Outcomes of Law Teaching in Social Work Education: Further Findings from a Cohort Study

This paper reports further findings from research on the outcomes of teaching law to social work students on UK programmes. This paper compares the results for students on undergraduate and postgraduate routes to an initial social work qualification. It also analyses the similarities and differences in outcomes between the seven universities that participated in the study. Statistical analysis of students' self-audits of their legal knowledge, skills for practising social work law, and their perceptions of the relationship between law and practice, is explored further by drawing on observations from students in focus groups and interviews with their tutors. The differences which emerge between undergraduate and postgraduate students highlight the importance of practice learning opportunities in reinforcing acquired legal knowledge and in developing skills for applying that knowledge in practice. Law teaching can clearly be seen to impact on confidence levels but to be constrained by lack of time and sustained focus throughout the overall curriculum. The similarities of outcome between different universities suggest the impact of particular orientations towards, and an acknowledged core curriculum for, teaching law within the academic curriculum.     

Perceptions of Readiness for Legally Literate Practice: A Longitudinal Study of Social Work Student Views

Law is a prescribed element of the curriculum for the social work degree. Research and development work have included a systematic review, practice survey and curriculum building; however, little evidence exists about the outcomes of teaching and learning of law in social work education, although students report increasing levels of satisfaction. Moreover, doubts remain about how far students acquire legal knowledge and skills in its implementation.

This survey of social work students in seven UK universities measured their law learning and their confidence in using this knowledge. Concept maps and a self-audit questionnaire were used to capture students' understanding and perceptions of this knowledge domain and self-assessments of their legal knowledge and skills. A large sample was achieved across first, second and final year students.

The interface between the legal rules and practice is a site of anxiety and perceived difficulty. In some areas students offer relatively confident self-assessments of their legal knowledge and skills for practising law. However, levels of confidence in other areas of their law learning raise doubts about the degree to which they can advocate for, and protect, service users. Conclusions are drawn about the effectiveness of students' law learning.     

School Social Work

Abstract

This article addresses the need for social work students to understand basic legal concepts and their application in social work. It begins with a review of recent literature on teaching law within the social work curriculum. It then reports on the authors' April 1991 survey of accredited MSW programs, which showed that few schools require MSW students to study law, but that curricula have little room to expand. Finally, the article describes a flexible approach to infusing legal content into existing social work courses by focusing on six legal precepts: the definition and regulation of practice; client issues; privacy; advocacy; conflict/liability; and precedents.     

Identifying underlying principles in social work law: A teaching and learning approach to the legal framework of decision making

Courses in social work law need to ensure that students know, understand and can apply specific rules of law. However, the sheer volume of law affecting social work and the rapidity with which that law changes require courses in social work law not just to ensure that, but that they are equipped to manage changes in the law. In order to be able to do this, it is argued, the general principles underlying those individual legal rules need to be identified and understood. Students and practitioners need to have educational and professional skills at a higher level of transferability than merely acquiring knowledge of specific legal rules can provide. We use the legal framework of decision making to explain the importance of this approach. The principles of administrative law have been identified as a major component in social work law, and, despite limited exposition in social work law texts, we outline the teaching and learning strategy we have pursued in relation to this topic. |em|We argue that there are thus both educational and practice based reasons for the approach advocated, which we also believe accord with wider imperatives of social work education.     

Learning social work law: An enquiry-based approach to developing knowledge and skills

This paper, written jointly by tutors and students, discusses an enquiry-based approach to learning and assessing law as part of social work qualifying training in England. It is argued that social work law is an area of learning particularly suited to an approach in which enquiry and analysis skills are promoted through practical problem solving. The paper considers the theoretical rationale for this approach and identifies how this conceptual frame informs the learning and assessment structure. It identifies how students present evidence for assessment of their skill and knowledge development, through both written and verbal submission, and considers the learning outcomes achieved. The paper concludes with an evaluation of the approach as an example of knowledge and skill development through problem solving and reflection.     

Fit for purpose: issues from practice placements,practice teaching and the assessment of students' practice

This paper explores a number of significant issues regarding the delivery of practice based learning for qualifying social workers, in the context of plans for the new social work degree. We also discuss four particular issues: 1. the definition and measurement of ‘good enough’ practice;

2. the determination of students' suitability for social work;

3. the role of practice teachers in responding to sensitive information and students facing personal crises; and

4. specialist and ‘long‐arm’ practice teaching.

In doing so, we draw on both our own direct experience and on discussions between over 70 practice teachers, tutors and placement co‐ordinators attending a Mid‐Yorkshire Social Work Education and Training Planning Group (MYSWETPG) conference hosted by Bradford College in March 2001.

