Are We Making the Most of Learning From the Practice Placement?

It is almost universally accepted within social work education that placements are a defining feature of training and ‘… have a more profound and lasting impact than classroom teaching’. Consequently the placement is regarded as the signature pedagogy in social work education. However, it is also asserted that universities pay little attention to this aspect of teaching and concerns about a ‘significant level of disjunction between academic and practice learning’ are expressed.

The development of a new distance learning MA social work programme in which units are studied alongside part-time placements afforded opportunities for innovation in curriculum delivery, alongside increasing connections with learning on placement. Practice educators were invited to respond to an online mixed methods survey exploring their perceptions of the programme and views as to how greater integration of academic and practice learning can be achieved in social work education generally. Analysis of the results identified the important role which supervision with the practice educator can play in integrating learning on placement with the academic curriculum. The paper concludes that a greater focus on learning from practice may offer opportunities to maximise the learning potential of the placement as social work's signature pedagogy.     

Australian Social Work Students Balancing Study,Work, and Field Placement: Seeing it Like it Is

Completing tertiary studies can involve personal and financial sacrifices for some students. Equally, past and more recent research has highlighted financial pressures for students undertaking courses with compulsory field placements, although larger national Australian studies appear to be limited in number. In a recent study, a sample of 2,320 social work students from 29 Australian universities completed an online survey on the impact of low levels of income on students’ lives and study success. Here students’ qualitative responses reveal the burden of compulsory field placement, including significant financial constraints and changes to paid work hours that, in turn, adversely affected students’ wellbeing and jeopardised the completion of their degree. The purpose of this article is to illuminate social work students’ complex study realities in order to help inform future education, policy, and practice.

IMPLICATIONS

• These findings provide insight for national bodies, universities, educators, practitioners, sector partners, and researchers into the study realities of Australian social work students.

• Reviewing policy, practice, and education in light of the findings can help contribute to a healthier, diverse social work profession.

     

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.

     

Technical assistance,neo-colonialism or mutual trade? The experience of an Anglo/Ukrainian/Russian social work practice learning project

Since the collapse of the Soviet Union there has been a steady stream of Western consultants ready to work in Eastern Europe and Russia and share professional and academic expertise and experience. Social work, unknown as a discrete discipline or profession in the Soviet Union, has been a growth area with funding from a variety of sources to help promote East–West partnerships.

Social work theory and practice emphasises critical appraisal of policy and embraces issues of power, discrimination and oppression. Social work educators should therefore be especially alert to the complex ethical questions which these kinds of collaborations raise, and adept at finding practical solutions or workable compromises. This article explores these ethical and political issues with reference to a project to develop social work practice learning in a Russian oblast’ (region). The project was an ambitious partnership of British, Ukrainian and Russian educators, involving numerous Russian social work and related agencies, and four Russian universities and colleges in one oblast’. The authors use a series of vignettes to help the reader achieve insights into these East–West transactions. The article concludes with a discussion of different interpretations of these dealings, using three prisms: technical assistance, neo-colonialism and mutual trade.     

The use of institutional care for children across europe

This article describes the use and prevalence of institutional or residential care of children in Europe. It looks at systems in Western European countries and in countries of Central and Eastern Europe and discusses some of the difficulties in making comparisons across and within Europe. The author takes a wide view of the available literature, government and non-governmental statistics and case studies across the continent of Europe. Taking account of regional and national variations, he describes two broadly different approaches for children and their families and identifies trends in institutional and non-institutional care in the continent of Europe.

In Western Europe there has been a marked reduction in the use of residential care, accompanied by the development of non-institutional family based care and support services. Whilst there are good child-centred reasons for this shift in provision, some countries have gone too far in reducing residential care and are facing a shortfall in suitable foster carers. The financial costs of both residential and family based services remain high at a time of resource restraints. In the countries of Central and Eastern Europe some family based alternatives to institutional care are emerging, usually within the international non-governmental sector. However, children in out-of-home placements throughout the region continue to enter, and remain in, the same kinds of large, isolated and impersonal institutions that existed before the economic and political changes of the late 1980s.

