scholarly journals Interrupting White Supremacy in Field Education

2021 ◽  
Vol 21 (2/3) ◽  
pp. 311-330
Author(s):  
Anita Gooding ◽  
Gita R. Mehrotra
Keyword(s):  
Social Work ◽  
White Supremacy ◽  
Social Work Students ◽  
Well Being ◽  
Racial Microaggressions ◽  
Field Education ◽  
Field Instructors ◽  
Field Placements ◽  
Practice Experience ◽  
Social Work Field Education

As social work’s signature pedagogy, field education socializes students into their professional roles as practitioners. However, for students and field instructors of color, racial microaggressions add another dimension to the practice experience. Utilizing findings from a qualitative study exploring the experiences of Black, Indigenous, and People of Color (BIPOC) social work students and agency-based field instructors, this paper highlights experiences of microaggressions in field placement settings. Specifically, BIPOC students and field instructors described being tokenized in agencies, feeling invisible in placement settings, experiencing microaggressions from service users or students, and witnessing microaggressions. Experiences of microaggressions had emotional impacts, and affected participants’ sense of professional identity and confidence. Based on findings, we share recommendations for addressing racial microaggressions within social work field education in order to promote racial equity, including: grounding microaggressions in an ecological approach, unpacking the concept of professionalism, and building capacity of field instructors and agencies to respond to racism and microaggressions. Addressing microaggressions in field education is necessary to support BIPOC students in field placements, honor the work and well-being of racialized social workers who serve as field instructors, disrupt white supremacy, and move the social work field forward in regard to anti-racist practice.

Does Slow and Steady Win the Race? The Impact of Block versus Concurrent Field on BSW Students' Professional Development and Emotional Well-Being

2006 ◽  
Vol 12 (1) ◽  
pp. 203-217
Author(s):  
Matthew T. Theriot ◽  
Toni K. Johnson ◽  
Mary Mulvaney ◽  
Jane A. Kretzschmar
Keyword(s):  
Professional Development ◽  
Social Work ◽  
Professional Competence ◽  
Social Work Students ◽  
Well Being ◽  
Future Research ◽  
Field Instructors ◽  
Field Placements ◽  
Social Work Programs ◽  
The Impact

Despite their immense popularity and widespread implementation, research has yet to compare block and concurrent models of field. In filling this gap in the literature, this study evaluates the impact of each model on undergraduate social work students' professional development and emotional well-being. Sixty-eight students in BSW field placements at one large university participated in this study. Students were able to select which model of field to undertake, and, in general, most students selected block field placements because they wanted to graduate early. Conversely, students in concurrent field reported having more obligations outside of field, including family and other employment. Utilizing data collected from students and their field instructors, statistical analyses showed no differences in measures of professional competence, depression, assertiveness, or self-esteem between students in the two field models. In light of such findings, the authors discuss the implications of this study for social work programs and outline suggestions for future research.

“Technology and Boundary Concerns in Social Work Field Education”

2019 ◽  
Vol 16 (1-2) ◽  
pp. 7-24
Author(s):  
Allan Barsky
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Role Modeling ◽  
Field Education ◽  
Supervisory Relationship ◽  
Provision Of Services ◽  
Professional Boundary ◽  
Boundary Issues ◽  
Social Work Field Education ◽  
Support Students

Field educators and social work students use technology in various realms of practice, including provision of services to clients and provision of supervision for students. This article identifies how professional boundary issues may arise when social workers, field educators, or students use technology. This article also explores four ways that field educators can educate and support students in relation to pre-empting and managing technology-related boundary issues: policy clarification, role modeling through interactions with clients and others, role modeling within supervisory relationship, and advocacy.

Keeping the Boss Happy: Black and Minority Ethnic Students’ Accounts of the Field Education Crisis

2019 ◽  
Vol 49 (8) ◽  
pp. 2168-2186 ◽  
Author(s):  
Sinthu Srikanthan
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Field Education ◽  
Institutional Practices ◽  
Racial Categories ◽  
Accredited Schools ◽  
School Of Social Work ◽  
Ethnic Students ◽  
Social Work Field Education ◽  
Minority Ethnic

Abstract Social work field education, the mandatory, practice-based component of accredited schools of social work, is in a state of crisis. Welfare state retrenchment has reduced the social and health service sectors’ capacity to provide field education placements. Concurrently, increasing student enrollment in and the expansion of social work programmes in the academy have increased the demand for field education. Whilst the service and academic sectors have developed a range of formal and informal relationships to cope with the crisis that often benefit workers in both domains, the implications for students, especially those who are Black and Minority Ethnic (BME), remain largely unknown. This article reports findings from institutional ethnographic research based on textual analyses and interviews with five BME students from a school of social work in Southern Ontario who were engaged in securing field education placement. A central finding of the study was that racial categories and hierarchies are reproduced across placement settings and in the sorting process of students into placement settings itself, adding to the work of BME social work students. The findings implicate the institutional practices and context of field education in the production of a racially stratified labour market in social work field education.

