Troubling Times for British Social Work Education?

Although the creation of a new framework for qualifying education in social work combined with the introduction of a new framework for post qualifying education appears to have clarified and protected the future of social work in Britain, there remain a number of problems which these developments have not resolved. Indeed, as I will argue, their implementation has created a set of new questions that could derail the best intentions for the development of British social work. The purpose of this paper is to identify the scope of these problems, which potentially affect the provision both of qualifying and post qualifying education. It is suggested that while these issues may particularly impact upon social work education in England, it is probable that they will also present a problem for other countries in the United Kingdom.     

Learning to Be a Social Worker in a Non-traditional Placement: Critical Reflections on Social Work,Professional Identity and Social Work Education in England

Drawing upon findings from a national evaluation of student social workers' experiences of ‘non-traditional’ placements with a national charity, this article considers what such placements can contribute to the development of an individual and collective sense of professional identity for social work. This is explored against the background of current developments in social work education in England, including changes to the requirements for practice placements and the introduction of ‘fast-track’ routes to qualification, preparing students for social work in statutory children's services. The article suggests that with the establishment of The College of Social Work and the development of the Professional Capabilities Framework, relevant to all social workers throughout their careers, the profession has an opportunity to promote a concept of social work in England beyond that required by statutory sector employers; and that practice learning in non-statutory and non-traditional settings has an important role to play in this.     

Human Development Education for Social Workers in Multicultural Societies

In many countries, social workers are faced with the challenge of tailoring their practice to the diverse needs of children and families in multicultural realities. Our training and teaching practices, however, lag behind in their readiness to face this challenge. Attempts to reconcile cultural perspectives and postmodernism with the traditional goals of human development education are generally premised on the following assumptions: (a) postmodernist education fosters the ability to think critically and question assumptions underlying claims to knowledge; (b) theories should be evaluated for their usefulness and applicability to a more equitable society; and (c) a dialogic model of education in human development highlights the ‘inherently polysemous’ nature of human existence rather than transmitting a codified body of knowledge. The paper calls attention to the challenges of cross‐cultural psychology, indigenous psychology and postmodern critique and offers the means of confronting these challenges. Examples are based on teaching experiences in Israel and the US.     

Disabled people's access to social work education--ways and means of promoting environmental change

Disabled people are under-represented among social workers. It is argued that this results in lack of diversity in the workforce and in reduced opportunities to make service delivery more inclusive. An audit tool is outlined which can be used to identify barriers and strengths at DipSW programme, university site, agency site and individual student level to disabled people entering social work education. Completed audits could then form the basis of DipSW Programme Development Plans or curriculum plans for individual students, as required. Review mechanisms at the different levels would help ensure that attention to planning and action does not get lost. Assessment issues and aspects of the practice teacher/student/tutor relationships are also discussed. Disability equality training is seen as a central component of audit and provision. The need for proactive, not reactive, policies is made clear.     

The Passing of the Practice Teaching Award: History,Legacy, Prospects

This article reviews the origin, development and prospective demise of the Practice Teaching Award, as a prelude to considering the scope for reconfiguring practice teacher training and assessment on the GSCC landscape of social care codes of practice, qualifying programmes in social work and an integrated post‐qualifying framework. As a bridge from the past to the future, the article highlights a rich PTA ‘legacy’, identifying a particularly valuable ‘bequest’ in the ‘mainstreaming’ of portfolio assessment. Transcending the sphere of education and training as such, the reflective self‐assessment characteristic of effective portfolio construction is identified as a major contribution to the ‘professionalisation’ of social work practice as a whole.     

Evaluation of a Distance Learning,Post Graduate Advanced Award in Social Work Programme for Child and Family Social Work Supervisors and Mentors

This paper discusses open and distance learning and supervision in child and family social work, and presents the results of an evaluation by students of a distance learning, post graduate certificate programme for first‐line managers and supervisors in child and family social work. The programme also leads to an Advanced Award in Social Work. Eighteen students returned a postal questionnaire designed to gain their experiences of studying on the programme and their views about its different elements and its outcomes for themselves, their work, their organisations and service users. Most respondents thought that there were more advantages than disadvantages to studying by distance learning and to studying part‐time while working full‐time, but that self‐discipline is required and that workload constraints and difficulties in taking study time away from work impinged on their studies. More than half rated as good or very good the support provided by their mentors. Reported outcomes of studying on the programme included increased self‐confidence, enhanced supervisory practice, greater involvement of service users in service provision, and increased attention to gaining service user feedback. Key messages regarding the organisation of distance learning programmes are outlined, and pedagogical issues in post qualifying social work education are discussed, including the role of the mentor and the training needs of experienced staff or those working in specialised roles.     

Social Workers as Boundary Spanners: Reframing our Professional Identity for Interprofessional Practice

One of the more difficult tasks for social work educators is socializing students into a professional identity. Social identity theory provides a lens to consider what is needed for a social work identity that will continue to be salient for students as they move into practice. Framing social workers as boundary spanners might offer students a professional identity that is congruent with core values, reflects what social workers do and places less emphasis on old debates about the profession. It also positions students well for work in the increasingly interprofessional realms of health and social care. I consider how social workers are well equipped to meet the demand created by ‘joined-up working’ for people with boundary-spanning expertise. Seeing ourselves as boundary spanners is one way to reconcile our professional and interprofessional identities, thereby increasing the chances that our students will continue to identify as social workers when they move into interprofessional practice.     