The writer uses his teaching experience in Romania over the past four years to illustrate the development of small-scale social work initiatives in that country and calls for further developments in legislation and policy to support the practice of the emerging profession of social work.     

Paradox in professional practice—womens' views of social work A tri-national study in England,Germany and Italy

‘Paradox in Practice’ is an international comparative study which highlights some of the dilemmas and tensions inherent in social work practice presented by women working in three European countries. The paper is drawn from a longitudinal tri-national study which was undertaken between 1993 and 1996 by the social work departments of the University of Bournemouth, Dorset, England; the Fachhochschule Niederrhein in Monchengladbach, Germany; the University of Perugia in Umbria, Italy. The study was undertaken in two phases, the first a quantitative survey with one hundred participants in each country, the second qualitative interviews with twenty-five practitioners and ten experts in the social work field in each country.

Despite cultural, economic and political differences women appeared to face similar problems in their practice and the issues they raised are pertinent to the wider European debate on social work practice. The contribution of women to paid and unpaid care appears to have small impact on the organisation and design of care services except at the point of delivery. Priority setting and policy design appear still to be largely male domains in a female dominated profession. Where is women's voice given their significant role in underpinning social work services?

The wider study examined the profile of women engaged in social work practice in three European countries. In particular, the study examined the extent to which factors such as women's roles, caring and gender difference impacted upon work styles, practice and management in social work and on policy development in the personal social services in three European countries.     

“What Will My Friends Think?” Social Consequences for Danish Victims of Sexual Assaults in Peer Groups

Being exposed to sexual assaults has numerous psychological and social consequences, which may interfere with the adolescent’s still-ongoing development. This article focuses on social consequences for adolescents exposed to sexual assault by someone from their peer group.

Participants were 148 in number and 15–18 year olds (M = 16.34 years, 90.5% female) from Centre for Victims of Sexual Assault’s “Youth Programme.”

A mixed methods design combined extensive survey data collected from the 148 adolescents and five case stories. Almost half of the assaults (47.4%) were committed by someone from the victim’s social circle who was not a family member. Only 30.5% of these victims reported the assault to the police. Fear of social consequences was the main reason for not reporting. The majority of the participants described failure to thrive in school in the aftermath of the assault, for example, because the assailant attended the same school. Result furthermore showed how social relations can be complicated due to an assault and subsequent reactions, which can result in isolation for the victim and exclusion from their peer group.

Sexual assaults in peer groups have great impact on the victim’s well-being. Understanding and support from peers is of the utmost importance. Implications for practice are discussed.     

Testing Satisfaction with a Group-based Social Work Field Liaison Model: A Controlled Mixed Methods Study

Social work field education programs rely on the liaison process to oversee and support students during their placement and to assist them to integrate theory and practice. However, the role and importance of liaison has been threatened as social work programs seek alternative and cost-effective ways to undertake these functions. This paper presents findings from a pilot study investigating levels of satisfaction among students and field educators with an innovative group liaison model compared to a control group who experienced the standard liaison practice. Fifty-three students and 47 field educators completed the survey. Twenty-one of the students and 10 of the educators received the intervention (the group liaison); the remaining 32 students and 37 educators received the standard liaison process (the control group). Students in the intervention group reported significantly higher levels of satisfaction with all aspects of the liaison experience than students who received the standard liaison process. Field educators were more positive about liaison than students. This study reaffirms the contribution of face-to-face liaison contact to the student learning experience on placement and suggests that strengthening, rather than devaluing, the liaison role could be a useful strategy to encourage the field’s ongoing commitment to provision of quality placement-based learning opportunities.

IMPLICATIONS

• Highlights the importance of face-to-face liaison contact to the student learning experience on placement.

