What are Social Work Students’ Perceptions of the Community Practice Method?

Summary. A unique aspect of the social work profession is the combination of intervention on the personal, community, and societal levels and their interaction. The purpose of this research is to determine students’ perceptions of community practice. Qualitative research was conducted among Israeli social work students before gaining any practical experience in community practice. Findings. The results demonstrated a change in students’ perceptions of the importance of community practice to the profession, and the factors that contributed to this change. Applications. Recommendations that may contribute to changing students’ perceptions of community practice are offered to educators.     

Uncovering issues of ableism in social work education: a disability needs assessment

ABSTRACT

Social work education’s commitment to teaching inclusive social work practice must not only be evidenced in the explicit curriculum and teaching methods, it must also be present in the implicit curriculum including administrative policies, student support, and resources. Yet, accessibility and climate efforts often fall short of addressing disability and ableism as barriers to education, despite the clear call for disability to be included as part of the field of social work’s commitment to social justice. A social work graduate program in the USA developed a mixed-methods disability needs assessment, completed by 586 respondents in 2016. The assessment highlighted the frequency with which students experience ableist microaggressions and lack of support they feel they have, as well as the need for a disability-focused community within the school. Results illuminated the need for education on the depth and breadth of disabilities, advocacy, principles of Universal Design for Learning, and ableist microaggressions. These findings can assist social work educators in developing tangible strategies for more inclusive social work education.     

Teaching self-care: The utilization of self-care in social work practicum to prevent compassion fatigue,burnout, and vicarious trauma

ABSTRACT

Field practicum is paramount to social work pedagogy in the preparation of emerging direct practice professionals. Field students integrate foundational knowledge as they implement practice skills learned in the classroom during the social work practicum experience. Working with clients who are suffering is inevitable in direct social work practice and field practicum students can be exposed to a broad range of intense emotional experiences as they assist clients in need. Integrating self-care skills, techniques and strategies into daily social work practice becomes essential to prevent compassion fatigue, burnout, and vicarious trauma. Incorporating self-care skills into the field practicum enhances opportunities for transformative student learning and helps to strengthen professional socialization during this critical educational experience. This article highlights the implementation of professional self-care instruction, use of activities and written student critical reflection assignments designed to enhance the practice experience through incorporating self-care education and strategies among undergraduate students within the field practicum seminar.     

Development of professional commitment among students in social work education

This study seeks to expand empirical knowledge of commitment to social work using a sample of 212 Norwegian students. The first aim is to investigate the development of students’ commitment to social work from the start of education (first year) to its end (third year). The second aim is to investigate how theoretical and relational knowledge contribute to commitment to social work. The third aim is to examine how compatibility between students’ abilities and the vocational demands of social work contribute to professional commitment. A paired samples t-test and an ordinary least squares regression were conducted to test the aims of the study. The results document that students experience weaker professional commitment at the end of education compared to the beginning. It also seems that theoretical and relational knowledge contribute to professional commitment. The findings also indicate that students whose abilities are compatible with the vocational demands of social work experience stronger professional commitment than those for whom a discrepancy exists.     

Social Work Students ‘Juggling’ Field Placement

Field education is widely acknowledged as a central component of social work education. However, it requires a substantial commitment of time and energy from students which can present challenges to students who have multiple responsibilities. Based on a literature review conducted in preparation for doctoral research into social work student experience of juggling multiple roles and responsibilities with field placement, this article summarises what is known about the challenges they face and what helps them to complete placement. The findings have implications for students, schools of social work and field placement agencies. Further research should provide guidance for professional social work bodies, schools of social work, field educators and students.     

Professional Commitment in Novice Social Work Students: Socio-Demographic Characteristics,Motives and Perceptions of the Profession

The article attempts to define the characteristics of students at the beginning of their social work studies in institutes of higher education in Israel, including demographic characteristics, motives for choosing the profession, perceptions about the profession, and commitment to the profession. The study was conducted among a sample of 450 students, all beginning their first academic year, at four social work schools in Israel. Study findings show a demographic range, such as: nationality, level of religiosity, and political attitudes. Findings indicate that three of these socio-demographic variables predict commitment to the profession at the onset of academic studies: psychometric score, level of religiosity, and previous academic learning experience.

