Sharron Singleton

Teaching Philosophy

"I came into teaching from the role of social work practitioner. Having experienced over a decade in this role I am acutely aware of the significant contribution social workers can make in changing the life conditions, interpersonal experiences, and personal characteristics that create struggles for individuals or collectives of individuals. Conversely, I am also acutely aware of the significant contribution social workers can make to the struggles individuals, families, groups, and communities experience. My intention in teaching future social work practitioners, then, is to assure they are equipped with the values, knowledge, and skills to make certain that their contribution in a helping relationship with clients is a positive one.

"To this end, I endeavor to push students to think critically, self-examine, take risks for learning purposes, and challenge the validity of all knowledge being presented to make certain they are both consumers and creators of knowledge. I also push students to think outside of their own “worldviews” and examine the worldviews of others (peers and clients) in order to broaden their understanding of what creates challenges in social functioning for individuals, families, groups, and communities. As well, I press students to learn how to apply all knowledge within a cultural context…emphasizing the significance of cultural competence in today’s social work practice world. While pushing students, I also endeavor to create a safe, nurturing, learning environment that provides permission for students to share their knowledge (or lack thereof), their struggles, their triumphs, and their fears about the topic being discussed or their practice with clients in the field practicum. I hold students to high standard in their behavior and deportment in the classroom, their attention to assignments, and the quality of their work. This high standard is not flexible but students learn that I offer myself as a resource to assist their attainment of that standard. This does not mean my teaching is stoic; rather, my teaching style incorporates quite a bit of humor. I have been known to cause a class to dissolve into fits of laughter…quite unintentionally of course.

"I try to make use of as much technology in the teaching of course content and the learning activities/assignments for students as possible. Most often, the students are more technology savvy than I am and during those times, they derive great pleasure and a sense of competency when they have to be helpful to me. So, a reciprocal relationship for learning process naturally evolves between me and the students in any particular course. This type of relationship is one that I cultivate not only between myself and the students but between the students themselves as I impress upon them that they, themselves, are also sources for knowledge and thus have the capacity for life-long learning; an necessity for good social work practitioners.

"I believe my teaching philosophy and my teaching style exudes my passion for the profession and my commitment to teaching social work students that which is necessary for them to emerge as competent beginning social work practitioners. Students whom I am confident will make a positive contribution to the profession but more importantly, make positive contributions to the lives and communities of their clients."

Profile

Professor Singleton joined the Barry faculty in 1993 and currently serves as the Associate Dean. Prior to this appointment she served as Director of the Bachelor of Social Work Program. She holds a BSW degree from Norfolk State University, an MSW from Ohio State University, and a DSW from Howard University. Her professional interests include mental health and mental health care systems, application of oppression theory to various social institutions and special populations, practice-based research, and the professional practice of social work. Professor Singleton's publications are in the areas of crisis intervention, teaching oppression content in schools of social work, and social work practice. She has taught extensively in the areas of human behavior, research and social work methods. Professor Singleton is active in the community, lecturing and consulting in the areas of her expertise.

Selected Publications

• Cardelle, R. A., & Singleton-Bowie, S. M. (2001, December). SHARE briefing paper #3 (Issue Brief No. 3). New York: SHARE Project.
• Nakinishi, M., & Singleton-Bowie, S. M. (1999). [Review of the book Understanding diverse families: What practitioners need to know]. Families in Society, 80 (2), 203.
• Pierce, W. J., & Singleton, S. M. (1995). Improvisation as a concept for understanding and treating violent behavior among Africa American youth. Families in Society, 76( 7), 444
• Singleton, S. M. (1985). Crisis intervention with the spinal cord injured individual. Emotional First Aid, 2(4), 29.
• Singleton, S. M. (1994). Faculty personal comfort and the teaching of content on racial oppression. Journal of Multicultural Social Work, 3(1), 5-16.
• Singleton, S. M. (1994). Faculty personal comfort and the teaching of content on racial oppression. In P. R. Keys (Ed.) School social workers in the multicultural environment (pp. 5-16). New York: The Haworth Press.
• Singleton, S. M. (2002). Community networking for school-age children: The Glades collaborative internship project. The Journal of School Social Work, 12(2), 71-82.
• Singleton, S. M., & Roseman, F. (2004). Ministers’ perceptions of foster care, adoptions, and the Black church. Adoption Quarterly, 7(3), 82-91.
• Singleton-Bowie, S. M. (1995). The effect of mental health practitioners' racial sensitivity on African Americans' perceptions of service. Journal of Social Work Research, 19(4), 238-244.
• Singleton-Bowie, S. M. (1996). The effect of mental health practitioners' racial sensitivity on African Americans' perceptions of service. In P. L. Ewalt, E. M. Freeman , S. A. Kirk & D. L. Poole (Eds.). Multicultural issues in social work practice (pp. 491-504). Washington, DC: NASW Press.
• Singleton-Bowie, S. M. (1997). Retrieving Black children from the criminal justice system. Black Caucus, 3(1), 1-6.
• Singleton-Bowie, S. M. & Singer-Strunk, R. (2000, October). TIP transition outcome study. (Available from the Achievement and Rehabilitation Rehabilitation Centers, Inc., 10250 NW 53 Street, Sunrise, FL 33351).
• Singleton-Bowie, S. M. & Singer-Strunk, R. (2001, August). Effects of the Therapeutic Intervention Program (TIP) on children with autism. (Available from the Achievement and Rehabilitation Rehabilitation Centers, Inc., 10250 NW 53 Street, Sunrise, FL 33351).

Selected Professional Activities

• Member of the Executive Board for the Miami Area Geriatric Education Center
• CEU event planner and provider for the Miami Area Geriatric Education Center
• Member of the Coalition to Prevent Abuse of Vulnerable Adults
• CSWE Site Visitor
• Clinical consultant and service training consultant/provider to a variety of social service agencies that serve “at-risk” and vulnerable populations.