• Examines social work student and field educator perceptions of and satisfaction with the liaison process and content.

• Describes a group liaison model that potentially offers a cost effective way to undertake the role.

     

Heart checks in college-aged students link poor sleep to cardiovascular risk

Objective: To describe the relationships between the cardiovascular health, lifestyle behaviors, and lifestyle beliefs among college-aged students.

Participants: Seven hundred and twenty-nine college-aged students participated between October 2016 and April 2017.

Methods: Heart checks, consisting of a cross-sectional survey and biometric screening, were conducted on a large Midwestern university campus.

Results: A small proportion of students (24.5%) engaged in the recommended 150+ minutes of physical activity per week and 7.9% consumed 5+ servings of fruit/vegetables daily. Half (49.6%) slept 7 hours or less per night. Biometric screenings found that 26.4% of the students had high stress, 31.9% were overweight or obese, and 17.3% had prehypertension or hypertension. Less sleep was significantly associated with higher risks of being stressed, being overweight/obese, and having elevated blood pressure.

Conclusions: Early detection, treatment, and education is critical to identify individuals at risk for cardiovascular disease and to promote healthy lifestyle changes before heart disease develops or progresses.     

Attitudes and knowledge of social work students towards sexuality in later life

Background: Sexuality in later life may be compromised by restrictive attitudes, and lack of knowledge among professionals. This study examined social work students’ attitudes and knowledge towards sexuality and sexual expression in later life and investigated associated factors.

Method: Undergraduate social work students from Israel (n = 375) completed the Attitudes and Knowledge towards Older Adult’s Sexuality Scale and questionnaires regarding contacts and exposure to older adults, prior sexual education and sociodemographic.

Results: Attitudes and knowledge were correlated. First year students were the most conservative and demonstrated the least knowledge. No differences were found between men and women regarding attitude. However, men and married students had greater knowledge regarding older adults’ sexuality than women or non-married students did. Increased religious observance predicted more conservative attitudes. Age predicted more permissive attitudes and greater knowledge about sexuality in later life. A mediating process examined, suggested knowledge is a mediator variable between age and attitudes towards older adults’ sexuality.

Conclusion: As the population in Israel and in Western countries ages, it is important to examine the knowledge and attitudes of social work students regarding older adults’ sexuality and to develop educational and interventional programs aimed at increasing awareness, knowledge, and positive attitudes in this area.     

Childhood Victimization,Cognitive Schemas,and Unwanted Consensual Sex Among College Students

Objective: Unwanted consensual sex (UCS)—freely consenting to sex that is neither wanted nor desired—is largely excluded from campus programming and the literature on sexual behavior. The present study expands on previous research to examine the relation between childhood victimization experiences and UCS.

Methods: Data were gathered using an online survey of college students.

Results: In the past year, 43% percent of 587 college students who engaged in sexual activity also engaged in UCS at least once. Childhood victimization was modestly related to frequency of UCS. The relation between childhood victimization and UCS was mediated by disconnection/rejection schemas (e.g., beliefs that one’s needs will not be met by others).

Conclusions: Results suggest that altering cognitive schemas through evidence-based psychotherapy may interrupt the relation between childhood victimization and engagement in UCS.     

Effect of warning placement on the information processing of college students reading an OTC drug facts panel

Objective: To compare three over-the-counter (OTC) Drug Facts panel versions for information processing optimization among college students.

Participants: University of Houston students (N = 210) participated in a cross-sectional survey from January to May 2010.

Methods: A current FDA label was compared to two experimental labels developed using the theory of CHREST to test information processing by re-positioning the warning information within the Drug Facts panel. Congruency was defined as placing like information together. Information processing was evaluated using the OTC medication Label Evaluation Process Model (LEPM): label comprehension, ease-of-use, attitude toward the product, product evaluation, and purchase intention.