Findings indicate two profiles of novice students: students who choose to study social work out of a desire to bring about social change; and students who choose to engage only in clinical social work. The latter are not committed to the profession in its essence, but rather recognize the importance of its professional individual activities only. The article discusses these findings and implications with regard to both the social work profession and social work training.     

Repositioning Risk in Social Work Education: Reflections Arising from the Threat of SARS to Social Work Students in Hong Kong during their Field Practicum

The social work profession has always been involved in dealing with uncertainty and risk in the life politics of clients. However, it is not easy for young social work students to translate this philosophical disposition into their real life practice with clients. In spring 2003, when the SARS epidemic broke out in Hong Kong, a group of social work students from the Chinese University of Hong Kong were doing their fieldwork practicum. Suddenly confronted by a collective sense of risk in their role as social workers, the students went through a period of unrest, as performing their helping duties brought with it a simultaneous exposure to personal risk. This paper is based on four focus group interviews with these social work students, to understand how they processed their experience of risk during their exposure to the SARS crisis, and how they connected the experience to their social work practice with clients. It is found that the predicament arising from the exposure to personal risk brought about by the SARS crisis during the students' field placement engendered the reflective process that enabled a renewed and personalized meaning of professionalism. The results provide a basis for reflection among social work educators on the role of risk in the training of prospective social workers, and on how social work education can better prepare students for practice in a high‐risk environment.     

Learning from Mental Health Lived Experience and the Influence on Students’ Practice

This study explored how learning from mental health lived experience influenced Australian social work students’ practice during their first fieldwork placement. Involvement of mental health consumers in social work education is gaining momentum, yet little is known about how this type of learning informs students’ practice. Ten social work students participated in semistructured interviews and one focus group. Findings suggest that learning from lived experience promoted social work practice that honoured the expertise of mental health consumers and privileged personal recovery. Factors such as organisational culture and supervisor attitudes were found to mediate the students’ attempts to privilege lived experience.     

Field Note—Integrating Policy and Political Content in BSW and MSW Field Placements

Practice incorporating policy and political social work is a key component of the social work profession and an area in which students would benefit from exposure during social work education. Field education presents a significant opportunity for students to develop policy and political practice skills; however, individual and structural barriers may prevent students from developing practice experience in this area. Based on a survey of bachelor of social work and master of social work field directors in the United States, this field note examines the current state of policy and political practice field opportunities and examines barriers to offering such opportunities more widely. Ideas to facilitate these field opportunities, including curriculum-wide education about policy practice, relationship building, creativity, and identifying diverse placement sites, are presented.     

Assessing the Integrity of Community Organization and Administration Content in Field Practice

The effort to ensure that students acquire knowledge and skills in macro social work practice requires considerable attention in the face of stronger interests in micro practice on the part of students and their field instructors. This study evaluates the effectiveness of the field component at the University of North Carolina at Chapel Hill to provide learning opportunities for the development of macro practice skills and knowledge. Over 85% of the student respondents had responsibility for at least one macro practice activity during their first field placement. Although a majority of the macro practice assignments were related to organizational interventions and very few to community interventions, the study provides guidance for improving the teamwork of faculty and field instructors in an articulated approach to field learning.     

