workers amidst challenges like the opioid epidemic, mental health issues, counseling services, and the influence of government policy.

Social work stands as a versatile and complex profession dedicated to improving the welfare of individuals, families, and communities. Within this dynamic field, social workers, possessing extensive training, actively engage in addressing social concerns, championing the cause of social justice, and offering crucial support to those facing challenges. At its core, social work plays a key role in instigating positive transformations, empowering individuals, and actively contributing to the development of a society that is both inclusive and equitable.

Navigating the Opioid Crisis:

Social workers are on the front lines in addressing pressing issues such as the opioid epidemic, and mental health issues. The far-reaching consequences of opioid addiction have deeply affected numerous lives, tearing apart families and straining community resources. Social workers take a proactive stance, involving themselves in prevention, intervention, and recovery efforts, providing crucial support to individuals and families grappling with the complexities of addiction.

Addressing Mental Health Challenges:

In the arena of mental well-being, social workers emerge as compassionate companions, dismantling the barriers of stigma surrounding mental health concerns. They extend not only support but a genuine connection, recognizing the diverse hurdles individuals navigate. As the call for mental health services rises, social workers infuse their distinctive expertise and heartfelt understanding to tackle a spectrum of emotional challenges. Their mission is clear: to guarantee that everyone receives the care and empathy required to carve out fulfilling and purposeful lives.

Counseling Services in Social Work:

Within the domain of social work, counseling services stand as a cornerstone, offering individuals a safe haven to delve into their emotions and cultivate coping strategies. Social workers skillfully navigate clients through life's countless challenges, utilizing therapeutic techniques to foster empowerment, resilience, and personal growth.

How Government Policies Shape Social Work:

The policies created by the government significantly influence the field of social work, which is dedicated to assisting individuals and communities. Social workers function as advocates, actively working to ensure that government decisions regarding mental health, addiction services, and social support align with the genuine needs of the people.

As our societal challenges evolve, there is an increasing demand for social workers who possess a deep understanding and compassion for these issues. Whether it is addressing the consequences of the opioid epidemic or supporting individuals dealing with mental health challenges, social workers play a crucial role as catalysts for positive change. Social Work Month serves as a celebratory reminder of how these dedicated professionals, with their empathy and commitment, contribute to creating a fairer and more compassionate world.

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MSMU Social Work students advocate for social welfare bills at NASW-Legislative Lobby Days

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Six students from the Department of Social Work at Mount Saint Mary's recently made their mark at the National Association of Social Workers Legislative Lobby Days. Held over two days, this event serves as a pivotal platform for educating over 1,200 students and professionals on crucial legislation impacting clients and the social work field.

Accompanied by associate professors Amanda Romero, EdD, and Michelle Melendres, EdD, the students traveled to Sacramento to advocate for a range of social welfare issues and policies.

Romero, who is also the chair of the Department, emphasizes the significance of policy advocacy in shaping social work practice. "Policy informs practice in social work," she affirms. "Through initiatives like this, our students witness firsthand the profound impact policy advocacy can have on our daily lives. It's a direct pathway to effecting positive change in California."

This year marked the third participation of Mount Saint Mary's Department of Social Work in the conference. The agenda was comprehensive: on day one, participants delved into the lobbying process directly from the professionals who researched and authored the bills in which they advocated for, gearing up for their legislative appointments. Day two saw students engaging directly with legislators at the California State Capitol, putting their advocacy skills into action.

Evelyn Barba ’26, one of the students involved, reflects on the experience with enthusiasm. "As aspiring social workers, our goal is to drive policy through social action," she shares. “This experience will continue to be significant in my academic journey because I got to experience lobbying, engage with individuals, gain practical experience, and be exposed to many diverse populations. I have gained a broader understanding and perspective and look forward to doing this again.”

For Sarah Zepeda ‘25, the experience reaffirmed her career choice: "The highlight of this experience was being able to advocate for myself and my future clients. This opportunity has reassured me that I picked the right career path."

“During the NAWS-CA Legislative Lobby Days, I had the opportunity to explore what macro-level social work is and work together with my colleagues to lobby on bills that we believe align with our mission and values,” says Siouxsie Luna ’24. 

Their advocacy efforts focused on a variety of bills crucial to the welfare of Californians:

• AB 2250 (Weber-D): Social Determinants of Health This bill aimed to ensure insurance plans cover Primary Care Physicians (PCPs) in consultation with social workers to screen patients for socioeconomic and cultural stressors in assessing their mental health needs.
• AB 1970 (Jackson-D): Black Mental Health Navigator Certification This bill sought to create a certification program to identify culturally sensitive mental health resources in the African-American community.
• AB 1810 (Bryan/Bonta-D): Incarcerated Persons Menstrual Products Advocating for the provision of menstrual products to incarcerated individuals without the need for prior request.
• AB 1799 (Jackson-D): Annual State of Public Health in California This bill aimed to include the impact of racism in the annual California State of Mental Health Report.
• SB 26 (Umberg-D): CARE Scholarship Program Advocating for the creation of a scholarship fund for mental health providers, including social workers, in exchange for a commitment to work in a county behavioral health agency for three years.
• SB 953 (Menjivar-D): Medi-Cal Menstrual Products Seeking to add menstrual products to the mandatory Medi-Cal formulary list.

