Journal of Social Work Education 1993: Vol 29 Index

3 Pages·1993·0.74 MB·English

INDEX TO VOLUME 29
D
AUTHOR Fraser, Mark W., Jenson, Jeffrey M., & Lewis, Robert
E. Research training in social work: The continuum
This subject is arranged alphabetically by author. is not a continuum. No. 1, pp. 46-62.
Abramovitz, Mimi. Point/Counterpoint: Should all Gill, Phyllis. (see Russel, Robin)
social work students be educated for social change? Gingerich, Wallace J. (see Strom, Kimberly)
Pro! No. 1, Commentary: pp. 6-11; Response: pp.
17-18. Greene, Roberta R. (see Saltman, Joan E. Ephross)
Bardill, D. Ray. Point/Counterpoint: Should all social Hartley, Elizabeth Kennedy. (see Black, Phyllis N.)
work students be educated for social change? Con!
No. 1, Commentary: pp. 13-17; Response: pp. 11- Holland, Thomas P. & Kilpatrick, Allie C. Using nar-
13. rative techniques to enhance multicultural practice.
No. 3, pp. 302-308.
Begun, Audrey L. Human behavior and the social
environment: The vulnerability, risk, and resil- Holzhalb, Carol M. (see Carrillo, Dorothy F.)
ience model. No. 1, pp. 26-35. Huber, Ruth & Orlando, Betty Pryor. Macro Assign-
Bishop, Kathleen Kirk, Rounds, Kathleen, & Weil, ment: THINK BIG! No. 1, pp. 19-25.
Marie. P.L. 99-457: Preparation for social work Hull, Grafton H., Jr. (see Mokuau, Noreen)
practice with infants and toddlers with disabilities
and their families. No. 1, pp. 36-45. Jeffreys, Dorothy. (see Black, Phyllis N.)
Black, Phyllis N., Jeffreys, Dorothy, & Hartley, Eliza- Jenson, Jeffrey M. (see Fraser, Mark W.)
beth Kennedy. Personal history of psychosocial
trauma in the early life of social work and business Karger, Howard Jacob. Point/Ccunterpoint: Do schools
students. No. 2, pp. 171-180. of social work need professional deans and direc-
tors? Con! No. 2, Commentary: pp. 146-148;
Bogo, Marion, Kaphael, Dennis, & Roberts, Roberta. Response: p. 145.
Interests, activities, and self-identification among
social work students: Toward a definition of social Kilpatrick, Allie C. (see Holland, Thomas P.)
work identity. No. 3, pp. 279-292. Knight, Carolyn. A comparison of advanced standing
Brawley, Edward Allan. (see Schindler, Ruben) and regular master’s students’ performance in the
second-year field practicum: Field instructors’ as-
Burkett, Suzanne. (see Mokuau, Noreen) sessments. No. 3, pp. 309-317.
Butler, Amy C. The impact of the 1-year-residency Kreuger, Larry W. Point-Counterpoint: Should there
requirement on students preferring part-time study. be a moratorium on articles that rank schools of
No. 2, pp. 212-223. social work based on faculty publications? Yes!
No. 3, Commentary: pp. 240-245; Response: pp.
Carrillo, Dorothy F., Holzhalb, Carol M., & Thyer, 251-252.
Bruce A. Assessing social work students’ attitudes
related to cultural diversity: A review of selected Kropf, Nancy P. (see Tully, Carol T.)
measures. No. 3, pp. 263-268.
LeCroy, Craig Winston & Ryan, Linda Galdieri.
Cole, Bettie S. & Lewis, Robert G. Gatekeeping through Children’s mental health: Designing a model so-
termination of unsuitable social work students: cial work curriculum. No. 3, pp. 318-327.
Legal issues and guidelines. No. 2, pp. 150-159.
Lewis, Robert E. (see Fraser, Mark W.)
Coyne, Ann. (see Russel, Robin)
Lewis, Robert G. (see Cole, Bettie S.)
DePoy, Elizabeth. (see Werrbach, Gail B.)
McCroskey, Jacquelyn. (see Mor-Barak, Michal E.)
Dore, Martha M. The practice-teaching parallel in
educating the micropractitioner. No. 2, pp. 181- Meinert, Roland. Point/Counterpoint: Should there be
a moratorium on articles that rank schools of so-
190.
cial work based on faculty publications? No! No.
Dunlap, Katherine M. A history of research in social 3, Commentary: pp. 247-251; Response: pp. 245-
work education: 1915-1991. No. 3, pp. 293-391. 246.
Ewalt, Patricia L. (see Mokuau, Noreen) Midgley, James. Point/Counterpoint: Do schools of
social work need professional deans and direc-
Finch, Wilbur A., Jr. (see Mor-Barak, Michal E.)