Utilization of the interprofessional education,practice, and research model in HBCU social work education

ABSTRACT

Historically Black colleges and universities (HBCUs) are often overlooked as a resource to address the need for a diverse healthcare workforce even though they are an essential component of ensuring diversity. In order to meet the needs of the current patient population, HBCUs’ social work programs must move from silo education, practice, and research pedagogy to inter-professional education (IPE), practice (IPP), and research (IPR) modalities when developing partnerships that promote the elimination of health disparities. This article discusses the contributions of a HBCU’s School of Social Work to the growth of IPE, IPP, and IPR utilizing the Ujima principle of Nguzo Saba. The projects developed were an attempt to provide meaningful and relevant education to social work students while exposing them to a collaborative inter-professional education, practice, and research experience. The three social work projects included intra-university and social community collaborations and exposing students to experiential inter-professional education, practice, and experimental learning. This is an opportunity for social work students to become involved in the evolving best practices pedagogy for inter-professional education, practice, and research which social work must embrace in order to fulfill the National Association of Social Workers imperative of preparing students to work in collaborative health care teams. The expected outcomes of these inter-professional ventures reflect a HBCU’s commitment to increasing the competency in inter-professional modalities aimed at supporting, empowering, and preparing high caliber diverse graduates who will grow the future and lead the world as a diverse healthcare workforce.     

Sensory language (SDM) to foster empathy in social work students

Assessment and management of emotional situations are generally discussed in academic studies in the field of social work through verbal interventions, while the art of developing awareness to nonverbal feelings has yet to see widespread use. Sensory experience based on nonverbal communication and body language can highlight complex feelings and problems that the social worker confronts. The aim of this study was to examine the effect of an intervention of sensory body language using a modified Sherborne Developmental Movement (SDM) model, in a course for social work students. The course’s multidimensional process involved cognitive and affective components of understanding and identifying thoughts, feelings, and emotional states of others. The intervention combined art activity and focusing to foster empathy among social work students in the group setting. Twenty social work students attending college in the north of Israel participated in the course, writing reflective diaries throughout the course, which were collected and analyzed. The findings suggest that sensory language and movement through the group experience enhanced social work students’ empathy and their awareness of its importance for practice. Learning to be empathic through nonverbal communication also challenged perceived barriers to empathy such as cultural and language differences.     

Teaching Successful Community Practice in Social Work

ABSTRACT

This article identifies and addresses a severe problem in the management of community practice projects of students in their second and third year in the Undergraduate Social Work program at the University of Haifa School of Social Work; namely, the current binary evaluation method based on total success or failure of the project.

Using a systems approach, this study creates a framework by which to ensure effective and positive outcomes for community practice projects carried out by undergraduate social work students (Freund, Arkin & Saltman, 1999). This framework is unique in that it draws on knowledge gained from organizational and community theories, as well as instructional theories for teaching social work practice.

The proposed framework includes three components that describe the factors necessary to help transform the student's learning experience: the organization's characteristics, the student's resources, and the evaluative measures.

This inter-conceptual approach enhances the ability of the instructor, the student, and the organization to build an appropriate organizational foundation for students operating communal programs. The underlying assumption is that an integrative approach promotes a better understanding of the components essential for building and evaluating social plans conducted by social work students.     

Community Planning That Is “Caught” and “Taught”: Experiential Learning from Town Meetings

Generalist, strenghts-oriented social work practice requires practitioners who are equipped both academically and experientially to deal with a variety of interventions and client systems of different sizes and types. Social work programs need to assure that community practice is learned in both classroom and field. Generalist practice models and experiences should include a focus on the community as the unit of attention. Too often, community-related tasks that support individual clients are emphasized, resembling "systems-oriented casework" more than community practice. Strategies should support the development of community strenghts, esteem, and identity. This article describes a community project undertaken by a school of social work that provided students with experiential learning in community planning. Three town meetings were designed and led by a team of community leaders, students, and faculty to engage citizens in community planning efforts. The design of the town meetings and the integration of theory and practice focused on building community strenghts. Certain risks, creativity, and resources are required for developing powerful and relevant experiences for students in community practice. The implications for social work education are discussed.     

