ORGANIZATIONAL CHANGE IN A MEDICAL SETTING: A FIELD WORK CURRICULUM FOR DIRECT PRACTICE STUDENTS.
Item
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Title
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ORGANIZATIONAL CHANGE IN A MEDICAL SETTING: A FIELD WORK CURRICULUM FOR DIRECT PRACTICE STUDENTS.
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Identifier
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AAI8212192
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identifier
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8212192
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Creator
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GORDON, NATALIE BIEDERMAN.
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Contributor
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Hatold Weissman
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Date
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1982
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Language
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English
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Publisher
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City University of New York.
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Subject
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Social Work
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Abstract
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Typical social work practice is based on the provision of direct service by social workers or by others under their supervision. There is awareness on the part of individual practitioners and administrators of social work departments that organizational constraints influence the content and quality of the services which can be offered. The project described in this dissertation aimed at addressing the need to enhance the professional education of social workers in this area.;A one-year field work curriculum and program of education was developed, with a knowledge and a value base and a sequential plan of educational experiences for facilitating the gaining of organizational interventive skills for students from three schools of social work. Eighteen direct practice students in a complex, bureaucratic organization were helped to recognize the organizational problems which affected the delivery of service to their clients. The data indicates that almost all students were able to begin to understand and accept a broad definition of the social work professional role, which includes intervention in these problems. The project offered a theoretical base for organizational intervention and a practice base for active involvement.;Students were successfully helped to see the organizational problems they identified as legitimate and that they could, and were expected to be able to, intervene through extending the concept of conscious use of self to the organizational perspective. Relating direct practice and organizational change interventive skills emerged as educationally sound. The project built on students' readiness to learn, and succeeded in capturing the enthusiasm of the students and channeling it into practice which was regarded as valuable by the agency, the schools, and the students.;Two factors limited success. One was that few students were receiving classroom instruction associated with organizational change. The second was that the extent and persistence of field faculty resistance was not clearly foreseen. The curriculum developed for field faculty is described.;The project's implementation, centered on the learning process in the field, is offered. A description of the evaluation methodology, findings, and implications for social work education and practice are also presented.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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D.S.W.
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Program
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Social Work
