ERIC Number: ED446299
Record Type: Non-Journal
Publication Date: 2000
Social Work: Seeking Relevancy in the Twenty-First Century.
Meinert, Roland; Pardeck, John T.; Kreuger, Larry
This book provides a critical examination of the major issues that social work education and practice must confront if social work is to remain as a mainline profession. The book explores issues that are not normally covered in social work literature, such as the challenge of reconstructing the social work profession, the use of technology in social work, and the tension surrounding various social work education curriculums. Discussions are included on the many problems that the social work profession is facing: a lack of scholarly research, inadequate educational programs, and the use of hypertechnology to educate social work students. The book also examines the epistemological, theoretical, socio/technical, and practice directions that social work has branched into. Issues discussed include: examining real social work values by separating them from beliefs, preferences, norms, attitudes, and opinions; creating social work course outlines that incorporate practices developed around the world, allowing for more conceptual and theoretical growth within the field; realizing the tremendous difference between communication via technology and via personal interaction; investigating the negative effects of communicating with hypertechnology in the social work profession; and realizing the need for a greater quantity and quality of social work research to progress further in the field. (Contains 267 references and an index.) (GCP)
Descriptors: Computer Mediated Communication, Curriculum Development, Educational Principles, Higher Education, Professional Development, Research Needs, Social Work, Technology, Theory Practice Relationship
Haworth Press, Inc., 10 Alice St., Binghamton, NY 13904-1580. Hardcover: ISBN-0-7890-0644-8, $39.95; paperback: ISBN-0-7890-1050-X, $24.95).
Publication Type: Books; Information Analyses
Education Level: N/A
Audience: Counselors; Practitioners; Students
Authoring Institution: N/A