Work-related factors associated with psychological distress among social workers

The current study assesses the association between several work-related factors and psychological distress among social workers (SWs) in Israel. The data were collected through structured questionnaires, administered to a sample of 494 SWs. The findings suggest that most of the examined work-related factors (namely, years of professional experience, personal work-related subjection to violence, burnout, compassion fatigue, and sense of coherence), with the exception of compassion satisfaction, significantly predicted psychological distress among SWs. The conclusion is that it is important to embed within the social work practice strategies for reducing sources of psychological distress (job demands) and increasing material, professional, and personal resources. Reducing the levels of psychological distress experienced by SWs will benefit not only themselves, but also their families and colleagues, as well as their clients. Moreover, this has potential benefits for the social work profession and for the general community.     

Social Work Practice and Education in México

Social work education and practice in Mexico has emphasized need for social change, family, and community involvement. Education includes casework, group work, and community organization with extensive field work experience that is community based. Education programs rely heavily on literature from South American countries including liberation theory such as that espoused by Paolo Friere. Social work education at the college level prepares graduates for practice, with a licencia. Social Workers in Mexico work in medical settings, children's services, rehabilitation, family services, work settings and a variety of community based programs. Mexico has begun to develop graduate education. Education in the US, Canada, Mexico and other countries could be enhanced with further exchanges of faculty, students and literature.     

‘It's been hell.’ Italian and British practice educators’ narratives of working with struggling or failing social work students in practice learning settings

Periods of assessed learning in practice settings are common requirements for social work students worldwide. The ‘practice learning opportunity’ as it is known in the UK, and ‘tirocinio di servizio sociale’ as it is referred to in Italy, are important sites of gatekeeping in preventing unsuitable people from becoming social workers. The experience of assessing failing students in practice learning settings, however, has been found to be particularly stressful and challenging for practice educators. This article documents findings from two qualitative studies that explored field educators’ experiences of working with struggling or failing social work students in Italy and England. The study finds both similarities and differences in the narratives of the assessors from the two countries. Similarities include, unpleasant emotional experience of working with a failing student, internalisation of the students’ failing as the practice educators’ own failing, perceptions that the universities may hide negative information about students and lack of acknowledgement of the gatekeeping function inherent in the practice educator role. Differences include the level of emotionality experienced by educators, the way students are spoken about and the perceived role and responses of the university. Further comparative European research that focuses on practice education is indicated.     

Research Training and Professional Social Work Education: Developing Research‐Minded Practice

The movement towards developing practice more firmly grounded on empirical research has, arguably, been one of the most significant international trends in social work during the past decade. However, in the UK the implications of this trend for pedagogical practices and the design of educational programmes have still to be fully explored. This paper reports on the findings of a repeated cross‐sectional survey of MSW students in Queen's University Belfast which focused on their perceptions of the value of research training to professional practice. The study, conducted over a four year period, explored students' awareness of the relationship between research and practice and their readiness to engage with research training. The findings suggested that the majority of students perceived research training as a valuable component of professional development. However, the study also found a level of scepticism among students about its practical utility along with some resistance towards actively embracing a research agenda. The paper evaluates the significance of these findings for developing research and evidence‐based practice as integral components of the new degrees in social work in the UK and for social work education programmes in other countries aiming to develop research‐minded practice.     

Travelling hopefully: Anti-racist practice and practice learning opportunities

This article has been written in response to the current developments in social work education which seek to make anti-racist practice a central requirement of social work training and to make it into a central component of good social work practice. In the present context in which social work is undertaken this will not be an easy goal to achieve without considerable commitment and attention to the detailed content and process of social work and the learning opportunities it offers.

The article focuses on how the teaching of anti-racism on social work courses is then followed through in placement experience and highlights the difficulties that can occur. It describes part of an on-going development and monitoring process initiated with college and practice based teachers at Bath University which is seeking to improve practice at a local level.

It includes a questionnaire sent to practice teachers and students, a practice teaching workshop and the development of a monitoring system for use in future placements. The research attempts to understand better what level of anti-racist practice can be expected of students in short placements and how this might be assessed. It also looks at the issues which arise for practice teachers in their agencies, the importance of management commitment in developing new forms of practice, and the support that is needed for individuals. It concludes with a tentative attempt to put forward a model for developing and assessing anti-racist practice in a placement.