Results: Experimental label with chunked congruent information (uses-directions-other information-warnings) was rated significantly higher than the current FDA label and had the best average scores among the LEPM information processing variables.

Conclusion: If replications uphold these findings, the FDA label design might be revised to improve information processing.     

Worry and rumination: Explanatory roles in the relation between pain and anxiety and depressive symptoms among college students with pain

Objective: Pain affects a significant proportion of college students in the United States and has been linked to anxiety and depressive symptoms. Rumination and worry, two transdiagnostic factors linked to comorbidity, may explain the relationship between pain and mental health symptoms.

Current Study: The current study examined worry and rumination as explanatory factors in the relationship between pain and anxiety and depressive symptoms in a sample of college students with pain (n?=?1,577; 79.9% female).

Results: Results indicated that both rumination and worry explained the relationship between pain and depressive and social anxiety symptoms, while rumination alone explained the relationship between pain and anxious arousal symptoms.

Conclusion: The current study provides novel empirical evidence that worry and rumination each help explain the relationship between pain and anxiety and depressive symptoms among college students with current pain, and college students in pain may benefit from targeted psychosocial strategies aimed at decreasing worry and ruminative responses.     

Life after loss: Comparing student service member/veteran and civilian mental health characteristics among individuals exposed to death by suicide

Objective: This study evaluated the mental health characteristics and beliefs of student service members/veterans (SSM/Vs) who have been exposed to another’s death by suicide.

Participants: A total of 39 SSM/Vs exposed to suicide and 32 SSM/Vs not exposed to suicide were sampled from a larger, epidemiological survey. An age- and gender-matched group of 39 civilian (C) students was drawn from a larger sample of individuals exposed to suicide.

Methods: Data were collected as part of an Internet-based, campus needs survey that occurred in Fall 2014. Participants were asked to complete measures about suicide-related behaviors, suicide prevention, help-seeking, and demographics.

Results: SSM/Vs exposed to suicide had more positive mental health/suicide prevention beliefs than SSM/Vs not exposed to suicide. Cs exposed to suicide were not significantly different from either group. Unique help-seeking patterns were also identified.

Conclusions: The current study identifies unique characteristics of SSM/Vs exposed to suicide that may inform prevention programming.     

Mental health practitioners’ strategies in equine-assisted psychotherapy: implications for social work

Equine-assisted psychotherapy (EAP), in this study, which included a mental health practitioner, an equine specialist, at least one horse, and a client in therapy sessions, is emerging in social work practice, education, and research. The purpose of this paper was to explore experienced EAP mental health practitioners’ cognitive activities and strategies to inform the social work profession.

Utilizing a constructive narrative approach, eight experienced EAP mental health practitioners participated. Two semi-structured, face-to face, individual interviews were used to gain their perspectives. Qualitative software assisted thematic analysis. The findings included a main theme identified as participants’ concrete strategies used in EAP with two subthemes. The second main theme identified abstract strategies with six subthemes.

EAP provides a holistic framework as social workers incorporate horses and natural environments in practice, which is consistent with systems theory. The findings inform experienced mental health practitioners to be effective therapists and educators, as well as to instill confidence in novices. Recommendations for the application of the findings in social work practice, education, and research are explained.     

Toward 'good enough' services for inaptly served families and children: Barriers and opportunities

The present article draws attention to ways in which the goodness of fit between social services and their clients, both in the present and the past, determines the extent to which services are successful–in the sense that clients experience them as helpful and as furthering their well-being, and that there is objective evidence of improvement in their situation.

To provide an initial conceptual framework for exploration in this area, a number of terms are introduced and defined. These include ‘inapt service”, ‘inaptly served families’, and ‘good enough services’.

It is contended that biases that promote inaptness, in the areas of policy, organization, practice, and research and evaluation, have contributed to the proliferation and perpetuation of inapt services. As a basis for further reflection and for efforts to transform ‘inapt’ service systems into ones that are ‘good enough’, twelve such biases are discussed.