Sexual Harassment of BSW Field Placement Students: Is It A Problem?

1998 ◽  
Vol 3 (2) ◽  
pp. 17-29
Author(s):  
Sondra J. Fogel ◽  
Martha L. Ellison
Keyword(s):  
Social Work ◽  
Sexual Harassment ◽  
Longitudinal Research ◽  
Research Effort ◽  
Social Work Students ◽  
Field Education ◽  
Field Placement ◽  
Field Placements ◽  
Effective Interventions ◽  
Social Work Programs

This research investigates the prevalence of sexual harassment in Bachelor of Social Work (BSW) field placement settings. A survey distributed to a random sample of230 accredited field social work programs with a BSW component asked whether field students were harassed, who the perpetrators were, what corrective actions were taken, and if the program had a specific sexual harassment policy related to field placements. Responses from Directors of Field Education revealed that incidents of sexual harassment in BSW programs are relatively common, indicating the urgent need for specific attention to this issue in field placements. Furthermore, the results of this work, as well as studies of sexual harassment of graduate social work students, suggest the need for a coordinated longitudinal research effort among schools of social work to document the types of harassment occurring in field placements and methods of effective interventions.

scholarly journals Making rotational field placements work

2012 ◽  
Vol 11 (1) ◽  
pp. 5-18
Author(s):  
Barbara Muskat ◽  
Marion Bogo ◽  
Illana Perlman
Keyword(s):  
Social Work ◽  
Lessons Learned ◽  
Field Education ◽  
Potential Usefulness ◽  
Evaluation Tool ◽  
Field Instructors ◽  
Social Work Faculty ◽  
Field Placements ◽  
The Social ◽  
Rotational Field

This paper describes the development and successful pilot of rotational placements by the social work faculty of a large Canadian university. Modifications required for the pilot are discussed, particularly related to recruiting settings, enlisting field instructors and students, developing new field materials, training field instructors in the model and developing an evaluation tool used by field instructors and students. The strengths, limitations and lessons learned from the experience are discussed as well as the potential usefulness of rotational placements as an approach to addressing resource challenges in field education.

Employment interview simulation project: Evaluating its potential for graduating social work students and its transferability to other health disciplines

2019 ◽  
Vol 16 (1-2) ◽  
pp. 118-137
Author(s):  
Mary-Katherine Lowes ◽  
Danielle Omrin ◽  
Andrea Moore ◽  
Joanne Sulman ◽  
Jill Pascoe ◽  
...  
Keyword(s):  
Social Work ◽  
Participatory Action Research ◽  
Social Work Students ◽  
Employment Interview ◽  
Field Education ◽  
Research Model ◽  
Participatory Action ◽  
Self Reflection ◽  
Msw Students ◽  
Social Work Field Education

The transition from student to professional is challenging and often filled with pressure to secure relevant employment in a competitive market. We provided MSW students with employment interview simulations during their final practicum to evaluate the application and utility of this training to social work field education. A participatory action research model was utilized. Primary themes were identified as fundamental to interviews, including managing anxiety, self-reflection, and effective communication. Overall, students found the process and feedback to be invaluable to their learning. We suggest ways in which interview training can be integrated into field education to strengthen students’ postgraduate employability.

scholarly journals RESTRUCTURING SOCIAL WORK FIELD EDUCATION IN 21ST CENTURY CANADA

2019 ◽  
Vol 35 (2) ◽  
pp. 45-65
Author(s):  
Jessica Ayala ◽  
Julie Drolet ◽  
Amy Fulton ◽  
Jennifer Hewson ◽  
Lorraine Letkemann ◽  
...  
Keyword(s):  
Social Work ◽  
Social Services ◽  
Social Work Education ◽  
Field Education ◽  
Management Approach ◽  
Education Programs ◽  
Field Placements ◽  
Social Work Field Education ◽  
Work Education ◽  
Solution Focused

