The effects of the learning experiences at the social work field placement on social work self-efficacy

2016 ◽  
Vol 50 ◽  
pp. 161-188
Author(s):  
Yu Kyung Kim ◽  
Mi ae Chun
Keyword(s):  
Social Work ◽  
Self Efficacy ◽  
Learning Experiences ◽  
Field Placement ◽  
The Social

The Use of Self

2021 ◽  
pp. 48-66
Author(s):  
Joseph Walsh
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Personal Characteristics ◽  
Relationship Development ◽  
The Self ◽  
Use Of Self ◽  
Field Placement ◽  
The Social ◽  
Case Vignettes ◽  
Self Knowledge

The purpose of this chapter is to explore the concept of the use of self, a process of developing self-knowledge that enables social workers to use their personal characteristics and experiences to enhance their work with clients. The social work profession requires that practitioners attend to drawing reflectively on the “self” in organizing their practices. Various methods are presented to help social workers realize how personal characteristics can influence their practice in both positive and negative ways. By learning to capitalize on their strengths, social workers can develop a more effective relationship-development style. Several case vignettes from students in their field placement are used to illustrate that process.

What makes employees engaged with their work? The role of self-efficacy and employee’s perceptions of social context over time

2016 ◽  
Vol 21 (2) ◽  
pp. 125-143 ◽  
Author(s):  
Chiara Consiglio ◽  
Laura Borgogni ◽  
Cristina Di Tecco ◽  
Wilmar B. Schaufeli
Keyword(s):  
Social Work ◽  
Social Context ◽  
Work Engagement ◽  
Self Efficacy ◽  
Substantial Contribution ◽  
Equation Modeling ◽  
Content Type ◽  
The Social ◽  
Over Time

Purpose – Work engagement represents an important aspect of employee well-being and performance and has been related to both job and personal resources. The purpose of this paper, based on Social Cognitive Theory, is to emphasize the proactive role of self-efficacy which is hypothesized to predict work engagement, not only directly, but also indirectly through positive changes in employee’s perceptions of social context (PoSC); namely, perceptions of one’s immediate supervisor, colleagues and top management. Design/methodology/approach – A sample of 741 employees of a communication service company completed two questionnaires, with a time interval of three years. Structural equation modeling was performed in order to test the hypothesized model. Findings – Results revealed that, as expected: first, initial self-efficacy predicts work engagement three years later; and second, positive changes in employee’s perceptions of the social work context across the three year period, mediates the relationship between self-efficacy and work engagement. Research limitations/implications – Results relied only upon self-report data. Moreover, each variable was only measured at the time in which it was hypothesized by the conceptual model. Practical implications – The significant role of self-efficacy as a direct and indirect predictor of work engagement suggests the development of training programs centered on the main sources of self-efficacy, specifically focussed on the social work domain. Originality/value – This research provides evidence of the substantial contribution of self-efficacy to work engagement over time. Moreover, the results also support the beneficial effects of self-efficacy through its influence on the improvements in the individuals’ perceptions of their social context.

The Social Work Field Placement

2018 ◽  
Author(s):  
John Poulin ◽  
Selina Matis ◽  
Heather Witt
Keyword(s):  
Social Work ◽  
Field Placement ◽  
The Social

scholarly journals Service Learning as a Transition into Foundation Field

10.18060/29 ◽  
2002 ◽  
Vol 3 (1) ◽  
pp. 60-71 ◽  
Author(s):  
Nancy P. Kropf ◽  
Mininder Tracey
Keyword(s):  
Social Work ◽  
Graduate Students ◽  
Service Learning ◽  
Social Work Education ◽  
Learning Experience ◽  
Field Placement ◽  
Work Program ◽  
The Social ◽  
Work Education ◽  
Social Work Program

Service learning is a pedagogical method to bridge classroom and community experiences for students. Although social work education has historically emphasized this connection through internship experiences, service learning can fill a different function within the curriculum. This article proposes a service learning experience to assist graduate students with the transition into their foundation field placement. Beneficial outcomes of using service learning as an educational bridge are discussed for students, faculty, and the social work program.

scholarly journals A Situational Analysis Of Issues And Challenges Faced By Social Work Students During Their Field Placements In Karachi, Pakistan

2017 ◽  
Vol 5 (1) ◽  
pp. 45-59
Author(s):  
Sakina Riaz
Keyword(s):  
Qualitative Research ◽  
Social Work ◽  
Social Work Students ◽  
Sampling Strategy ◽  
Field Work ◽  
Situational Analysis ◽  
Field Placement ◽  
Field Placements ◽  
Qualitative Research Design ◽  
The Social

Field work is viewed as the important pillar of Social Work profession. The aim of this study is to examine the issues and challenges faced by the Social Work Students during their Field Placement in different agency settings. This study articulates the teaching philosophy, conceptual framework, and fieldwork practices followed by Student of Social Work Department at Karachi University. Qualitative research design was employed in this study and purposive sampling strategy was used for data collection. The results of the study drawn that the main constraints stem from a lack of social work agency supervisors, lack of training for agency supervisors, the lack of a fieldwork curriculum and nonexistent or insufficient funding of fieldwork related activities.

International field placement in social work: Relevant for working in the home country

2016 ◽  
Vol 61 (5) ◽  
pp. 692-705 ◽  
Author(s):  
Gurid Aga Askeland ◽  
Elsa Døhlie ◽  
Kjersti Grosvold
Keyword(s):  
Social Work ◽  
Learning Experiences ◽  
Transformation Process ◽  
Learning Theories ◽  
Field Placement ◽  
Focus Group Interviews ◽  
Study Programme ◽  
Contextual Understanding ◽  
Group Interviews ◽  
Work Knowledge

Our concern in this article is how to transform learning experiences in international field placement into sustainable social work knowledge for future practice. International field placement provides unique experiences that contribute to contextual understanding of social work and prepare students for practice in a multicultural setting. We have used focus group interviews and seen international experiences in light of domestic ones. In analysing the knowledge transformation process of the learning experiences, we use experiential learning theories. We conclude that students’ learning process from experience to theory and from theoretical knowledge to practice would benefit from following a transformation of knowledge cycle through the study programme.

Social Work Self-Efficacy Scale

2002 ◽  
Author(s):  
Gary Holden ◽  
Thomas Meenaghan ◽  
Jeane Anastas ◽  
George Metrey
Keyword(s):  
Social Work ◽  
Self Efficacy
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