Educating Policy Gerontologists: The Impact of a Policy Specialization on Career Choice and Career Development

Baker, Mary Olsen; Wilber, Kathleen H.

doi:10.1080/0360127950210303

Cited by 2 publications

(1 citation statement)

References 3 publications

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“…Work on the linkage between education and practice in other fields is also mixed. Educational experiences have been identified as increasing the rate that professionals choose to be employed in that area of practice in the disciplines of policy gerontology (Baker & Wilber, 1995), psychology (Pietz deMier, dienst, Green, & Scully, 1998), international psychology (Hull, 2001), marriage and family therapy (Prouty, Johnson, & Protinsky, 2000), and pediatric medicine (Woloschuk & Tarrant, 2002). Other studies indicated that exposure may increase students' expressed interest in pursuing a career in a particular field of practice in mental health nursing (Ferguson & Hope, 1999), teaching minority groups or urban children (Groulx, 2001;Mason, 1997;Nelson & Krieger, 1998), pediatric medicine (Jospe et al, 2001;Kaplowitz, Boyle, & Lu, 1996), and general (Sobral, 2001) and rural medicine (Talbot & Ward, 2000).…”

Section: Educational Focusmentioning

confidence: 99%

Specialized Social Work Education: The Case for Social Work with Offenders

Lowe

Bohon

2008

Families in Society: The Journal of Contemporary Social Service

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In the past, social workers have taken a lead in working with individuals involved with justice agencies and advocating for system change. Despite the fact that offender populations continue to increase in size and need, today there appears to be minimal involvement in this system by social workers. Using a mail survey of 400 social workers belonging to one of two U.S. professional organizations, we explore the impact of social work education on the likelihood of professionals choosing to practice with criminal offenders. Results indicate that social workers exposed to offender issues through specific coursework or offender internships during education are more likely to choose to work in justice settings. Implications of these findings for social work education are addressed.

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