This painstakingly well-documented text researches multiple centuries of social policies aimed at the control of people of color in the United States from the earliest years of the Republic to the present day. Beginning with the U. S. colonial period, three chapters provide the historical context for understanding the nature of early decision-making processes that have created a racially divided country. These historical analyses of national and state legislation, executive orders, and court decisions trace the clear link between past and present social policies, as they inform social workers engaged in contemporary efforts toward more equitable social policies. Speaking of fundamental policy matters confronting all human service professions, nine contributing authors discuss specific dimensions of social policy formation wherein race is clearly identified as a key component for evaluating the underlying political motivations and the subsequent effects of policies on individuals of color. The chapters draw out common points of concern connecting people of color through carefully researched analyses of important social issues in health and mental health care, child welfare, domestic violence, juvenile and criminal justice, social security, and welfare reform. Contributing authors put forth a plan of action to bring social work practitioners and educators into a collective mode of action for change at the level of policy advocacy and development. The authors share a common goal to eradicate the barriers to a democratic society by demonstrating through empirical analysis the undermining effects of discrimination on democratic values and institutions. Included are multitude of cases in point to educate students across diverse backgrounds how the formation, implementation, and proliferation of discriminatory social policies is their responsibility to address through knowledge, unity of purpose, and collective action.
Council on Social Work Education 
 We are a nonprofit national association representing individual members and graduate and undergraduate programs of professional social work education. Founded in 1952, this partnership of educational and professional institutions, social welfare agencies, and private citizens is recognized by the Council for Higher Education Accreditation as the sole accrediting agency for social work education in this country. 
 CSWE Press is a niche publisher that addresses the needs of social work educators. Some of our areas of publishing specialty are
 -The philosophy, theory, and practice of teaching -The process and evaluation of learning -The organization and structure of social work education -Diversity in all forms in social work practice and education -Social work in multiple contexts

The Color of Social Policy (Advancing Social Work Education)

Politics & Social Sciences

King E. Davis & Tricia B. Bent-Goodley

Social Sciences

CSWE Press

Field education is at the heart of social work education. However, for anyone who is a field instructor or for anyone teaching field instructors, there has not been a useful, up-to-date textbook available to guide field instructors for quite some time. Learning to Teach, Teaching to Learn is for field instructors and for students. The book lays out, step-by-step, how to achieve a quality field education experience for both students and field instructors by placing the field instructor student relationship as central to achieving learning goals and objectives. This how-to in field instruction is a book no field instructor or student can go without.
Council on Social Work Education 
 We are a nonprofit national association representing individual members and graduate and undergraduate programs of professional social work education. Founded in 1952, this partnership of educational and professional institutions, social welfare agencies, and private citizens is recognized by the Council for Higher Education Accreditation as the sole accrediting agency for social work education in this country. 
 CSWE Press is a niche publisher that addresses the needs of social work educators. Some of our areas of publishing specialty are
 -The philosophy, theory, and practice of teaching -The process and evaluation of learning -The organization and structure of social work education -Diversity in all forms in social work practice and education -Social work in multiple contexts

Learning to Teach, Teaching to Learn

Carmen Ortiz Hendricks

Jeanne Bertrand Finch

Cheryl L. Franks

This comprehensive collection of essays emerged from the Transforming Social Work Practice, Education, and Inquiry (TSW) gatherings held annually since 2000 in Burlington, Vermont, by the Global Partnership for Transformative Social Work. The gatherings provide a venue for academics, students, and practitioners to reflect on and discuss implications of the postmodern moment for social work. These essays, written by prominent social work scholars and educators, represent ideas and insights inspired by participation in these gatherings. Beginning with a discussion of transformative social work and how it is approached at the Vermont gatherings, the authors tackle a variety of topics using social constructionist and other perspectives associated with postmodern thought. Unlike typical collections, there is no attempt to impose uniformity of writing. Rather, the essays exhibit a variety of writing styles and genres, sometimes erudite, sometimes personal, but always stimulating. For anyone interested in the future direction of social work, these essays will illuminate new pathways of thinking.
Council on Social Work Education 
 We are a nonprofit national association representing individual members and graduate and undergraduate programs of professional social work education. Founded in 1952, this partnership of educational and professional institutions, social welfare agencies, and private citizens is recognized by the Council for Higher Education Accreditation as the sole accrediting agency for social work education in this country. 
 CSWE Press is a niche publisher that addresses the needs of social work educators. Some of our areas of publishing specialty are
 -The philosophy, theory, and practice of teaching -The process and evaluation of learning -The organization and structure of social work education -Diversity in all forms in social work practice and education -Social work in multiple contexts