138 JOURNAL OF SOCIAL WORK EDUCATION
tors? Pro! No. 2, Commentary: pp. 142-144; Re- Sullivan, Richard. (see Mor-Barak, Michal E.)
sponse: p. 149.
Thyer, Bruce A. (see Carrillo, Dorothy F.)
Midgley, James & Simbi, Peter. Promoting a develop-
ment focus in the community organization Tully, Carol T., Kropf, Nancy P., & Price, Janet L. Js
curriculum: Relevance of the African experience. field a hard hat area? A study of violence in field
No. 3, pp. 269-278. placements. No. 2, pp. 191-199.
Mokuau, Noreen & Ewalt, Patricia L. School-agency Weil, Marie. (see Bishop, Kathleen Kirk)
collaboration: Enriching teaching, scholarship, Werrbach, Gail B. & DePoy, Elizabeth. Social work
and service in state hospital placements. No. 3, pp. students’ interest in working with persons with
328-337. serious mental illness. No. 2, pp. 200-211.
Mokuau, Noreen, Hull, Grafton H., Jr., & Burkett, Woody, Jane. (see Russel, Robin)
Suzanne. Development of knowledge by under-
graduate program directors. No. 2, pp. i60-170. Zakutansky, Theresa J. & Sirles, Elizabeth A. Ethical
and legal issues in field education: Shared respon-
Mor-Barak, Michal E., Poverny, Linda M., Finch, sibility and risk. No. 3, pp. 338-347.
Wilbur A., Jr., McCroskey, Jacquelyn, Nedelman,
Helen L., Seck, Essie Tramel, & Sullivan, Richard.
A model curriculum for occupational social work.
No. 1, pp. 63-77.
Morris, Judith Kolb. /nteracting oppressions: Teach- SUBJECT
ing social work content on women of color. No. 1,
pp. 99-110.
This section is arranged alphabetically by subject
Nedelman, Helen L. (see Mor-Barak, Michal E.) and primary author.
Orlando, Betty Pryor. (see Huber, Ruth) Administration
Poverny, Linda M. (see Mor-Barak, Michal E.) Cole, Bettie S. & Lewis, Robert G. Gatekeeping through
termination of unsuitable social work students:
Price, Janet L. (see Tully, Carol T.) Legal issues and guidelines. No. 2, pp. 150-159.
Raphael, Dennis. (see Bogo, Marion) Karger, Howard Jacob. Point/Counterpoint: Do schools
Roberts, Roberta. (see Bogo, Marion) of social work need professional deans and direc-
tors? Con! No. 2, Commentary: pp. 146-148;
Rogge, Mary E. Social work, disenfranchised commu- Response: p. 145.
nities, and the natural environment: Field
education opportunities. No. 1, pp. 111-120. Midgley, James. Point/Counterpoint: Do schools of
social work need professional deans and direc-
Rounds, Kathleen. (see Bishop, Kathleen Kirk) tors? Pro! No. 2, Commentary: pp. 142-144;
Response: p. 149.
Russel, Robin, Gill, Phyilis, Coyne, Ann, & Woody,
Jane. Dysfunction in the family of origin of MSW Curriculum
and other graduate students. No. 1, pp. 121-129.
Begun, Audrey L. Human behavior and the social
Ryan, Linda Galdieri. (see LeCroy, Craig Winston) environment: The vuinerability, risk, and resil-
ience model. No. 1, pp. 26-35.
Saltman, Joan E. Ephross & Greene, RobertaR. Social
workers’ perceived knowledge and use of human Holland, Thomas P. & Kilpatrick, Allie C. Using nar-
behavior theory. No. 1, pp. 88-98. rative techniques to enhance multicultural practice.
No. 3, pp. 302-308.
Saunders, Edward J. Confronting academic dishon-
esty. No. 2, pp. 224-231. Huber, Ruth & Orlando, Betty Pryor. Macro Assign-
ment: THINK BIG! No. 1, pp. 19-25.
Schindler, Ruben & Brawley, Edward Allan. Commu-
nity college programs for the human services: A LeCroy, Craig Winston & Ryan, Linda Galdieri.
continuing challenge for social work education Children’s mental health: Designing a model so-
andp ractice. No. 3, pp. 253-262. cial work curriculum. No. 3, pp. 318-327.
Seck, Essie Tramel. (see Mor-Barak, Michal E.) Midgley, James & Simbi, Peter. Promoting a develop-
ment focus in the community organization
Simbi, Peter. (see Midgley, James) curriculum: Relevance of the African experience.