Finally, premises and directions for action that promote such transformative efforts are suggested.     

Privatisation as professionalisation? Attitudes,motives and achievements among Swedish social workers

The purpose of this article is to discuss the relationship between privatisation and professionalisation in social work. In social services, privatisation is often seen as a politically planned (policy-driven) process as part of liberalisation strategies for market orientation of the welfare state. However, there are several reasons to believe that there is also a process of spontaneous privatisation (sometimes driven by demand), where professionals go private and provide various types of services to local welfare authorities. In this article, our aim is to explore the extent, impact and consequences of such profession-driven privatisation and to discuss whether privatisation is a strategy for professionalisation.

This article investigates: (1) attitudes among social workers and social work students toward privatisation in general and private practice in particular; (2) the extent and types of activities being performed privately; (3) the motives whether or not to choose self-employment; (4) the differences between public and self-employed social workers in terms of professionalisation.

Data are based on surveys of 1,000 Swedish social workers and 801 social work students. The results show ambivalence among professionals toward privatisation. The authors discuss the reasons for this at an individual and collective level. Although the share of social workers in private practice in Sweden is low, between 6 and 8%, more than one third of Swedish social workers expect to be working in private practice within 10 years. The circumstances faced by self-employed social workers, who rank higher on almost every professionalisation indicator (i.e. formal education, attitude toward research, internal status, wage level, autonomy), support the hypothesis about profession-driven privatisation.     

Between memory and history A word about intercultural education

The author briefly describes the history of the intercultural approach at the Council of Europe, which is largely responsible for the promotion of this concept, as well as for the development of a network of thought and action throughout Europe.

The article stresses the fact that, contrary to what some researchers may lead us to believe, the intercultural concept has always included the aspects of interaction, of reciprocity, of dialogue and of solidarity. In addition, pedagogical and sociological practice, where thought and action are closely linked have influenced its development.

We can now state that there are more and more places where intercultural thought and action are being pursued. Movements promoting international education, global education, civic European education, Human Rights education, etc., have different backgrounds, but their current prospects are converging. The expression ‘Human Rights education’ is often used in a generic way. However, Human Rights education that wishes to transcend ethnocentric behaviour needs to be intercultural.

     

A longitudinal analysis of the relationships among daytime dysfunction,fatigue, and depression in college students

Objective: To examine the longitudinal trajectory of daytime dysfunction (DD) and its relationship with fatigue by depression status in university students.

Participants: 243 students completed online surveys from September- December 2016.

Methods: Surveys were conducted at three time points over a semester period: the beginning of the semester, the end of mid-term and the end of the semester.

Results: Results indicated that the DD significantly increased in all students over the semester. Students with depression showed a higher initial level of DD and faster rate of change compared to those without depression. A faster rate of change of DD predicted a higher level of end-semester fatigue.

Conclusions: Depression is related to a higher initial level of DD and its faster rate change which in turn, predicted end-semester fatigue, identifying one of the possible pathways through which depression impacts the functioning and health of affected students.     

Energy and social change: an introduction

The majority of the papers collected in this section have been selected from those presented at the first international conference held in Italy on the social implications of energy issues.

The introduction to this special issue pursues two aims: on the one hand, to emphasize the importance of the energy question for the study of social change; and on the other, to show the potential importance of the social sciences, and in particular of sociological research, in regard to the energy issue.

To this end, the introduction considers a large part of the literature on the role of the social sciences in analysis of the energy issue, but also the changes in the social and political institutions, and therefore in social organization, consequent upon the ‘energy revolutions’. It finally concentrates on certain areas of inquiry in which the social sciences are the main players: the analysis of public opinion and environmental conflict. This concerns the acceptability of technologies for the production of energy from different sources, especially the alternatives to fossils, and how this affects the development of new technologies and future scenarios in regard to energy and the environment.