Innovations in Field Instruction in Social Group Work

This paper describes the use of computer-based lessons as an adjunct to classroom teaching for a course in social policy, and shows how the computer was used to meet the common problems of such a course. Six programs were used by more than 350 students. Lesson content is summarized, and the impact on students reviewed. In a one-year trial we found increased student satisfaction with course continuity, and succesful individualization of teaching. Unresolved problems remain—principally technical difficulties and the inadequate development of either a theory or data base for effective policy analysis.     

Attachment-informed Supervision for Social Work Field Education

Supervisory relationships present a new population for the application of attachment theory, and conceptualization of attachment-informed supervision training offers a new direction for study. This paper presents an 8-month model of supervision training for social work field instructors of MSW students. The training’s design incorporates primary attachment concepts with an understanding of the supervisory working alliance and parallel process. An overview of the in-person and on-line pilot training is presented, including perceptions from the participants regarding the training’s usefulness. This training program has implications for effective social work field education, and recommendations are suggested for future attachment research on supervision.

Social Work Field Education as Social Development

SUMMARY

This article will discuss social development models and their application to the establishment of social work field education in Lithuania. A model of field education as social development is presented and discussed, with reference to promoting core social work knowledge, values and skills, establishing relationships between educational and social welfare institutions, and identifying the impact of field education programs on community well-being. Examples from the authors' experience in educational program development and implementation are presented, along with implications for international social work education.     

Towards Sustainability in Australian Social Work Field Education

The educational framework of Australian social work field education has remained static over the past few decades. Emerging challenges are creating a compelling case for change. These include increasing demand for placements, declining capacity of organisations to provide placement requirements, reduction in practitioners’ incentives and capacity to support student placements and to facilitate a work integrated learning context, and an interrelated web of policies and regulations that constrain adaptation to these changes. In a critical exploration of multiple levels of regulation and policy contexts, we argue that conventional approaches to social work field education are not sustainable given significant changes to the funding arrangements for universities and within the welfare service system. To futureproof integrative learning in social work, we advocate transformation of educational culture, policies, and design toward sustainability.

IMPLICATIONS

• Supervised placements are designed to integrate practice and academic learning but their future use as the single means for achieving this integration will be unsustainable.

• Drawing on an ecological orientation enables social work educators to position sustainability as a key consideration and response to current constraints in higher education and the field.

• Focusing on sustainability across policy, practice, and regulation contexts has potential to generate transformative change that enhances our effectiveness in futureproofing the design of integrative learning in social work.

     

Emerging Social Work Field Education Trends in China

MSW field education in China has been adopting Western models. However, this adaptation cannot address all educational and professional training needs in China. This study used an exploratory qualitative study design and interviewed 54 MSW students regarding their field experiences at a university in Shanghai. Results revealed six key themes: field education curriculum design’s influence on student field experiences, faculty advisers’ influence on student field experiences, field agencies’ expectations toward MSW intern performance, field agencies’ capacity to host MSW interns, student perceptions of their professional competencies, and students’ coping strategies to manage challenges in field practicum. Competency-based social work field education is a potential solution to address the current social work field education challenges in China.     

Teaching Critical Reflection in Social Work Field Education

ABSTRACT

This article explores the process and outcomes of teaching critical reflection to social work students in an Australian university, based on our experience with teaching critical reflection. The application by students of a particular model of critical reflection to their learning experiences during field education placements is described and analyzed. Examples of student reflections are provided and discussed to illustrate how they have used the model of critical reflection and incorporated its critical dimension. The student reflections demonstrate that the model of critical reflection adopted assisted students to become more critical in their understandings and to some extent in their actions.     

Operationalism: A Philosophy for Social Work Education

This paper presents and utilizes an operational philosophy of social work education in an attempt to identify effective and useful educational experiences. The effects of educational philosophy on curriculum content and emphasis, selection of learning experiences, and the determination of learning outcomes is discussed. The value and utility of an explicit philosophy in educational decision making is also stressed.     

Faculty Perceptions of the Effectiveness of Web-Based Instruction in Social Work Education: A National Study

SUMMARY

This paper presents the findings of a national study that examined the perceptions of faculty with Web-based teaching experience concerning the effectiveness of Web-based instruction as compared to face-to-face instruction in social work education. The findings suggest that faculty perceived face-to-face instruction to be more effective than Web-based instruction in all curriculum areas. However, the extent of perceived effectiveness of Web-based instruction varied by curriculum area. Also, online teaching in areas such as practice was viewed as least effective, suggesting that the traditional “no significant difference” conclusions between face-to-face and online teaching need to be examined more closely.     

Environmental Sustainability and Social Work: A Rural Australian Evaluation of Incorporating Eco-Social Work in Field Education

Climate change poses significant threat to the wellbeing of global society. Addressing this change has as yet generated no fixed blueprint for social work practice and education. This paper reports on a formative evaluation of one Australian initiative to address this transformative opening in social work field education. Prompted by service users' and workers' experience of the impact of drought, a rurally located social work course team amended the field education curriculum to include a focus on Environment and Sustainability. This learning goal was added to the existing learning goals derived from the Australian Association of Social Workers (AASW) Practice Standards. Students and field supervisors were surveyed on their experience of meeting this new learning goal. While most expressed confidence in understanding the concepts involved, they clearly lacked assurance in interpreting these in practice encounters. Considering their qualitative input suggests that this topic is making a transition from being on the margins of social work to becoming mainstream. Their open-ended responses indicate that the incorporation of environmental sustainability into practice is at a threshold stage of development. Further enactment of eco-social work at the local level is concluded to be supported by using a transformative learning framework in facilitating critical reflection and collaborative dialogue for effective change.     

