Advances Vol. 1, No. 2


AISW Editorial
Barry R. Cournoyer

Iamdelighted to assume the role of Editor of Advances in SocialWork: Linking
Research, Education & Practice–journal of the Indiana University School of
Social Work. I am also grateful to the Editorial Board and to Dean Michael

Patchner for their invitation and support. Although this issue is only the second
of many, we are proud to contribute to the emerging knowledge base of the pro-
fession.

The mission of Advances in Social Work (AISW) is to provide a forum for the
presentation of scholarly work related to innovations within social work
research, education, and practice. The impetus for the development and publi-
cation of AISW is, of course, multifaceted. A driving force, however, is the recog-
nition that social work educators and practitioners must become familiar with
advances in knowledge that may contribute to improvements in the quality and
effectiveness of our professional service–whether that involves the education of
students, the advancement of social justice, the prevention of social problems,
or the treatment of clients.

Early in the 21st century, we are well into the “third-wave” information age
(Toffler, 1983). As such, knowledge and learning are becoming increasingly
valuable–in some circumstances more valuable than material goods.We already
recognize the signs of a new form of class system where “haves” may be distin-
guished from“have-nots” by the facility with which they obtain and apply up-to-
date, valid, reliable, and relevant knowledge. According to some estimates, the
total amount of knowledge on earth doubles approximately every seven years
(Davis & Botkin, 1994). This knowledge-doubling process undoubtedly occurs
more rapidly within certain areas than others. Disciplines and professions that
actively participate in the discovery and dissemination of relevant new knowl-
edge are likely to become increasingly recognized and valued in the ever-
expanding “big bang” of the knowledge explosion.

We hope that social work researchers, educators, and practitioners will
become major actors in an information age where teaching, learning, and
service become increasingly based upon and guided by the most current, valid,
and relevant knowledge. “In a time of drastic change, it is the learners who inher-
it the future. The learned usually find themselves equipped to live in a world that
no longer exists” (Hoffer, 1973, p. 22). In effect, contemporary social workers
must be extraordinarily competent learners both during their professional
studies and as practicing researchers, educators, and service providers. During
the 21st century lifelong learning is not optional. It is required. Alvin Toffler sug-
gests that the “illiterate of the 21st century will not be those who cannot read and
write, but those who cannot learn, unlearn, and relearn.”

Unfortunately, many social workers have been more “learned” than “learning”
in their approach to service. Relatively few seem to draw upon the wealth of
emerging knowledge that could dramatically improve the quality and effective-

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ness of their professional activities. As indicated by studies undertaken during
the course of the past 40 years, few social workers regularly read scholarly pub-
lications or review the results of practice-related research (Holosko & Leslie,
1998). We presume that fewer still actually apply up-to-date knowledge in the
conduct of their service to others. This does not apply to practitioners alone.
Indeed, we suppose that many social work educators continue to “preach”
essentially the same theories and doctrines year after year–as if new knowledge
were somehow irrelevant to the contemporary learning needs of their students.
Eileen Gambrill (1999) eloquently refers to this process as “indoctrination”
rather than “education” and practice informed by it as “authority-based” rather
than “evidence-based.”

Through AISW, we at the Indiana University School of SocialWork seek to con-
tribute to a revolutionary change within the profession. We envision a social
work profession that genuinely embraces learning and scholarship; that actively
searches for valid, relevant service-related knowledge; that disseminates appli-
cable knowledge in a form that is readily accessible and usable by consumers of
all kinds; and that continuously applies emerging knowledge in service to others.

This issue of AISW offers much of value to learning social workers across the
full range of research, education, and practice. In an article based upon his
keynote address to the April 2000 Annual Doctoral Symposium at Indiana
University School of Social Work and written especially for AISW, Dennis
Saleebey of the University of Kansas discusses the fundamental elements of
strengths-based social work practice. As affirmative and enthusiastic as ever, Dr.
Saleebey calls upon us to seek out assets and resources within and around each
and every person. Provocatively, he envisions a new kind of DSM–a Diagnostic
Strengths Manual–to provide needed counterbalance to the ever-present
Diagnostic Statistical Manual of the American Psychiatric Association.

David Hodge, Paul Cardenas, and Harry Montoya discuss their study of cultur-
al sensitivity among administrators and staff in agencies that provide services for
clients who have problems with alcohol, tobacco, and other drugs (ATOD) in a
predominantly Hispanic area within the United States. This is a fascinating
investigation and one of the first to assess cultural sensitivity in agencies that
address ATODmisuse within an acculturated Hispanic community.

Angeline Barretta-Herman and Kendra Garrett of the College of St.
Catherine/University of St. Thomas School of Social Work identify pertinent
issues and provide recommendations concerning the timely topic of faculty-
student collaboration. In an interesting qualitative study, the authors conducted
in-depth interviews with faculty members throughout the United States. Several
respondents had, as students, participated in collaborative efforts with faculty
members during their formal studies. Their findings alert today’s faculty mem-
bers to recognize the potential for real or perceived exploitation by students with
whom we collaborate.

Barry Cournoyer, Jerry Powers, James Johnson, and Bob Bennett of Indiana
University discuss the application of economic modeling to social work educa-
tion. They demonstrate howmodern computer software may be used to analyze

ii ADVANCES IN SOCIALWORK



costs associated with various educational processes. Economic modeling may
also enable deans and program directors to consider the economic impact of
alternate “what if” scenarios. Their innovative application may be useful not
only for administrators within social work education but for those in human
service agencies as well.

Doris McGartland Rubio, Julie Birkenmaier, and Marla Berg-Weger of St. Louis
University discuss the relationship of social welfare policy changes and social
work practice. Their survey of nearly 300 community service agencies from a
large metropolitan area reflects respondents’ views of the effects of welfare
reform on their organizations as well as the responsibilities and activities of
agency-based social workers.We anticipate the publication of additional studies
that describe the results of investigations of the impact of welfare reform upon
individuals, families, organizations, and communities.

Michael Kane, Elwood Hamlin II, and Wesley Hawkins of Florida Atlantic
University enhance our understanding of necessary skills for service within
managed care and privatized environments through their study of the percep-
tions of social work field instructors. Their findings may encourage educators,
supervisors, and agency administrators to consider carefully the contemporary
learning needs of their social work students and practitioners.

The Editorial Board and I are pleased to present this second issue of AISW to
the social work community. In 2001, the IndianaUniversity School of SocialWork
will celebrate its 90th birthday. We dedicate this issue and the next two to the
thousands of students, faculty, field instructors, agency administrators, and uni-
versity colleagues who have contributed to the growth and development of the
school over these nine decades. We hope that AISW readers and all members of
the social work community will join us in a hearty happy birthday celebration
during 2001.

References

Davis, S., & Botkin, J. (1994). The coming of knowledge-based businesses. Harvard Business Review, 82
(September/October), 165-170.

Gambrill, E. (1999). Evidence-based practice: An alternative to authority-based practice. Families in
Society, 80(4), 341-350.

Hoffer, E. (1973). Reflections on the human condition. New York: Harper & Row.

Holosko, M. J., & Leslie, D. (1998). Obstacles to conducting empirically based practice. In J. S.Wodarski,
& B. A. Thyer (Eds.), Handbook of empirical social work practice: Social problems and practice issues
(Vol. 2, pp. 433-451). New York: JohnWiley & Sons.

Toffler, A. (1983). The third wave. New York: Bantam.

iiiCournoyer/AISW EDITORIAL