Sirles, Elizabeth A. (see Zakutansky, Theresa J.) No. 3, pp. 269-278.
Strom, Kimberly & Gingerich, Wallace J. Educating Mor-Barak, Michal E., Poverny, Linda M., Finch,
studentfso r the new market realities. No. |, pp. 78- Wilbur A., Jr., McCroskey, Jacquelyn, Nedelman,
87. Helen L., Seck, Essie Tramel, & Sullivan, Richard.
INDEX
A model curriculum for occupational social work. Special Populations
No. 1, pp. 63-77.
Bishop, Kathleen Kirk, Rounds, Kathleen, & Weil,
Schindler, Ruben & Brawley, Edward Allan. Commu- Marie. P.L. 99-457: Preparation for social work
nity college programs for the human services: A practice with infants and toddlers with disabilities
continuing challenge for social work education and their families. No. 1, pp. 36-45.
andp ractice. No. 3, pp. 253-262.
Morris, Judith Kolb. Interacting oppressions: Teach-
Field Instruction ing social work content on women of color. No. 1,
pp. 99-110.
Mokuau, Noreen & Ewailt, Patricia L. School-agency
collaboration: Enriching teaching, scholarship, Students
and service in state hospital placements. No. 3, pp.
328-337. Abramovitz, Mimi. Point/Counterpoint: Should all
social work students be educated for social change?
Rogge, Mary E. Social work, disenfranchised commu- Pro! No. 1, Commentary: pp. 6-11; Response: pp.
nities, and the natural environment: Field 17-18.
education opportunities. No. 1, pp. 111-120.
Bardill, D. Ray. Point/Counterpoint: Should all social
Tully, Carol T., Kropf, Nancy P., & Price, Janet L. Js work students be educated for social change? Con!
field a hard hat area? A study of violence in field No. 1, Commentary: pp. 13-17; Response: pp. 11-
placements. No. 2, pp. 191-199. 13.
Zakutansky, Theresa J. & Sirles, Elizabeth A. Ethical Black, Phyllis N., Jeffreys, Dorothy, & Hartley, Eliza-
and legal issues in field education: Shared respon- beth Kennedy. Personal history of psychosocial
sibility and risk. No. 3, pp. 338-347. trauma in the early life of social work and business
students. No. 2, pp. 171-180.
Practice
Bogo, Marion, Raphael, Dennis, & Roberts, Roberta.
Dore, Martha M. The practice-teaching parallel in Interests, activities, and self-identification among
educating the micropractitioner. No. 2, pp. 181- social work students: Toward a definition of social
190. work identity. No. 3, pp. 279-292.
Saltman, Joan E. Ephross & Greene, RobertaR. Social Butler, Amy C. The impact of the |-year-residency
workers’ perceived knowledge and use of human requirement on students preferring part-time study.
behavior theory. No. 1, pp. 88-98. No. _ pp. 212-223.
Research Carrillo, Dorothy F., Holzhalb, Carol M., & Thyer,
Dunlap, Katherine M. A history of research in social Bruce A. Assessing social work students’ attitudes
work education: 1915-1991. No. 3, pp. 293-301. related to cultural diversity: A review of selected
measures. No. 3, pp. 263-268.
Fraser, Mark W., Jenson, Jeffrey M., & Lewis, Robert
E. Research training in social work: The continuum Knight, Carolyn. A comparison of advanced standing
is not a continuum. No. 1, pp. 46-62. and regular master’s students’ performance in the
second-year field practicum: Field instructors’ as-
Kreuger, Larry W. Point/Counterpoint: Shculd there sessments. No. 3, pp. 309-317.
be a moratorium on articles that rank schools of
social work based on faculty publications? Yes! Russel, Robin, Gill, Phyllis, Coyne, Ann, & Woody,
No. 3, Commentary: pp. 240-245; Response: pp. Jane. Dysfunction in the family of origin of MSW
251-252. and other graduate students. No. 1, pp. 121-129.
Meinert, Roland. Point/Counterpoint: Should there be Saunders, Edward J. Confronting academic dishon-
a moratorium on articles that rank schools of so- esty. No. 2, pp. 224-231.
cial work based on faculty publications? No! No. Strom, Kimberly & Gingerich, Wallace J. Educating
3, Commentary: pp. 247-251; Response: pp. 245- students for the new market realities. No. 1, pp. 78-
246. 87.
Mokuau, Noreen, Hull, Grafton H., Jr., & Burkett, Werrbach, Gail B. & DePoy, Elizabeth. Social work
Suzanne. Development of knowledge by under- students’ interest in working with persons with
graduate program directors. No. 2, pp. 160-170. serious mental illness. No. 2, pp. 200-211.