Sponsor
Portland State University. Department of Social Work
First Advisor
Sonja Matison
Term of Graduation
1975
Date of Publication
1975
Document Type
Thesis
Degree Name
Master of Social Work (MSW)
Department
Social Work
Language
English
Subjects
Portland State University -- School of Social Work -- Alumni and alumnae, Social work education -- Curricula, Universities and colleges -- Alumni and alumnae
DOI
10.15760/etd.1923
Physical Description
1 online resource (60 pages)
Abstract
This was a follow-up study of graduates of Portland State University's School of Social Work from 1964 to 1973. The study gathered information in four areas: (1) graduates' career patterns, (2) tasks graduates presently perform in their jobs, (3) tasks graduates felt are necessary for students to learn in a school of Social Work, and (4) graduates' continuing education needs and experiences. It was hoped that this information would prove valuable in curriculum design, both in the School of Social Work and in the Division of Continuing Education.
A stratified random sample of sixty-one graduates, totaling 15.4% of the ten-year population of 396 graduates, was surveyed by mailed questionnaire. Fifty-two of these responded for a return rate of 85.3%. Results from the questionnaire were transferred to punch cards and frequencies, means, standard deviations, and a factor analysis of data were performed by computer.
Forty-five of the fifty-two respondents considered themselves to be presently practicing social work. Twenty-four of these respondents worked primarily in direct treatment, and all but one of these reported having collateral duties in administration or facilitative services.
Respondents showed almost no interest in pursuing further graduate study in social services or any other field, and indicated only moderate interest in continuing education seminars or classes. Of all continuing education offerings, family therapy received the highest interest score and research received the lowest.
Respondents felt that the most important tasks to be taught in graduate school were direct service tasks. A factor analysis was performed to reduce these tasks to more easily reportable shared factors, and the tasks seen as most crucial for learning were those concerned with direct treatment, resource assistance, and client contact. Although respondents believed that direct service tasks should be stressed in the School curriculum, most of the respondents also were performing non-direct service tasks such as leadership and consultation in group process.
Rights
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
Persistent Identifier
http://archives.pdx.edu/ds/psu/12417
Recommended Citation
Des Camp, B. Michael and Marshack, Howard H., "An Analysis of Professional Roles & Career Patterns of Portland State University School of Social Work graduates, 1964-1973" (1975). Dissertations and Theses. Paper 1924.
https://doi.org/10.15760/etd.1923
Comments
If you are the rightful copyright holder of this dissertation or thesis and wish to have it removed from the Open Access Collection, please submit a request to pdxscholar@pdx.edu and include clear identification of the work, preferably with URL.