scholarly journals Irish Field Education/Social Work Placement: The Making of Multi-Touch eBooks as a ‘Wrap Around’ Resource

2020 ◽  
Author(s):  
Marguerita McGovern
Keyword(s):  
Social Work ◽  
Field Education ◽  
Work Placement

scholarly journals Animal Assisted Intervention at The Nelson ARK: A social work placement reflection

2020 ◽  
Vol 32 (4) ◽  
Author(s):  
Letitia Meadows ◽  
Karen Howieson ◽  
Tessa Bashford ◽  
Brooke Silke-Atkins
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Field Education ◽  
Positive Development ◽  
Work Placement ◽  
Human Animal ◽  
Work Education ◽  
Animal Assisted Intervention ◽  
Work Student ◽  
And Training

The involvement of animals in aspects of social work assessments and interventions has been touted as a positive development. Yet, little attention has been given to the potential for animal involvement in social work education and training. This practice reflection describes social work student placements at The Nelson ARK, where Animal Assisted Intervention (AAI) is employed in programmes for youth. Social work placement coordinator, Letitia, and The Nelson ARK manager, Karen, provide the background to this initiative, while students, Tessa and Brooke, share a snapshot of their placement experiences that highlight a fresh appreciation of human–animal relations. From our collective experiences, the authors propose that field education in services that provide AAI affords novel and valuable learning for social work students.

“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.

scholarly journals Analysis of Social Work Theory Progression Published in 2004

10.18060/133 ◽  
2007 ◽  
Vol 8 (1) ◽  
pp. 81-103 ◽  
Author(s):  
Valerie D. Decker ◽  
Philip D. Suman ◽  
Barb J. Burge ◽  
Ankita Deka ◽  
Melanie Harris ◽  
...  
Keyword(s):  
At Risk ◽  
Social Work ◽  
Economic Justice ◽  
Field Education ◽  
Content Areas ◽  
Social Work Theory ◽  
Populations At Risk ◽  
Behavior Theories ◽  
Work Education

The authors reviewed 67 articles that discussed and/or tested human behavior theories from social work journals published in 2004 in order to assess the level and quality of theory progression. The articles were further sorted into Council on Social Work Education (CSWE) Educational Policy and Accreditation Standards (EPAS) Foundation Curriculum content areas of HBSE, practice, policy, field education, values & ethics, diversity, populations-at-risk/social and economic justice, and research for purposes of categorization. Results indicated that HBSE and practice were by far the largest group of articles reviewed.Also found was that social work has a limited amount of theory discussion in the content areas of field, values and ethics, diversity, and populations-at-risk/social and economic justice. Thirty-three articles were found to demonstrate theory progression, eight articles presented new/emerging theories, and 26 articles discussed or critiqued theories without presenting evidence of theory progression.

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.

Sign in / Sign up

Export Citation Format

Share Document