A Study of MSW and BSW Students' Involvement with Group Work in the Field Practicum

ABSTRACT

Over six hundred students from ten schools of social work participated in a study designed to determine the extent to which they were involved in group work in their field practicum and their attitudes towards this intervention. Results indicated that the majority of the students felt they understood group work, even though they had actually had relatively little academic preparation and limited experience with groups in their field placement. In addition, the findings suggest that actual experience with group work in the field placement may decrease students' desire to lead groups in their professional practice, unless this experience is accompanied by appropriate support and guidance.     

Professional Ideologies and Preferences in Social Work: A British Study in Global Perspective

This paper comes at a time when the social work profession inthe UK is redefining its professional ideology and working practicesin the face of key government initiatives for social work educationand the regulation of practice. It seeks to contextualize and,thereby, inform these deliberations by providing a cross-nationalperspective. Indeed, the search for international perspectivesthat might advise or validate national perspectives on socialwork has become increasingly important (Midgley, 2001). Thepaper uses data from a global study (Weiss et al., forthcoming)that identifies and compares the attitudes of graduating socialworkers at the point of qualification in ten countries representinga diverse range of social, economic and cultural contexts (n= 781). Through a comparison of commonalities and differencesof professional ideologies and practice preferences across samples,the paper distinguishes particular characteristics of the socialwork profession in the UK. Whilst a claim cannot be made tobe representative, the findings present a set of empiricallybased contentions that provide information about what socialworkers are being trained for and what they prefer to do. Findingsreveal a mix of psycho-social orientation, whereby a welfareagenda was preferred—one that co-existed with the espousalof elements of a statutory social work role in terms of ideology,level of practice, choice of technologies, age and populationgroupings and practice strategies. Whilst such a mix appearedcontradictory in conceptual terms, the students appeared toreconcile the dilemma through the espousal of a particular valueposition. A key finding for policy makers and educators, however,concerns the fact that while the UK students felt willing towork through social problems in individual situations, theywere unhappy about the extent to which they were able to utilizetheir therapeutic skills in statutory social work settings.Their preference would be to work in the independent sector.     

Spiritual Need and the Core Business of Social Work

This paper examines the development of social work practicein spiritual care and the attitudes towards spirituality andreligion demonstrated by social workers in the UK, through reflectionon key findings from two empirical studies conducted ten yearsapart. Fieldwork for the first study, conducted by the author,was undertaken from 1990 to 1992 and was the first of its kindto examine the treatment of spirituality in social work practicein the UK. The second study reported in 2004. Comparison ofthe findings from these two studies showed that the increasedsympathy towards ‘spiritual practice’ is not asgreat in social work as is demonstrated amongst other humanservices professions, and that there is continuing inhibitionand resistance in the UK in social work education in particular.The paper argues that much of the problem for practitioners,even where they identify spiritual need as an issue, lies inthe inadequate theorizing and lack of practice guidance developedin the context of UK social work. It concludes by discussingthe particular context of mainstream social work practice inthe UK and examines how assessment of spiritual need and spiritualinterventions might connect with social work’s core business.     

An Unfinished Reflexive Journey: Social Work Students' Reflection on their Placement Experiences

The fieldwork placement is recognized as one of the major componentsof social work education and a major determinant of its quality.A key aspect of the learning process in the fieldwork placementis the exposition of practice encounters to the students’critical reflection. Given the importance of the process of‘reflection’ or ‘reflective learning’,a qualitative study based on the reflective logs of social workstudents was conducted to explore the meaning of social workfield education and the learning experiences of social workstudents during their placement. The study findings revealedthat disturbing events experienced by students in their fieldworkwere a catalyst to their reflective process. Meanwhile, theirundue concern with knowledge and skills application within acircumscribed knowledge frame suggests the dominant influenceof scientism and competence-based practice in social work, inwhich learning outcomes and instrumental and technical reasoningare highly emphasized. Discovery of ‘self’ was alsothe major premise in the students’ reflection logs, inwhich a majority of them took their prevailing self-identityas a constant state to be verified in interaction with othersin the fieldwork placement. Reflexivity is manifested in askingfundamental questions about assumptions generated by formaland practice theories; it addresses the multiple interrelationsbetween power and knowledge, and acknowledges the inclusionof self in the process of knowledge creation in social workpractice. Its realization in social work education requiresthe social work educators’ reflexive examination of thedynamics that influence the construction of curriculum, whichin turn construct our prospective social workers.     