Through initiatives like the National Association of Social Workers Legislative Lobby Days, Mount Saint Mary's Department of Social Work continues to empower students to become advocates for change, equipping them with the skills and passion needed to effect real-world impact in their communities.

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Master of Social Work student spotlights

Posted on May 3, 2024

by Chloe Yopp

The University of North Carolina at Chapel Hill School of Social Work is home to many wonderful students. To celebrate members of our community and their unique stories, we’re spotlighting students to learn more about their current job title, why they chose UNC and more.

April 2024 Spotlights

Student Spotlight : Sofia Lawrence (she/her) Program: 3-Year MSW Current job title: Crisis Response Assistant at Orange County Rape Crisis Center and Master Teacher Training YMCA of the Triangle. Why did you choose UNC School of Social Work?:  I was especially inspired by the work of Dr. Travis Albritton (& others!) in critical perspectives in social work higher education. They have planted such powerful seeds of belonging in how and what they teach such that the next generation of social workers are inspired to pull the profession ever closer to what it means to honor ALL human beings. To this end, my time at UNC has really given me the tools to think and act tenaciously, critically, and creatively around incredibly tender topics. UNC has given me SO many opportunities to (1) learn, in deep and honest ways, about the humans with whom I share this planet, (2) celebrate and honor voices across the tapestry of humanity (especially those who have been pushed to the margins), and (3) reach across time & space such that I can be in a continual examination of my own guiding values & ethics. Favorite book: Time is a Mother by Ocean Vuong Favorite movie: Marcel the Shell With Shoes On

Student Spotlight: Jasmine Rodriguez Perez (she/her) Program: Online MSW Current job title: Foster Care and Adoptions Social Worker at Burke County Department of Social Services How will your Online MSW degree help you achieve your goals? As an aspiring social worker, I hope to create a bridge that lessens the gap between the Hispanic population and the barriers they face when it comes to seeking services. With my MSW degree, I will raise awareness of the language barriers some individuals face and plan to network with other bilingual providers to provide more resources for the Hispanic population and others. Another area of interest to me is health disparities and advocating for policies that promote equity and address disparities. How does an Online MSW help you balance other commitments? It allows me to balance my commitments because I can do everything on my own time. It has given me the flexibility to work full-time, spend time with family, and even continue playing volleyball. Why did you choose UNC School of Social Work? It is an inclusive environment that has helped me expand my knowledge of social work practice.  Its mission is to advance equity and improve the lives of others which is exactly what I am interested in, to seek social justice for everybody. This program will lead me to opportunities and the academic support needed to grow into a competent social worker. Favorite food: Tacos Coffee or tea? Coffee

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Grad Student Wins National Science Foundation Fellowship

Shanequewa Love, a doctoral student at Northwestern University’s School of Education and Social Policy, has been awarded the highly selective National Science Foundation Graduate Research Fellowship to support her work looking at the relationship between Black mothers and the child welfare system.

Read the list of NSF fellows.

“The child welfare system is a critical area where the government has historically and presently overstepped, and we must understand the implications of this,” she wrote in her proposal. “I am particularly interested in how the over-policing of Black communities by child welfare authorities shapes political behavior.”

Love’s work and concern over the child welfare system began before her arrival at Northwestern. A Compton, Calif. native, she worked as a mentor and residential counselor for foster children at the Los Angeles Youth Network (now called Youth Emerging Stronger).

Her journey back to higher education began after a conversation with one of her mentees. Her young charge said, “every day you come into work telling us to go to school and motivating us to want to do better, but you aren’t going to school,’” Love recalled. “It was that conversation–– along with a close friend who I consider an older sister–– that made me consider going back.”

At age 27, as a first-generation college student, Love attended Cerritos Community College before transferring to Loyola Marymount University in Los Angeles, where she majored in African American Studies. There she was part of the McNair Scholars Program which prepares undergraduate students for future graduate work.

During her undergraduate study, Love received several scholarships and fellowships. In 2021, she attended the Ralph Bunche Summer Institute Program at Duke University, an intensive five-week program to introduce underrepresented students to doctoral scholarship in the field of political science.

Though Love was still uncertain about going to graduate school, several mentors, including Stefan Bradley, now the Charles Hamilton Houston 1915 Professor of Black and History at Amherst College, simply told her “You can do this.”

And while school never seemed to be the answer to her concerns for her community, she found a home at the School of Education and Social Policy.

With overlapping interests in policy, sociology, humanities, and political science, she felt the interdisciplinary approach of the Human Development and Social Policy program would let her mix fields and work with the community she cares about.