Social Context at Work: A Multilevel Analysis of Job Satisfaction

Analyzing data on classified employees working in 18 departments in a university, this paper uses hierarchical linear models to explore the effects of social context on workers' job satisfaction. Drawing on organizational demographers' claims that satisfying social relations in the workplace have demographic sources and that workers are more satisfied in demographically homogeneous work units, we examine the effects of department-level sex and race heterogeneity on workers' feelings about their jobs. Our results show that satisfaction levels are lower in more sex- and race-heterogeneous departments, as hypothesized. In addition, we found that satisfaction is higher in departments with higher average levels of job tenure, though the individual-level effect of tenure on job satisfaction was not statistically significant. Our results provide support for a social-relational view of work and demonstrate the usefulness of multilevel models as an analytic strategy for examining these issues.     

Gender-Sensitive Social Work Practice: A Model for Education

Many social work educators are in search of ways to integrate course content on women while preserving time-tested models of assessment and intervention. Although women comprise the majority of social work clients, most psychological models of assessment and intervention are based on male psychological development. In contrast, feminist theories and therapies have turned attention to female psychological development and how this differs from male progression. This article describes and discusses a psychotherapeutic model for practice and education that allows for balanced gender sensitivity and that can be readily superimposed on existing models for more effective assessment and intervention.     

Preparedness for Field Education Placement: Social Work Students' Experiences in Papua New Guinea

Papua New Guinea is seen by many to be one of the most troubled countries in the world today; it is challenged by infectious diseases, including HIV/AIDS, by violence—both in the home and in the broader community—as well as by the difficulties associated with responding to communities who are largely rural, remote and inaccessible. It is in this context that the profession of Social Work exists and in which students undertake their fieldwork practicum. The University of Papua New Guinea (UPNG) is the primary provider of Social Work education in the country. This small study sought to investigate third-year UPNG Social Work students' reflections on their first fieldwork experience and their perceptions of preparation. Twenty-three students provided data via a written questionnaire. Content analysis revealed that most students felt only ‘just prepared’ for placement. While many highlighted the value of communication skills to them during fieldwork, there was considerable uncertainty about the role and nature of Social Work, with administrative duties seeming to dominate. Students were, however, clear about improvements; these focused primarily on the sequencing of the curriculum, to ensure that they had covered core learning materials prior to placement. The implications for practice and the challenges to implementation are discussed.     

Social Work Values in Human Services Administration: Implications for Social Work Education

The perceived wisdom in the social work education community, based on empirical research from the 1990s and the early part of this century, says that the master of social work (MSW) degree is not competitive with the master of business administration or the master of public administration to obtain top-level administration jobs in nonprofit agencies. This article reviews recent information on hiring preferences of board chairs that provides new hope that the MSW degree with a concentration in management or administration is perceived as a viable and useful degree for top-level positions in human services agencies. Thus, current board chairs are more inclined to value the MSW than administrators and academics from years past. The reason is that the values of social workers are seen as quite valuable in the current environment.     

A Developmental Approach to Recognition of Prior Learning in Social Work Field Education

This paper comments on the policy issue of recognition of prior learning (RPL) in social work education. Contrasting approaches to RPL are explored through a case study of Charles Sturt University’s experiences with RPL in its professional entry social work programs. RPL for field education in Australian social work education has been a contested issue within the profession and for social work education providers since its introduction in 2008. Notwithstanding the Australian Association of Social Workers’ credentialist approach to RPL, Charles Sturt University’s experience is that a developmental approach is preferable and can be a transformative professional education strategy.     

Sustainable Social Work: An Environmental Justice Framework for Social Work Education

Environmental degradation is not experienced by all populations equally; hazardous and toxic waste sites, resource contamination (e.g., exposure to pesticides), air pollution, and numerous other forms of environmental degradation disproportionately affect low income and minority communities. The communities most affected by environmental injustices are often the same communities where social workers are entrenched in service provision at the individual, family, and community level. In this article, we use a global social work paradigm to describe practical ways in which environmental justice content can be infused in the training and education of social workers across contexts in order to prepare professionals with the skills to respond to ever-increasing global environmental degradation. We discuss ways for social work educators to integrate and frame environmental concerns and their consequences for vulnerable populations using existing social work models and perspectives to improve the social work profession's ability to respond to environmental injustices. There are significant social work implications; social workers need to adapt and respond to contexts that shape our practice, including environmental concerns that impact the vulnerable and oppressed populations that we serve.     

Interactive Videodiscs: A Linkage Tool for Social Work Education

Abstract

The merging of videodiscs and computers now makes possible a variety of exciting instructional strategies in education. This article highlights the ways in which videodiscs can be utilized to individualize the pace of student learning and to enhance the transfer of new learning from the classroom to beginning professional encounters. Ranging from concept learning to simulations of client-worker interactions, the application of videodisc technology to classroom instruction enables the blending of theory and practice so valued by social work educators.     

Simulation Technology: A Potential Tool for Social Work Education

After discussing the rationale and procedures by which a course in human sexuality was introduced the authors discuss some of the critical issues that developed during the teaching of the material. It was found that desensitizing became a major factor in integration of course content, and that graduate students needed time to discuss their own feelings about sexual issues. During the several times this course was taught, it became increasingly evident that students often diagnosed pathology based on their own attitudes toward specific sexual activities, and had to learn to use other criteria for more objective assessments.