Research Note: Education and Training in Genetics in Social Work Programmes Across the United Kingdom

Correspondence to Rachel Iredale, Welsh Institute for Health and Social Care, University of Glamorgan, Pontypridd CF37 1DL. E-mail: riredale{at}glam.ac.uk Summary Genetics is an issue which has only recently come on to theagenda, but it is one that will rapidly assume great significanceas the twenty-first century approaches. This article describesa survey of social work course directors in the UK, undertakento assess their opinions of the likely impact of the new geneticson future social work practice. The results provide baselinedata on education and training on genetics in social work programmesin the UK. Only a small proportion of colleges in the UK currentlyteach genetics, partly because of full curricula, and partlybecause genetics is not perceived to be relevant to contemporarysocial work practice. Other attitudes of social work coursedirectors to the new genetics are also described.     

Care Management and Professional Autonomy: The Impact of Community Care Legislation on Social Work with Older People

Correspondene to Mark Lymbery, Centre for Social Work, School of Sociology and Social Policy, University of Nottingham, University Park, Nottingham NG7 2RD, UK. e-mail: Mark_Lymbery{at}nottingham.ac.uk Summary The 1990 National Health Service and Community Care Act appearedto herald a new dawn for social work with older people, whichhad previously been a relatively neglected and undervalued areaof social work practice. The legislation proposed a new rolefor social workers as ‘case managers’, with considerableautonomy and flexibility about the way in which the ‘casemanager’ responded to need. By the time community carepolicy was implemented, the role of ‘case manager’had been transformed into that of ‘care manager’,with a focus which emphasized procedural and managerial requirementsrather than a more flexible professional practice. This paper explores the extent to which this shift has substantivelyaltered the nature of social work practice with older people.It outlines key theories of professions and their applicabilityto social work, and critically analyses the impact of the ‘newmanagerialism’ within social services departments. Thepaper also examines the nature of social workers' practice witholder people following the impact of community care legislation,and concludes that the impact on the social work professionhas been to locate an increasing control of practice with socialwork managers, with potentially serious consequences for thecontinuation of a distinctive social work role in relation toservices for older people.     

The Productive Aging Concept and Social Work Students’ Perceptions Toward an Older Population

Social work curriculum that offers an optimistic perspective on aging has the potential to help social work students go on to practice in a nondiscriminatory way with older adults. This study introduces social work students to the productive aging concept, an optimistic view to social potential in later life, in lecture format and assesses postlecture changes in their perceptions of older adults. Seventy-two students (16 BSW; 56 MSW) were recruited from a large university in the southeast United States to participate in a lecture on productive aging. A one-group pretest–posttest design was used, and a paired samples t test (n = 72) was used to analyze changes in social work students’ perceptions toward older adults. Negative attitudes toward older adults decreased and positive attitudes toward older adults increased among students following their participation in the lecture on productive aging. This finding suggests the productive aging concept may favorably influence student perceptions of older adults. Future research should aim to investigate ways in which these changes in perception at the college level can translate and self-sustain in social work practice for social work students postgraduation.     

Organizational Insight and the Education of Advanced Group Work Practitioners

SUMMARY

This article is the second piece about a group work course designed for advanced work-study students who are not in field placement. It discusses how group workers can use organizational analysis to improve group work practice in agencies with both social conflict and social transition functions. Practice examples illustrate how students promote group work principles in settings where the method has historically had limited currency.     

Developing Perceptions of Competence during Practice Learning

Practice learning is central to the changes in social work educationin the UK but the evidence-base indicating why this should behas not been rigorously examined. Studies of effectiveness conductedto date centre predominantly on the satisfaction of participants,relationships between teachers, supervisors or fieldwork educatorsand students, educational opportunities and developing aspectsof competence. This paper explores the concept of perceivedself-belief or self-efficacy as an indicator of developmentof competence during practice learning, examining whether self-beliefsin student competency do increase during placement and consideringhow this might be harnessed to enhance the experience and effectivenessof it. Findings from the study described indicate that studentperceptions of competence in relation to particular future performancedo increase from pre- to post-test during practice learning,suggesting that practice is effective in this respect and theconcept of self-belief can be utilized to challenge and extendstudent competence or identify areas for further work and development.However, the mechanisms by which these perceptions develop arenot clear and further research into practice learning is warrantedgiven the prominence accorded to it in social work education.     

