This study, inspired by the efforts of NASW to improve the public perception and understanding of social work, focused on the perceptions and attitudes of college students regarding the profession of social work. The sample included 678 undergraduates at a state university who represented a wide variety of majors. Findings indicate that students' affiliation with a social worker, whether a family member, friend, or work or volunteer experience, positively influenced both their perception and understanding of the profession. Furthermore, regardless of demographics, respondents generally had a negative perception of the salary range of social workers, implying that this aspect of the profession could limit or deter students from choosing social work as a profession. Implications for improving the image of social work among college students are delineated along with issues that require further study.
Supervision is a cornerstone activity in the development of practice skills for human service professionals. Traditionally, supervision is conducted in ways that emphasize the expertise of the supervisor and the need to impart expert wisdom to the supervisee. In many ways, the supervisory relationship often mirrors traditional teacher/student roles contextualized in dominant/subordinate ways of being together. Oversight and monitoring become central activities in such traditional supervisory approaches, which may limit possibilities for growth and development. Critical and feminist perspectives offer other ways of conceptualizing supervision, namely through careful consideration of how power operates and may be used in the supervisory relationship. Intentional reciprocity may be discovered if dominant/subordinate power differentials are re-visioned. This article suggests ways that supervision and supervisory relationships may be (re)considered beyond traditional approaches.
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