scholarly journals I Found Myself at this Practicum: Student Reflections on Field Education

10.18060/346 ◽  
2010 ◽  
Vol 11 (2) ◽  
pp. 235-247 ◽  
Author(s):  
Sabrina Williamson ◽  
Carol Hostetter ◽  
Katharine Byers ◽  
Pamela Huggins
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Learning Outcomes ◽  
Field Education ◽  
Field Instructors ◽  
Social Work Values ◽  
Practicum Experience ◽  
Work Education ◽  
Practicum Student ◽  
Student Reflections

The field experience is understood to be pivotal in social work education. In this qualitative study, BSW students reflected on their learning outcomes and processes in their field experiences. They highlighted how their work in agencies helped them to operationalize social work values and ethics, develop an awareness of themselves as social workers, and enhanced their confidence. Implications for strengthening the practicum experience though more reflective experiences and enhancing the preparation of field instructors is discussed.

The Portfolio Approach for Generalist Social Work Practice: A Successful Tool for Students in Field Education

1999 ◽  
Vol 5 (1) ◽  
pp. 99-107 ◽  
Author(s):  
Mona S. Schatz ◽  
Sarah Simon
Keyword(s):  
Social Work ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Work Practice ◽  
Social Work Practice ◽  
Field Education ◽  
Evaluation Instrument ◽  
Field Instructors ◽  
Portfolio Approach ◽  
Field Setting

This article introduces the use of a portfolio approach for integrating the generalist educational experience for baccalaureate students. To assess the benefit of this type of educational tool, students and field instructors completed an evaluation instrument. Responses from students and field instructors revealed that the portfolio was an excellent approach to enhance the integrative aspects of learning needed for students in a generalist social work field experience. Though the sample is limited to one social work undergraduate program, these findings further illustrated that the portfolio helped students demonstrate learning outcomes tied to the generalist social work approach and improved the quality and depth of the learning experience in the field setting.

scholarly journals Field by any means necessary: Using technology in field education

2018 ◽  
pp. 47
Author(s):  
Jennifer Harrison ◽  
Kristen Burns ◽  
Erica Ongstad
Keyword(s):  
Social Work ◽  
Field Experience ◽  
Field Education ◽  
Web Content ◽  
Field Instructors ◽  
Signature Pedagogy ◽  
Learning Platform ◽  
Trabajo Social ◽  
School Of Social Work ◽  
Work Education

In many disciplines, the field experience is the culmination of learning, and the socialization of students into the profession. In social work education, the field experience is also the signature pedagogy, which brings theory to practice. To address the needs of a changing group of stakeholders, the School of Social Work began using multiple technology platforms including field web-based software, e-mail blasts, an e-learning platform, YouTube videos, revised web content, and Facebook page all combined to provide students, field instructors, and faculty with the information they need for field on a whenever, wherever, and however basis.En muchas disciplinas, la experiencia de prácticas es la culminación del aprendizaje, y la socialización de los estudiantes en la profesión. En el trabajo social educativo, la experiencia de prácticas es también la pedagogía primariamente, que lleva la teoría a la práctica. Para abordar las necesidades de un grupo cambiante de interesados, la Escuela de Trabajo Social comenzó a utilizar múltiples plataformas tecnológicas, incluyendo software de prácticas basado en web, tipos diferentes de correo electrónico, una plataforma de aprendizaje electrónico, videos de YouTube, contenido web revisado y página de Facebook. Todos estos recursos se combian para proporcionar a los estudiantes, instructores de prácticas, y la facultad, la información que necesitan en cualquier campo de intervención.

Exploring military social work from a social justice perspective

2015 ◽  
Vol 61 (1) ◽  
pp. 119-129 ◽  
Author(s):  
Mark D Olson
Keyword(s):  
Social Justice ◽  
Social Work ◽  
Social Workers ◽  
Reciprocal Relationship ◽  
Work Content ◽  
Social Work Values ◽  
International Perspectives ◽  
Holistic Understanding ◽  
Work Education ◽  
The Military

Calls to enhance military social work content in social work education present unique challenges for a discipline historically associated with social justice and advocacy for peace. The consequences of war demand intervention along multiple psychosocial domains. However, the question remains as to how social workers can address the discrepancies between social work values and military culture. This article argues that the context-bound nature of social work highlights the reciprocal relationship between macro and micro factors intrinsic to military issues. This provides a holistic understanding of the military system and can enhance educational content on military issues to include international perspectives.