Social work field education in Canada is in a state of crisis. For over two decades field education has faced increasing challenges and barriers within neoliberal contexts in higher education and the health and social services sector. These challenges have been magnified by an unprecedented growth in social work education programs and student enrolments, which has increased demand for field placements to an unsustainable level. Although some strategies for restructuring social work field education have been developed, to date little work has been done to formally identify, evaluate, and share information about these strategies across Canadian social work education programs. This article explores the current state of crisis from a solution-focused lens and describes three inter-related strategies to address critical problems with current models, practices, and processes. The strategies are presented as a Sustainability Model for Field Education. The results of a two-year study that sought to identify alternative delivery mechanisms for social work field education and promote sharing of information across social work education programs are discussed. A key recommendation is to restructure and move away from a crisis management approach by implementing strategies for enhancing the sustainability of field education.

Supervision Strategies for Social Work Students Managing Faith and Spirituality in Addictions Practice

2019 ◽  
Vol 46 (3) ◽  
Author(s):  
Lisa A. Street ◽  
Tressa Moyle
Keyword(s):  
Social Work ◽  
Drug Court ◽  
Social Work Students ◽  
Well Being ◽  
Field Education ◽  
Practicum Students ◽  
Opportunities For Learning ◽  
Field Supervision ◽  
Supervision Strategies ◽  
Health And Well Being

Field placement in addictions treatment offers social work students several diverse and rich opportunities for learning.  Addictions practice exposes students to spirituality as a domain of health and well-being foundational to many recovery programs.  For practicum students, learning to manage personal religious beliefs and spirituality can be a significant need in field supervision.  Based on the supervisory experiences of a field instructor and field coordinator who have collaborated in field education for 10 years (as well as were colleagues on a family drug court team prior), this article presents strategies for helping students manage their personal beliefs about faith and spirituality in addictions practice.  Supervision strategies presented include: (a) separating spirituality from religion, (b) reframing addiction viewed as sin, (c) offering reflective feedback, (d) self-reflecting through journaling, process recording, and other assignments, and (e) promoting experiential activities to connect personally with people of different backgrounds.

Transformative Learning in Field Education: Students Bridging the Theory/Practice Gap

2020 ◽  
Author(s):  
Beth Archer-Kuhn ◽  
Patricia Samson ◽  
Thecla Damianakis ◽  
Betty Barrett ◽  
Sumaiya Matin ◽  
...  
Keyword(s):  
Social Work ◽  
Transformative Learning ◽  
Social Work Students ◽  
Field Education ◽  
Field Supervisor ◽  
Disorienting Dilemmas ◽  
Identity Shifts ◽  
Theory Practice Gap ◽  
Social Work Field Education

Abstract In a four-year, four cohort study utilising a series of six focus groups, forty Masters of Social Work students preparing to graduate defined their personal and professional experiences of transformation in their respective social work field education settings. Using an inductive thematic analysis, students highlighted four key themes in their transformative learning (TL) process: (i) defining the nature of disorienting dilemmas in field education; (ii) critical self-reflection, coping and moving through disorienting dilemmas; (iii) identifying the transformative outcomes in a field context; and (iv) facilitative factors to TL in field education. The findings illuminate the essential role of the field supervisor in creating ‘relationship’. The field supervisor/student relationship is the conduit to students’ deep learning, critical reflection, identity shifts and empathy supporting the student’s navigation through their disorientating moments towards transformative and meaningful outcomes. This study extends our understanding of the role of TL theory within experiential learning contexts and the feasibility of its use in the social work field education experience.

Client Death and the BSW Student: A Report from the Field Experience

1996 ◽  
Vol 1 (2) ◽  
pp. 65-76
Author(s):  
James X. Bembry ◽  
Ogden W. Rogers
Keyword(s):  
Mental Health ◽  
United States ◽  
Social Work ◽  
Social Work Students ◽  
The United States ◽  
Health Centers ◽  
Field Instructors ◽  
Field Placements ◽  
Formal Program ◽  
Mental Health Centers

Undergraduate social work students are often placed in field placements; such as nursing homes, hospitals, and mental health centers where they face the potential death of a client This study surveyed 98 Fieldwork Coordinators at accredited B SW programs in the United States. The study found a large majority of Coordinators (72 percent) reported that their students had experienced the death of a client; most Coordinators (53 percent) did not have a formal program in place to assist students when these incidents occurred; and that they relied on Field Instructors and Seminar instructors to intervene in these incidents. Coordinators also identified a sense of guilt and responsibility as the salient issues for students when they experience the death of a client. The paper concludes with suggestions as to how programs can be more proactive in helping students cope with these often traumatic incidents.

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