The Attitudes of Social Work Students Toward End-of-Life Care Planning

This study examined the attitudes of social work students toward end-of-life care planning, as well as their degree of willingness to engage in this area of social work practice. Factors associated with their attitudes were measured through structured surveys completed by 102 social work students (N = 102) at a school of social work in the southeast. Results indicated that these social work students tended to have positive attitudes toward end-of-life care planning in general. Moreover, these attitudes were positively associated with preference for pain relief treatment, higher levels of comfort when discussing death, more emphasis on self-determination, and apprehension of conflicts of self-determination. The results of this study underscored the increased societal need for recognition of personal preferences in end-of-life care, higher levels of comfort when discussing death, and an increased commitment of social workers' to maintaining the ethical principle of the client's right to self-determination in end-of-life planning. While this is not surprising, it points to a continuing need to re-assess where the field stands in its preparation of social work professionals who will work closely with people who are dying and their families.     

Social Work Student Interest in Nursing Home Employment: A North American Study

Nursing homes (NHs) are a primary setting for gerontological social work; yet, little is known about social workers' career interest relative to this setting. This article reports the findings of an online survey of social work students (177 US and 91 Canadian) that sought to identify personal characteristics and beliefs that influence NH employment intentions. Students who were enrolled in bachelors programs, lacked previous practice experience, and had already had a NH field placement or wanted this experience were more likely to express employment intent. The implications of these findings for social work education and research are discussed.     

Children with relatives abroad: assessment for placement

This study investigated a sample of children being considered for placement with relatives abroad where there were no relatives in the UK, or where the immediate family could no longer provide the care they needed. International Social Service is frequently asked to arrange for reports to be written on the suitability of relatives abroad to care for the child. The survey, based on questionnaires completed by local authority social workers, showed that following reports related to 108 sample children, 37% were placed abroad and 63% remained in the UK. Although the majority remained in the UK, the proportion of children placed abroad was higher than had been expected. The two most significant factors predicting placement were whether or not the relative abroad was offering to provide care and the impression of the relatives given by the report writer. Older children and black, Asian and mixed parentage children were more likely to remain in the UK. The paper ends with a discussion of these findings and implications for practice, policy and legislation.     

Globalization and Social Work: International and Local Implications

Globalization can seem a remote process, related only to theeconomic and commercial world. However, it impacts (differentially)on the work opportunities and living conditions of populationsaround the world and has also influenced thinking about welfarepolicies, including through state provision. It thus has implicationsfor the practice and education of social and community workersin both affluent and poverty stricken states. In addition tosocial professionals who seek opportunities to work internationally,globalization is also affecting the practices of those who wouldpreviously have seen their work as essentially rooted in localconditions and community needs. This paper therefore gives someexamples of the ways in which local practice may have cross-borderand international dimensions, drawing on experiences in thechild-care field, particularly in the UK and European context.The author indicates how international social work courses areaiming to equip specialist international social workers, whilealso arguing for the development of educational programmes whichprepare ‘local’ social workers for practice in aninterdependent world.     

Constructing social work identity based on the reflexive self

Summary In this article, the social work identity is conceptualizedbased on concepts of the self (Benjamin, 1995; Foucault, 1988),rather than concepts associated with ego psychology. Socialwork students, teachers and practitioners have historicallyattempted to gain a sense of ego mastery and control by theacquisition of theory to enhance skill-based practice expertise(Austin, 1952; Zetzel, 1953; Bandler, 1960; Memmot and Brennan,1998). In so doing, they have attempted to manage anxiety asa means to enhance learning. Traditional social work functionssuch as acceptance, non-judgemental attitudes, and empathy (Biestek,1957; Woods and Hollis, 1990) have been utilized to encouragepractitioners to manage their feelings related to difference.We argue, however, that the social work identity is enrichedwhen social workers allow their selves to be in a state of disassemblyin the presence of the other (Smith, 1997). When social workersexperience their selves as complex and dialogical, they aremore open to the influence of the other (Bakhtin, 1993). Wemake the case for practitioners to work on a reflexive selfrather than attempting to achieve ego control through the managementof anxiety.     