The role of service users in problem formulation and technical aspects of social research

The importance of the practitioner-researcher relationship in problem formulation derives from the need for relevance to the issues faced by practitioners. This paper argues that if research is to be relevant to the issues faced by service users, they too must be involved in problem formulation. There is a substantial literature on the moral case for user involvement in research but relatively little about the technical benefits. The paper sets out some distinctions in the meaning of user involvement in different models of social research, and, drawing on examples of user-led and user-controlled research, suggests not only that problem formulation benefits from user involvement but that several other key technical aspects of social research may also be improved.     

Learning for the Twenty-First Century: Maximising Learning Transfer from Learning and Development Activity

This article builds on the learning gathered from the evaluation of a Scotland-wide child protection training programme. Based on Kirkpatrick's four-level framework, the study aimed to evaluate the impact of the learning programme on the practice of participants in the workplace. The study prompted the authors to examine the literature on maximising learning transfer across a range of occupations. This literature is discussed in the light of the findings from the evaluation and the experience of the authors in designing and implementing continuous professional development programmes in social services.

The practice of inspection, monitoring and audit seems to have impacted negatively on staff's willingness to participate in data collection, and coupled with what appeared to be confusion about data protection legislation, the perceived burden of audit and inspection has significant implications for research and evaluation activity.

Suggestions are made for the future design, delivery and evaluation of learning and development activity, and the role of managers is explored in relation to their responsibility for preparation, support and follow-up of workplace learning.     

Curricular Blueprinting: The Relevance of American Social Work Education for International Students

This study assesses the relevance of US‐based social work curricula for international students. Both the perceived advantages and disadvantages of international educational training are considered, including the consequences of curricular adaptation. The study utilizes multiple qualitative methods including participant observation, 15 semi‐structured interviews, and text analysis. The majority of international respondents reported intending to work with poverty alleviation and social development. Respondents reported learning some inappropriate skills, intervention strategies, and policies that cannot be appropriately applied across cultures, and which are divorced from local context. Benefits of exchange include discussions of marginalized populations, enculturation into Western values and methods that may be beneficial to future job opportunities, and the enhancement of critical thinking skills to address social problems.     

Environmental Justice and Social Work Education: Social Workers' Professional Perspectives

Environmental injustice is a growing human rights issue as climate change and environmental degradation rapidly increases. As a social justice problem, it is relevant to the social work profession, yet not integrated into our curricula. This study of 373 social work professionals found that environmental justice is a significant practice issue across broad client populations and that professionals felt unprepared to address it. Qualitative and quantitative data revealed high levels of client exposure to environmental hazards with little power to change it. Respondents reported dissatisfaction with their education to help them understand environmental issues. Moreover, they indicated that they would like to see environmental justice integrated into social work education and better-prepared graduates entering the profession. Implications for practice and education are discussed.     

Online Education in Social Work,Effectiveness, Benefits,and Challenges: A Scoping Review

ABSTRACT

Online education has long been a controversial issue within the Australian social work community. Although technological advances have improved the quality of teaching substantially, scepticism and disbelief continue to exist. Despite the growing evidence base as to the effectiveness of online teaching, this tends to be overlooked. A scoping review of the literature was conducted to synthesise research conducted on online social work education to identify its effectiveness, potential, and challenges and to show whether online social work education will effectively prepare qualified social workers. This revealed that online education enhanced diversity and equity among social work students and students’ performances and satisfaction were similar for both online and on-campus students. Nevertheless, communication and engagement continue to be a challenge.

IMPLICATIONS

• Decisions on online education should be based on evidence of effectiveness rather than on the assumption that face-to-face teaching is superior.

• Further research is needed to explore effectiveness of online education for different groups of students.

• Employers’ experiences with social work graduates from online courses need further research.

• Academics require support to tailor courses interactively and suitably for online education.

     

Applying Post-structuralist Ideas to Empowerment: Implications for Social Work Education

In this article we reflect on the trouble we have encountered while teaching post-structuralist ideas to students who privilege empowerment as a theoretical position. We briefly define empowerment theory and outline its modernist anchoring. We introduce Foucault's analysis of power to critique and examine the discursive practices of how power operates when some students talk about empowerment theory. This examination of power as applied to empowerment theory then supports our argument that post-structuralist ideas can be of benefit in social work education and practice and not just a slippery theoretical positioning where anything goes. The aim of this paper is to open space to see the way post-structuralist theory unsettles taken-for-granted assumptions when social work students foreground empowerment theory. We are not arguing that empowerment theory nor power are good or bad but that they are dangerous when we fail to reflect on and critique how we apply them in practice.     