We conclude that, given the current difficulties in the field of qualifying training and education for social workers, any significant improvements following from the new degree will remain dependent on the provision of adequate funding for practice learning, in general, and for the training, structured support and affirmation of practice teachers, in particular.     

Threshold Theory and Social Work Education

Critical reflection is a concept in social work education that holds a significant place—it provides both foundational theoretical ideas about the practice of social work, and is also a process used in career-long learning. Understanding critical reflection as a threshold theory concept—a higher education learning and teaching concept—providing a framework which assists educators in teaching critical reflection. Threshold theory identifies certain concepts as foundational within a discipline—these are transformative in profoundly altering the way students understand the subject. As with critical reflection, they are also integrative, conceptually difficult or ‘troublesome’ and difficult to forget.

The intrinsic nature of critical reflection makes its use as a conceptual model in practice a complex task: it requires the integration of theoretical knowledge, in a multiple-step methodology. Students must fully engage with the process, in identifying the impact of their lived experience, values and beliefs on their practice, as well as power, social structures and influential discourses. This article argues that threshold theory assists educators in understanding the nature of learning that is required for students to master critical reflection in social work education     

Maximizing Student Learning: A Case Example of Applying Teaching and Learning Theory in Social Work Education

Social work is a practising profession and when students undergo a social work undergraduate course they are expected to learn and apply the knowledge, skills and values necessary for their future social work career. As an educator, the challenge exists in determining whether students have learnt the material and are prepared to implement the knowledge, skills and values into practice. Current theories on teaching and learning are useful tools to educators who want to ensure that course units are maximizing students' learning potential. This paper focuses on the application of three established teaching and learning theories implemented in a social work module. The paper begins with an overview of Biggs' theory of Constructive Alignment, Biggs' four levels of understanding/Bloom's Taxonomy, and Race's five factors that underpin successful learning. The paper describes the integration of the theories to a social work undergraduate module through the following four-step process: (1) revisit learning outcomes; (2) determine teaching methods and learning activities; (3) design assessment; and (4) receive feedback/evaluate. The students' learning experiences were positively reflected through their personal learning outcomes, formative feedback and summative feedback, which demonstrated the ability to maximize student learning through the incorporation of teaching and learning theory.     

Social work students with personal experience of sexual abuse: Implications for diploma in social work programme providers

Social work training attracts a significant proportion of students with personal experience of psychosocial trauma and oppression, including various forms of abuse. This article considers some of the implications for social work educators. Sexual abuse is the oppression selected to illustrate this discussion because it is central to contemporary social work training and practice and it is the author's experience that student disclosures of sexual abuse are common. Emotive but unavoidable for both students and educators, sexual abuse issues demonstrate the need for programme providers to address their responsibilities to applicants, students, partner agencies and service users. Continued failure to do so ignores the risks of legal liability and raises questions of whether their practices are consistent with the DipSW's value base. DipSW programme providers are advised to take practical steps both to protect themselves and to provide appropriate support for students. They are asked to review application and selection procedures and urged to define the roles and expectations of course tutors and practice teachers.     

Placement visits by tutors from college based programmes

In recent years some social work tutors have been subject to considerable criticism regarding their inability to keep pace with new developments, including anti discriminatory approaches. In the current harsh climate evident in higher education and following the development of the Dip SW, agency approval for practice teaching and accreditation of individual practice teachers, the tutor's role in visiting placements has been challenged and questioned. The purpose of this article is to argue for a continuation of regular contact by the tutor with practice teacher and student during the planning, monitoring, assessment and review stages of a placement. The tutor's responsibilities are highlighted, acknowledging the power base from which they and practice teachers operate. The importance of empowering both practice teachers and students is considered, while also stressing the need for tutors to maintain standards on placements and to ensure the permeation of anti-discriminatory approaches in both placement learning opportunities and in tripartite meetings.     

Owning (up to) Reflective Writing in Social Work Education

Reflective learning has an established place within social work education but there has been little debate around the nature and purpose of reflective writing as a distinct genre in the context of written academic assessment. Where writing has been discussed in relation to reflection it has been for the purposes of supporting learning rather than academic assessment. This paper draws upon research undertaken with a group of social work students and tutors at The Open University UK together with the work of Watson, both of which identify student difficulties with reflective writing. Research from the field of academic literacies is presented to open up a debate within social work education about the place of reflective writing as a tool for learning and assessment. In doing so, it shares the experiences of one institution, The Open University UK, of working towards greater clarity in the teaching and assessment of reflective practice through writing.     