Connecting Anti-racist and Anti-oppressive Theory and Practice: Retrenchment or Reappraisal?

Correspondence to Charlotte Williams, Centre for Applied Community Studies, University of Wales, Bangor, Bangor LL57 2UW, UK. Summary In this paper the author offers a review of some of the majorcritiques of anti-racist theory and practice within social workand critically examines the trend towards anti-oppressive theoryand practice as the ‘way forward’. She argues thatthe uncritical acceptance of the move away from specificallyanti-racist perspectives towards the broader approach of anti-oppressivepractice may lead towards the retrenchment of all such criticalperspectives within social work rather than their regeneration.The author concludes that such a rigorous review will more fullyground the moves towards anti-oppressive practice as a paradigmfor social work.     

The State of Welfare

Summary The word ‘welfare’ is difficult to define becauseit combines within it a range of ideologies and actions. Twoconclusions are drawn from this: first, that social servicesshould be regarded as contributors to, but not providers ofwelfare; second, that the study of social work and social administrationshould be concerned not only with the relationship of ‘service’to ‘need’ but also with societal movements and pressureswhich determine the emergence of both. The article reviews theprofessed values of the welfare state, particularly ‘socialequality’ and the problems associated with its achievement,namely public attitudes, and the discontinuity between intentionand practice in the welfare services. The implications for socialwork education and practice are considered.     

Social Work Education: Tackling The Theory--Practice Dilemma

Summary The integration of theory and practice has long been a topicfor debate and concern amongst social work educators. A longitudinalparticipant observation study of one cohort of social work studentsconfirmed that the ideal of theory—practice integrationwas also high on their own list of self-established priorities.Students' efforts towards attaining this goal were also hamperedby the perspectives which they themselves brought to bear ontheir training. Attempting to resolve the conflict between theirown perspectives and their perceived demands of professionaleducation students appealed to and reconstructed afresh variousmodels of theory application endorsed both by social work educatorsand practitioners. These models, however, are essentially contradictoryand pose serious problems for the development and maintenanceof social work standards.     

Virtue Ethics and Social Work: Being Lucky, Realistic, and not Doing ones Duty

Correspondence to Graham McBeath, Department of Sociology and Politics, University College, Northampton, Northants. NN2 7AL, UK. E-mail: graham{at}spooner.demon.co.uk; Stephen Webb, Centre for Social Policy and Social Work, University of Sussex, Falmer, Nr Brighton, Sussex, UK. E-mail: s.a.webb{at}sussex.ac.uk Summary This article argues that in a complex socio-political world,social work ethics needs to re-cast the moral identity of thesocial worker in terms of virtue ethics. We review virtue theory'sAristotelian foundations and criticisms of Kantian and utilitariantheory and show how they apply to social work. Subsequentlywe offer an account of a virtue-based social work that questionsthe validity of several models of practice currently fashionable.Virtue theory emphasizes the priority of the individual moralagent who has acquired virtues commensurate with the pursuitof a revisable conception of the good life—the well-beingof all in a defined community. The virtues are the acquiredinner qualities of humans—character—the possessionof which, if applied in due measure, will typically contributeto the realization of the good life or ‘eudaimonia’.The role of the virtuous social worker is shown to be one thatnecessitates appropriate application of intellectual and practicalvirtues such as justice, reflection, perception, judgement,bravery, prudence, liberality and temperance. This ‘self-flourishing’worker, in bringing together the capacity for theoretical andpractical action makes possible a hermeneutic or interpretivepraxis best appraised in dialogue with fellow-practitionersand clients. With a social work remit increasingly routinizedby accountability, quality control and risk management thereis an emphasis on regulation and duties. This has produced aculture of following approved or typical processes resultingin defensive forms of social work wholly uncongenial to thedevelopment of human qualities likely to promote social workers'engagement in critique and revision of what counts as best practice.In sum, our core proposition is that social work practice andeducation, to fit an unpredictable, non-linear world, shoulddevelop means by which professionals nurture the virtues. Thiswould reflexively enhance social work itself.