Self-reflexive Student Research and its Implications for Social Work Education

This paper presents a thematic analysis of postgraduate social work student research on refugee and migrant experiences in Aotearoa New Zealand, collected in the last decade from one university social work programme. The focus is on the ways in which students located themselves in relation to their research, which explored diverse facets of refugee and migrant experience and was invariably connected in some way to their own experiences. Students not only learnt to conduct qualitative research, but also found that having been drawn to locate themselves within it for ethical reasons, their self-reflexive stance had enabled greater personal learning and in some cases, healing. This added greatly to their professional development and through the collation of their research reports it can be shown that for students, locating themselves in relation to their research may be a worthwhile part of learning to be a professional social worker.     

An Explorative Study of the Place of the Ethics of Care and Reflective Practice in Social Work Education and Practice

The moral development and identity of social work students have been shown to be enhanced by education in caring. Important aspects of this education are training in reflective practice and learning to have a perspective focused on professional loving care. In this study, we have explored how reflective processes can be implemented in both educational settings and working practice from an ethical point of view. Elaborating upon reflective practice from an ethical perspective focuses on reciprocity in relationships and relational capacity in institutional contexts. The study took the form of interviews with social work teachers and health care professionals. Interview and focus group data were analysed, three main topics were identified and statements were coded with relation to these topics. Use of both educators and practitioners in this study showed the importance of not neglecting the transition from education to practice. Responses also showed the value placed upon continuous education and development over the course of a health care professional's career.     

Social Workers Can e-Learn: Evaluation of a Pilot Post-Qualifying e-Learning Course in Research Methods and Critical Appraisal Skills for Social Workers

Social workers are increasingly encouraged to become research minded and integrate research findings into their practice. However, there is a paucity of high-quality accessible training for social workers in research methods and critical appraisal skills. We developed an e-learning version of an MSc degree module to widen access to this kind of training and this paper presents the findings of an evaluation of a pilot of this e-learning course. To test the effectiveness of the e-learning environment in delivering research methods and critical appraisal skills training to social workers in comparison with a classroom group, we adopted a mixed methods approach which comprised concept mapping exercises, semi-structured interviews and evaluation questionnaires administered to the e-learners (n = 3) and a classroom comparison group (n = 12). Our analysis of the students' concept maps revealed no conspicuous differences in the quality of student knowledge changes that were a consequence of the mode of teaching delivery. The e-learners met the learning outcomes of the module to the same extent as the classroom group and were highly satisfied with the mode of delivery. Although this was a small pilot, it provided tentative evidence that social workers can use e-learning to develop evidence-based practice skills.     

The Right Tools for the Right Job: Social Work Students Learning Community Development

The place of community development within social work varies across nations and time. The tensions in the 1970s in the UK gave way to decades when social work has been dominated by issues relating to protecting and caring for individuals. We now have a resurgence of community development activity, bringing together varied disciplines such as urban planning and health promotion as well as social work. Within the UK there are now requirements for community development knowledge and skills within qualifying social work training. This paper reflects on experiences in promoting community development practice learning in social work qualifying placements within Health and Social Care Trusts in Northern Ireland. Issues are raised about the diversity and complexity of expectations on qualifying training, and the challenges that face universities, colleges and employing organisations in developing practice learning in this curriculum area. The prospects for improving community development learning within both qualifying and post qualifying education and training are considered particularly in the light of inter-professional and inter-organisational initiatives that put community development in the context of health promotion, housing, crime, poverty and other social issues that might be addressed at community level to improve the health and social well-being of citizens.     

Disaster Work in China: Tasks and Competences for Social Workers

This paper presents the results of a survey on the social work tasks and competences required in disaster management in China. The survey questionnaire was administered at two training workshops held in Sichuan in July and September 2010. The number of survey respondents was 67. The results of tasks analysis indicated perceptions of a division of labor among government officials, social workers, and other disaster responders. The survey results also showed that identifying and addressing the special needs of vulnerable populations required moderate to high levels of competency. Overall, the results should be seen as preliminary and used as the basis for ongoing dialogue with social work educators and social workers about what is required in disaster training.     

Intersectional oppression: A reflexive dialogue between Muslim academics and their experiences of Islamophobia and exclusion in UK Higher Education

Islamophobia has seen a disturbing rise in British and international contexts; however, we see limited attention being afforded to this in the context of Higher Education (HE), particularly the impacts of this through the lens of staff members. HE continues to frame itself as a post-racial, secular, progressive, and inclusive space, yet is perpetually opposed due to its surreptitious and violent incidences of racism, classism, sexism and ableism. We discuss here, using liberatory-based and autoethnographic methodologies, Muslim staff members' experiences and insights of Islamophobia in UK HE institutions (HEIs)—a severely underrepresented group and largely invisible issue in the academy. We highlight the need to expose, challenge, question, and destabilise the continuous victimisation of Muslims within these spaces and beyond. We unpick issues related to intersectionality and different levels of exclusion by exploring the sense of belonging felt by Muslim staff; specific challenges and episodes of Islamophobia faced; and ways the sector can dismantle Islamophobia and begin developing practices to genuinely support anti-Muslim, anti-racist inclusion and social justice.