Assertiveness and Field Education: An Exploratory Study

1999 ◽  
Vol 4 (2) ◽  
pp. 85-94
Author(s):  
Alonzo Cavazos ◽  
Dolores Guerrero
Keyword(s):  
Social Work ◽  
Training Program ◽  
Social Workers ◽  
Social Work Education ◽  
Social Work Practice ◽  
Field Education ◽  
Self Report ◽  
Field Instruction ◽  
Assertiveness Training ◽  
Work Education

This study examines the effect of field instruction on assertiveness and tests the effectiveness of an assertiveness training program that was delivered concurrently with field education. Undergraduate field interns (N=27) were pre-post tested with the Assertiveness Self-Report Inventory during the first and last weeks of field education. Approximately half of the interns (n=13) received assertiveness training during the university-based field instruction seminar. Surprisingly, assertiveness scores did not change statistically from pretest to posttest, and the assertiveness training program failed to raise assertiveness. These counterintuitive findings are explored, and implications for social work education and practice are discussed. Social workers are expected to advocate for their clients, particularly in situations where people are discriminated against and oppressed because of ethnicity, gender, religion, age, socio-economical status, sexual orientation, or physical disability (Council on Social Work Education, 1994). Social workers, “... must exercise [themselves] assertively in order to fulfill nearly all social work roles and functions” (Cournoyer, 1998, p. 11). Pardeck, et al. (1991), posit that social work education should increase a students assertiveness because increased assertiveness is critical to effective social work practice. Without an adequate repertoire of assertive skills, social workers will be prevented from affecting change and demonstrating the value of the social work profession (Eldridge, 1983). Although these are deeply held beliefs, the relationships between field education, assertiveness and advocacy have not been studied. This study explores two research questions: 1) does assertiveness increase as a result of field education; and 2) whether an assertiveness training program, which is delivered concurrently with field education, can increase assertiveness.

Willie Gertrude Brown and the Unsettling of Black Settlements: Lessons for Community-Engaged Practice and Social Work Education

2019 ◽  
Vol 3 (1) ◽  
pp. 110-128
Author(s):  
Kendra P. DeLoach McCutcheon
Keyword(s):  
Social Work ◽  
Critical Race Theory ◽  
Social Workers ◽  
Race Theory ◽  
Social Work Values ◽  
Diversity And Inclusion ◽  
Settlement Movement ◽  
Black Social Workers ◽  
Work Education ◽  
White Hegemony

Social work values require its educators to teach a history that represents diversity and inclusion, yet its history routinely omits the contributions of pioneering social workers of color. This omission promotes White hegemony as characterized by the emphasis on White reformers in the American settlement movement and the exclusion of Black social workers and activists. Using critical race theory, this article posits the need to dismantle White hegemony by examining the American settlement movement and the parallel settlement movement as a counter response by Black social workers, specifically, an unrecognized Black social worker of the 1930s, W. Gertrude Brown. This recognition portends the need for social work to critique its ahistorical perspective and perchance to rewrite its history.

Exploring Social Work

2020 ◽  
Author(s):  
Linda Bell
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Social Work Students ◽  
Anthropological Perspective ◽  
Social Work Research ◽  
Social Work Values ◽  
Social Work Practitioners ◽  
History Of ◽  
The Uk ◽  
Work Education