Social Work Dialogues: Transforming the Canon in Inquiry, Practice, and Education

Stanley L Witkin

Dennis Saleebey

Inside the pages of this beautifully-presented book are the narratives of twenty women of color who are social work educators in predominantly White systems and institutions. Women of Color as Social Work Educators brings to life the voices of women of color and illuminates their unique experiences as contributors to the betterment of social work education. Their stories reveal them as scholars who are change agents and enlighten and inspire all educators to work toward collective unity and justice. Each woman's story is told in her own voice and describes the personal and professional challenges that lead her on the path toward social work education. This book is ideal for faculty, students, and practitioners in the fields of social work education, women studies programs, ethnic studies programs, and research programs.Council on Social Work Education  We are a nonprofit national association representing individual members and graduate and undergraduate programs of professional social work education. Founded in 1952, this partnership of educational and professional institutions, social welfare agencies, and private citizens is recognized by the Council for Higher Education Accreditation as the sole accrediting agency for social work education in this country.  CSWE Press is a niche publisher that addresses the needs of social work educators. Some of our areas of publishing specialty are -The philosophy, theory, and practice of teaching -The process and evaluation of learning -The organization and structure of social work education -Diversity in all forms in social work practice and education -Social work in multiple contexts

Women of Color as Social Work Educators: Strengths and Survival

Halaevalu F. Ofahengaue Vakalahi

Saundra Hardin Starks

How do we determine the outcomes of social work services? Thyer and Myers have written an easy-to-read primer on the topic of empirically evaluating the outcomes of social work practice. This resource, for social work students, graduate and undergraduate, and for social work practitioners, presents outcome studies using both group-research and single-case designs. Unlike other books dealing with the topic of evaluating practice, which use theoretical cases, Thyer and Myers use real-life examples of evaluating social work practice, ranging from those fairly low on the scale of internal validity to those that are pretty rigorous. The book begins with a refresher on evaluation research, provides a balanced approach to both single-system and group-evaluation designs, and closes with a discussion of ethical issues, myths, misconceptions, and practical considerations in evaluation.
Council on Social Work Education 
 We are a nonprofit national association representing individual members and graduate and undergraduate programs of professional social work education. Founded in 1952, this partnership of educational and professional institutions, social welfare agencies, and private citizens is recognized by the Council for Higher Education Accreditation as the sole accrediting agency for social work education in this country. 
 CSWE Press is a niche publisher that addresses the needs of social work educators. Some of our areas of publishing specialty are
 -The philosophy, theory, and practice of teaching -The process and evaluation of learning -The organization and structure of social work education -Diversity in all forms in social work practice and education -Social work in multiple contexts

A Social Worker's Guide to Evaluating Practice Outcomes

Bruce A. Thyer & Laura L. Myers

What can discourse about White privilege reveal about social work education and how can that discourse catalyze action and transformation? These are the questions that Nocona Pewewardy tackles in her insightful and provocative book, Challenging White Privilege. Contemporary discourse about White privilege emphasizes the constructed social meanings that society has attached to the concept of race. In order to eradicate racial oppression in the U.S., people with privilege must come to the realization that the racial hierarchy in the U.S. is built on and maintained by falsely constructed notions of White supremacy. Pewewardy believes that social work's present response to racism is inadequate because it lacks sufficient effort directed at deconstructing White privilege. Challenging White Privilege provides information and strategies that can be used to envision and apply liberatory alternatives in social work education.
Council on Social Work Education 
 We are a nonprofit national association representing individual members and graduate and undergraduate programs of professional social work education. Founded in 1952, this partnership of educational and professional institutions, social welfare agencies, and private citizens is recognized by the Council for Higher Education Accreditation as the sole accrediting agency for social work education in this country. 
 CSWE Press is a niche publisher that addresses the needs of social work educators. Some of our areas of publishing specialty are
 -The philosophy, theory, and practice of teaching -The process and evaluation of learning -The organization and structure of social work education -Diversity in all forms in social work practice and education -Social work in multiple contexts