“This prestigious award is a public signal of what many of us already know: Shanequewa is an amazing scholar and person and well-deserving of this award,” said Love’s advisor, Tabitha Bonilla, a political scientist and associate professor of human development and social policy at the School of Education and Social Policy. “Her work will model how to do interdisciplinary research and have an incredible impact on how we understand child welfare policy.”

Love added: “My research is a piece of a puzzle, and the National Science Foundation grant allows me to add other pieces and build it out. The fellowship allows me to feel heard and seen and provides the encouragement to continue this necessary and important work.”

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Call for High School Projects

Machine learning for social impact .

The Thirty-Eighth Annual Conference on Neural Information Processing Systems (NeurIPS 2024) is an interdisciplinary conference that brings together researchers in machine learning, neuroscience, statistics, optimization, computer vision, natural language processing, life sciences, natural sciences, social sciences, and other adjacent fields. 

This year, we invite high school students to submit research papers on the topic of machine learning for social impact.  A subset of finalists will be selected to present their projects virtually and will have their work spotlighted on the NeurIPS homepage.  In addition, the leading authors of up to five winning projects will be invited to attend an award ceremony at NeurIPS 2024 in Vancouver.  

Each submission must describe independent work wholly performed by the high school student authors.  We expect each submission to highlight either demonstrated positive social impact or the potential for positive social impact using machine learning. Application areas may include but are not limited to the following:

• Agriculture
• Climate change
• Homelessness
• Food security
• Mental health
• Water quality

Authors will be asked to confirm that their submissions accord with the NeurIPS code of conduct and the NeurIPS code of ethics .

Submission deadline: All submissions must be made by June 27th, 4pm EDT. The system will close after this time, and no further submissions will be possible.

We are using OpenReview to manage submissions. Papers should be submitted here . Submission will open June 1st.  Submissions under review will be visible only to their assigned program committee. We will not be soliciting comments from the general public during the reviewing process. Anyone who plans to submit a paper as an author or a co-author will need to create (or update) their OpenReview profile by the full paper submission deadline. 

Formatting instructions:   All submissions must be in PDF format. Submissions are limited to four content pages , including all figures and tables; additional pages containing only references are allowed. You must format your submission using the NeurIPS 2024 LaTeX style file using the “preprint” option for non-anonymous submission. The maximum file size for submissions is 50MB. Submissions that violate the NeurIPS style (e.g., by decreasing margins or font sizes) or page limits may be rejected without further review.  Papers may be rejected without consideration of their merits if they fail to meet the submission requirements, as described in this document. 

Mentorship and collaboration:  The submitted research can be a component of a larger research endeavor involving external collaborators, but the submission should describe only the authors’ contributions.  The authors can also have external mentors but must disclose the nature of the mentorship.  At the time of submission, the authors will be asked to describe the involvement of any mentors or external collaborators and to distinguish mentor and collaborator contributions from those of the authors.  In addition, the authors may (optionally) to include an acknowledgements section acknowledging the contributions of others following the content sections of the submission. The acknowledgements section will not count toward the submission page limit.

Proof of high school attendance: Submitting authors will also be asked to upload a signed letter, on school letterhead, from each author’s high school confirming that the author was enrolled in high school during the 2023-2024 academic year.

Supplementary artifacts:  In their submission, authors may link to supplementary artifacts including videos, working demonstrations, digital posters, websites, or source code.  Please do not link to additional text.  All such supplementary material should be wholly created by the authors and should directly support the submission content. 

Review process:   Each submission will be reviewed by anonymous referees.  The authors, however, should not be anonymous.  No written feedback will be provided to the authors.  

Use of Large Language Models (LLMs): We welcome authors to use any tool that is suitable for preparing high-quality papers and research. However, we ask authors to keep in mind two important criteria. First, we expect papers to fully describe their methodology.  Any tool that is important to that methodology, including the use of LLMs, should be described also. For example, authors should mention tools (including LLMs) that were used for data processing or filtering, visualization, facilitating or running experiments, or proving theorems. It may also be advisable to describe the use of LLMs in implementing the method (if this corresponds to an important, original, or non-standard component of the approach). Second, authors are responsible for the entire content of the paper, including all text and figures, so while authors are welcome to use any tool they wish for writing the paper, they must ensure that all text is correct and original.

Dual submissions:  Submissions that are substantially similar to papers that the authors have previously published or submitted in parallel to other peer-reviewed venues with proceedings or journals may not be submitted to NeurIPS. Papers previously presented at workshops or science fairs are permitted, so long as they did not appear in a conference proceedings (e.g., CVPRW proceedings), a journal, or a book.  However, submissions will not be published in formal proceedings, so work submitted to this call may be published elsewhere in the future. Plagiarism is prohibited by the NeurIPS Code of Conduct .

Paper checklist: In order to improve the rigor and transparency of research submitted to and published at NeurIPS, authors are required to complete a paper checklist . The paper checklist is intended to help authors reflect on a wide variety of issues relating to responsible machine learning research, including reproducibility, transparency, research ethics, and societal impact. The checklist does not count towards the page limit and will be entered in OpenReview.

Contact:   [email protected]