This unique study of social work provides a bold and challenging view of the subject from an anthropological perspective. Combining research and personal reflection, the book explores cultural and symbolic representations of social work, evolving identities of social work practitioners and the ways in which they and society now view one another. The book provides a history of social work and asks how we address the taken-for-granted nature of social work. The influences of the state, social policy, and public perceptions (including users of social work services) on social work are explored. It focuses on issues relating to social work education and training in the UK and, comparatively, in a few other countries, and explores views of social workers and social work students about socialisation into the profession. It looks at issues of identity for social workers and explores social work values. The book goes on to explore what social workers say about relationships and partnerships, and how they explain the significance of these concepts to social work, and moves on to consider policies and strategies underpinning social work research and evidence-based or evidence-informed practice. Further investiagtion is given to organisation, symbols and 'cultural representation', before the book concludes by reflecting on why social work and social workers continue to be relevant to society on local, national, and international levels.

scholarly journals Creating a Culture of Voting in Direct and Generalist Practice

2020 ◽  
Vol 19 (1) ◽  
pp. 86-105
Author(s):  
Shannon Lane ◽  
Katharine Hill ◽  
Jason Ostrander ◽  
Jenna Powers ◽  
Tanya Rhodes Smith ◽  
...  
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Social Work Education ◽  
Work Practice ◽  
Electoral System ◽  
Social Work Practice ◽  
Field Instructors ◽  
Substantive Content ◽  
Generalist Practice ◽  
Work Education

Social workers have an ethical responsibility to be engaged in policy change, regardless of their practice area or specialization. Voter engagement and the importance of political power through voting is often overlooked in the literature as a valid and important component of social work practice. Creating a culture of nonpartisan voter engagement in practice settings can help empower individuals who have been historically and intentionally disenfranchised from our electoral system. Training for field instructors, faculty, and field staff is a key aspect of voter engagement in social work education. Unfortunately, social work education is unlikely to include substantive content on voter engagement or its connection to social work practice and impact. This article presents one component of a model for integrating voter engagement into social work education: the provision of training for field instructors on nonpartisan voter engagement at two universities over two years. Evaluation findings suggest that pre-existing levels of political efficacy affect the reaction of field instructors to nonpartisan voter engagement training. Furthermore, findings indicate that field instructors who receive voter engagement training are more likely to serve as resources for their students and to consider voter engagement as part of their own practice. We offer evidence on the important role field educators can play in the success of the larger national effort to integrate voter engagement in social work education. Increasing awareness of what social workers, nonprofit, and public agencies are allowed--or even required--to do is a critical first step.

Competence units or holistic assessment

2014 ◽  
Vol 13 (1a) ◽  
pp. 79-91
Author(s):  
Clare Stone
Keyword(s):  
Social Work ◽  
Learning Outcomes ◽  
Empirical Research ◽  
Work Practice ◽  
Social Work Practice ◽  
Initial Training ◽  
Public Attention ◽  
Competency Frameworks ◽  
Holistic Assessment ◽  
Work Education

When public attention is focused upon the profession of social work, a typical response has been to change initial training and the learning outcomes by which students are assessed. Although social work education has employed competency frameworks for two decades the incompetence discourse and the concern about graduates’ ability to undertake competent social work practice continues. Empirical research problematized the competence phenomenon to explore practice educators’ experiences of using competency units and their perspectives of competence for social work. This paper draws upon findings from that research to explore the concept of holistic assessment and to suggest that educators need to reconsider the epistemological principles of assessment for social work practice.

Political Social Work: An Essential Component of the Profession

2021 ◽  
pp. 359-381
Keyword(s):  
Professional Development ◽  
Social Work ◽  
Social Workers ◽  
Knowledge And Skills ◽  
Social Work Faculty ◽  
Field Placements ◽  
High Level ◽  
Work Education ◽  
Work Knowledge ◽  
Initial Results

Social workers have played a key role in political settings from the profession’s historic roots to present day. Their knowledge, skills and values position social workers to practice in political settings. Social work faculty and students were interviewed to assess a) how field placements in legislative offices and participation in Campaign School and NASW-sponsored Legislative Education and Advocacy Day (LEAD) impacted students’ professional development and perspectives on political social work, and b) social work faculties’ perception of these activities in students’ social work education and necessary political social work knowledge and skills. Initial results demonstrate a high level of support for these activities among faculty and students with opportunities to further include them in the explicit and implicit social work curriculum.

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