Challenging White Privilege: Critical Discourse for Social Work Education

Nocona Pewewardy

The materials in this second edition present a broad range of approaches to teaching professional values and ethics to social work students. Congress, Black, and Strom-Gottfried designed the collection as a tool for use at both graduate and undergraduate levels. In section one faculty will find outlines from general ethics courses as well as specific ethics outlines on social work ethics and the law and social work ethics and community practice. Section two includes an introduction to ethics for beginning social work students, ethics in research, conflict resolution, boundaries, and culturally relevant modules. The didactic teaching of social work values and ethics can be enhanced by the inclusion of exercises and assignments located in section three, which will help students identify and analyze ethical dilemmas in the context of their personal experiences. In section four the editors have included an annotated bibliography of multimedia resources on ethics and ethical practice that will be helpful in designing and teaching social work ethics courses. Major changes since the first edition are expanded international ethics reference and more electronic ethics resources.
Council on Social Work Education 
 We are a nonprofit national association representing individual members and graduate and undergraduate programs of professional social work education. Founded in 1952, this partnership of educational and professional institutions, social welfare agencies, and private citizens is recognized by the Council for Higher Education Accreditation as the sole accrediting agency for social work education in this country. 
 CSWE Press is a niche publisher that addresses the needs of social work educators. Some of our areas of publishing specialty are
 -The philosophy, theory, and practice of teaching -The process and evaluation of learning -The organization and structure of social work education -Diversity in all forms in social work practice and education -Social work in multiple contexts

Teaching Social Work Values and Ethics: A Curriculum Resource

Kim Strom-Gottfried

Elaine P. Congress

Phyllis N. Black

Sociology

This new and up-to-date book is a valuable primer for new instructors and a refreshing resource for experienced educators who seek to enhance and enliven their courses. It provides a framework for teaching essential content over one semester as well as integrating central content into an existing practice class. Organized clearly according to stages of group development, this accessible reference identifies the essential of group work, presents them succinctly, and offers practical teaching resources, such as classroom exercises and assignments, lecture notes, and recommended readings. Each chapter begins with references to the CSWE Educational Policy and Accreditation Standards competencies addressed, and chapter-based bibliographies make the recommended further reading easily accessible.

Teaching Group Work Content in Social Work Education

Dominique Moyse Steinberg

This how-to manual provides a structured framework for developing a comprehensive teaching learning philosophy from articulation through implementation to evaluation and then reactivation. Using professional literature and teaching learning experiences, the authors provide pragmatic steps for using a grounded philosophy to inform, engage, and assess teaching learning. They advocate an integrated teaching learning philosophy to promote ongoing commitment, engaged competency, and meaningful purpose in practice for educators. The book can be used as an individual tool for professional development or in programs that prepare engaged educators, including doctoral curricula. It can also be used to inform unit and even university-level activation of a joint, shared, philosophical approach to support accountability efforts, such as institutional effectiveness and accreditation. The authors intend this book to serve as the resource they wish they had possessed when they first ventured into the teaching role and, indeed, throughout a career trajectory.

Activating a Teaching-Learning Philosophy: A Practical Guide for Educators

Erlene Grise-Owens

J. Jay Miller

Larry W. Owens

Building on the first and second editions of Learning to Teach, Teaching to Learn, this substantially revised text maintains the commitment to support field instructors in their task of educating students while also addressing current issues confronting social work field education. In addition to updating case scenarios and adding educational tools throughout the text, this edition provides resources to help field instructors apply practice competencies in their teaching. The authors introduce a justice-based framework for field education that centers challenging dialogues on diversity-related content in supervision as a foundation to undoing racism and oppressive practices. The aim is to enable field instructors and students to identify issues of diversity, difference, and oppression in their practice; apply their understanding; and progress in their abilities to advance justice.

Learning to Teach, Teaching to Learn: A Guide for Social Work Field Education

Ovita F. Williams

Jacqueline B. Mondros

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Books by CSWE Press