Rural social work in Canada and the United States : concerns and curricula

French, Geraldine (1987) Rural social work in Canada and the United States : concerns and curricula. Masters thesis, Memorial University of Newfoundland.

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Abstract

This thesis has a two-fold purpose. First, an extensive review of the literature aimed at an analysis of several past and current rural social work themes. These subjects include: (1) Problems which affect rural people and their communities, (2) The knowledge base necessary for rural social workers, (3) Suggested curricula aimed at the development of a rural social work program, and (4) Rural social work - generic vs. specialization. -- Secondly, an exploratory study was undertaken which presented data regarding present rural social work programs. The study sample was composed of thirty-six social work programs that identified themselves as having a rural focus. Data was collected by means of a mailed, self-administered questionnaire which included both closed and open-ended questions. -- The specific research questions posed by the study were: (1) Was rural social work recognized as being different from other forms of social work? (2) If so, what was it about rural social work that constituted the difference? -- Analysis of data revealed that rural social work was recognized, and thirty-six undergraduate and graduate programs identified themselves as offering a rural focused program. The majority of respondents acknowledged that their program had a part” rather than a “whole” rural focus. A wide range of social work courses were taught with only five percent having a total rural focus, and only three percent having about one-half rural focus. Courses described as having a total plus one-half rural focus constituted only eight percent of social work courses. The respondents indicated that rural content was taught throughout the social work curriculum rather than in specially designed rural courses. Rural social work programs consistently depended on field placements to provide the main component of the curriculum.

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