Modern Social Work Practice: Teaching and Learning in Practice Settings, * Mark Doel and Steven M. Shardlow, * Ashgate, Aldershot, 2005, pp. 302, ISBN 0 7546 4120 1,  55 (hbk)

2005 ◽  
Vol 36 (1) ◽  
pp. 174-176
Author(s):  
D. Wysling
Keyword(s):  
Social Work ◽  
Teaching And Learning ◽  
Work Practice ◽  
Social Work Practice ◽  
Practice Teaching

scholarly journals Editorial

2021 ◽  
Vol 57 (3) ◽  
Author(s):  
Sulina Green
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Course Design ◽  
Work Practice ◽  
Social Work Practice ◽  
E Learning ◽  
Curriculum Renewal ◽  
Work Education

The articles in this issue of Social Work/Maatskaplike Werk cover topics related to the innovative utilisation of approaches and methodologies for teaching and learning in social work education and for intervention in social work practice. The first two articles examine the incorporation of technology-enhanced teaching and learning in social work education in the digital era. The first article provides insights into the emerging developments of the Fourth Industrial Revolution, especially for curriculum renewal to prepare prospective practitioners to operate in both online and offline environments. The second article describes how an authentic e-learning framework can provide a pedagogically improved method of course design for groupwork education.

scholarly journals Failing to fail students in the caring professions

2012 ◽  
Vol 7 (2) ◽  
pp. 39-54
Author(s):  
Mike Shapton
Keyword(s):  
Social Work ◽  
Work Practice ◽  
Social Work Practice ◽  
Learning Opportunities ◽  
Field Education ◽  
Personal View ◽  
Practice Teaching ◽  
The Individual ◽  
Practice Assessment ◽  
Practice Teacher

This article represents a personal view of the phenomenon of professionals ‘failing to fail’ students of questionable competence. It is mainly drawn from the author’s experience first as a practice teacher, then as a lecturer and manager of a social work qualifying programme and recently as tutor of a programme preparing social workers and others to become practice teachers and assessors. The article first examines aspects of the process of practice assessment and then argues that the turnover amongst those given this responsibility means that the expertise appropriate to undertaking such a complex task is difficult to accumulate. It then offers some remedies that focus more on organisational responses than simply on the individual professionals who take on this essential responsibility.Much of the recent concern about social work practice teaching and assessing has focussed on the question of quantity. Getting enough practice learning opportunities is a perennial problem in itself- but this article addresses an issue of quality, namely ensuring that both pass and fail decisions are made with confidence.As the author’s background is social work in England, the article will use social work terminology and refer to social work and other documents from the English context, but he hopes that readers from other professions and countries will find the debate useful.This article is developed from a talk given by the author at the fifth International Conference on Practice Teaching and Field Education in Health and Social Work, York, 10-12 July 2006.

An exploration of issues affecting the assessment of social work students on practice placement in England

2020 ◽  
Vol 16 (1-2) ◽  
Author(s):  
Bridget Caffrey
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Field Education ◽  
Student Groups ◽  
Practice Teaching ◽  
New Ideas ◽  
Training And Support ◽  
The Impact

Abstract;This PN explores issues affecting assessment of social work students on practice placements in England.  The authors have many years of experience in this area of social work and aim to highlight concerns about the complexity of assessment in practice settings. The PN reports on research presented by (author) at the 12th International Conference on Practice Teaching and Field Education in Health and Social Work, September 2018 to consider student perspectives. These highlight a sense of feeling powerless and judged. The PN also explores the wider issues potentially impacting on the assessment of students practice. Acknowledging the challenges of all assessments the PN considers how assessment of student practice may be further complicated by factors including the role and demands of universities, the impact of training and support for practice educators and pressures within current social work practice. The PN highlights longstanding inequalities within social work assessment on placements for some student groups, including BAME students. The authors draw on Brookfields (1998) reflective lenses and encourage the social work profession to reflect and consider how current practice might be improved. The authors invite ideas and feedback to stimulate a professional debate and new ideas.

‘Keeping the ‘heart’ in practice: the importance of promoting relationship-based practice in practice learning and assessment’.

2021 ◽  
Vol 17 (3) ◽  
pp. 82-114
Author(s):  
Sarah Jean McCulloch
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Theoretical Concept ◽  
Assessment Process ◽  
Good Relationship ◽  
The People ◽  
Practice Teaching ◽  
Successful Outcomes

Abstract: This article will explore the importance of sound relationship-based practice in the supervision and assessment of social work students in practice learning. It will consider the origins of relationship-based practice and explore and analyse the literature and most notable theorists in this area. It will go on to explore the links between attachment theory and relationship-based practice in order to demonstrate its pivotal importance to social work practice. It will draw parallels between good relationship-based practice in the supervision of social work students and the formation of successful and meaningful working relationships between the students and the people they support on placement, giving attention to the theoretical concept of parallel process. It will provide practice examples from student supervision sessions to model how sound relationship-based practice compliments the assessment process with students, and leads to good partnership working and shared goals on placement. By providing practice examples it will demonstrate that good relationship-based practice between student and supervisor can lead to successful outcomes for students on placement which, in turn, can lead to successful outcomes for the people the students go on to support. It will argue that good relationship practice is the basis for all good social work practice and its foundations should be laid early within the practice teaching relationship between supervisor and student. Keywords: relationship-based practice; social work students; practice teaching; supervision; assessment

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