A Glimpse of the Truth: Evaluating ‘Debate’ and ‘Role Play’ as Pedagogical Tools for Learning about Sexuality Issues on a Law and Ethics Module

Social work education is familiar with concepts such as social exclusion, marginalisation, anti-discriminatory and anti-oppressive practice. This familiarisation implies that students are adequately prepared to embrace equality and diversity, become ‘culturally competent’ and subscribe to moral and ethical standards including the rights of service users to respect and support regardless of sexual orientation. The ability of social work students to articulate and develop their own theories for practice and to handle personal issues when these conflict with ‘theories’ on equality and diversity are important aspects of learning. Educators teaching about sexual orientation issues however currently have fewer texts or support networks to draw on when addressing these. This paper looks at the effectiveness of ‘debate’ and ‘role play’ as pedagogical strategies and tools when teaching complex ethical issues on a law and ethics module. Dramatic and creative participative methods were used through the tools of debate and role play. These were used with students to explore a specific topic around gay adoption in the context of learning about anti-discriminatory law. The paper seeks to evaluate the outcomes of this approach by drawing on the students' post learning reflection.     

Is it Possible to Develop and Sustain Non-Traditional Placements? An Evaluation of the Development of Practice Learning Opportunities in Partnership with the Police and Probation Services in the West Midlands

This paper will look at new practice learning opportunities developed between the University of Birmingham and the West Midlands Police and Probation Services. The project was designed to expand placements in the West Midlands, to address in particular the short fall of final year placements and to offer students interested in the area of criminal justice and protection of vulnerable people the chance to have a different type of practice experience.

This paper aims to share the learning gained through an evaluation of the first year of this partnership (2009–2010). The paper will provide an overview of the scheme, outline the process of evaluation and will consider the learning gained from the police and probation schemes separately. The paper will draw on feedback gained through discussions in focus groups and questionnaires completed by work base supervisors, specialist social work practice assessors, practice tutors and students in each setting. The strengths and weaknesses of both schemes will be considered as will lessons for improving and building on the project for future years. The paper will also address questions about the relevance of working with non-traditional agencies particularly in light of the new statutory definition relating to final year social work placements.     

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.     

Thinking about a new social work curriculum

This article reports the findings of a research study into the responses of practice teachers to their recently enhanced responsibilities in providing learning opportunities to, and assessing the competence of, students to practise social work law. The article examines their familiarity with social work law, including their training, knowledge base, resources and employer support. A critical analysis is offered of the extent to which CCETSW's requirements on teaching social work law in placements are being realised.     

Information and computer technology use in Australian social work education

Abstract

Computer technology is now an every day aspect of both our personal and professional lives. Recently however, concern has been raised as to the preparedness of social work students to use this tool effectively when entering the practice setting. This paper sets out to address the issue by investigating the extent and ways in which computer technology is included in four-year full time Australian social work degree programs. A national study of Australian academics was conducted and the main themes to emerge were: 1) information and computer technology was considered important for social work education and practice; 2) educators need to understand technology if they are to incorporate it effectively within their curricula; 3) the inclusion of technology in social work education should be approached with caution to ensure it is used appropriately to enhance students' learning while maintaining the guiding values and principles of practice of the social work profession; and 4) that students are aware of the legal and ethical use of technology in practice.     

Total Immersion: Using Group Care Placements to Maximise Practice Learning

This paper presents findings from a survey of students' views on the experience of undertaking assessed placements in group care settings as part of their qualifying social work training. Respondents are positive and enthusiastic about the available learning opportunities in these settings, especially in terms of the possibilities for close involvement with service users and for learning about ‘real social work’. They emphasise the value of support from both on‐site supervisors and off‐site practice teachers, and reflect on the demands which such placements make in terms of students' personal resourcefulness in ambiguous role sets. The paper also offers advice for students, tutors and practice teachers on a range of issues involved in the planning of placements in group care settings, including comments on anti‐oppressive practice and on the use of reflective journals by students.     

Emancipatory engagement: An urban womanist social work pedagogy

ABSTRACT

Standing on the hope of the initial social work course from 1914 at Morgan College, this article provides insight into the significant learning outcomes of contemporary students in advanced social work practice with urban African American families. This research introduces the conceptual framework of urban womanist social work pedagogy as an inclusive practice-informed knowledge produced through the rituals, traditions, values, culture, and resilience of historically disenfranchised communities. Urban womanist social work teaching methods honor truth telling from the ones who have lived there. Urban womanist social work affirms transformative-centered research, teaching, and scholarship produced through institutions such as historically black colleges and universities (HBCU’s). The students’ reflective narratives reveal a process of transformation, centered in the freedom standpoint, which includes recognizing the location and context of their individual and collective identity as African Americans in the profession of social work. Urban womanist social work pedagogy cumulatively equips our students with intergenerational knowledge that inform their assessment of critical issues in Baltimore’s African American communities.     

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.