The Use of Social Theory in Reflecting on Anti-Oppressive Practice with Final Year BSc Social Work Students

This article explores the relevance of social theory for social work teaching and learning about anti-oppressive practice. Use of theory in social work practice is discussed. It is argued that social theory is a toolbox from which social workers can draw eclectically in order to enhance their ability to practise anti-oppressively. A course/module which focuses on theory to understand and support anti-oppressive practice is described. The main aspects of social theory addressed in this module are outlined. These areas are firstly, human rights; secondly, traditional, modern and postmodern discourses or ‘ways of knowing’; thirdly, essentialism vis-à-vis the social construction of identity; and fourthly, an analysis of power in personal/professional relationships. The use of case studies or scenarios is discussed in relation to facilitating students' application of theory to practice. Extracts from a student essay demonstrate how one student applied social theory to a comparison of two case studies leading to strategies to empower the individuals in each scenario. The value of using social theory to reflect on and enhance anti-oppressive practice is discussed.     

Preparing for Practice: An Evaluation of an Undergraduate Social Work ‘Preparation for Practice’ Module

The requirement for social work students to undergo assessed preparation prior to undertaking their first practice placement raises key questions about the type of knowledge and experience that is needed for those at the start of their training. This paper shows the need for social work educators to become re‐engaged in debates about the practice–theory relationship and to explore what is meant by an incremental approach to learning. A Preparation for Practice Learning module which was delivered to a cohort of Level 1 undergraduate social work students at a London university is described and evaluated. The paper highlights the key themes which emerged from the evaluation; these include the importance of work shadowing, observational learning and the centrality of critical reflection in aiding students' personal and professional learning. A discussion of its effectiveness in preparing students for their first practice learning experience follows. It concludes by recommending how students' learning in relation to the nature of social work and the skills required to undertake the role effectively might be addressed within the curriculum. Finally, a Preparation for Practice Learning model based on these findings is proposed.     

Comparing local and national service systems in social care Europe: framework and findings from the STEPS anti-discrimination learning disability project

This paper outlines the methodology and findings of a cross-national comparison of social care services for people with learning disabilities in Europe, developed from the EU funded STEPS anti-discrimination project. The comparative framework developed for the project is profiled and summary findings are organised into thematic dimensions. Wide variations in service organisation were evident, providing particular challenges for those involved in cross-national research or social work practice. Key variation was evident between local and national systems, the varying impact of generic and specialist community care and the degree of individualisation in services, with various structural, funding and policy barriers to integrated social work and ongoing de-institutionalisation evident. Development priorities for inclusive and anti-discriminatory practice included individual funding and planning, self-advocacy and user involvement in quality management.     

ETHNOGRAPHIES OF PRACTICE—PRACTISING ETHNOGRAPHY

This paper argues that acquiring competencies in different approaches and procedures in qualitative or interpretative social research provides a strong foundation for case analysis in professional social work practice. When students of social work become familiar with such research and are encouraged to engage in their own supervised projects they develop skills for a circumspect and sensitive practice with clients. The paper reports on work with students of social work in Germany, which can be described as an attempt to help them to become self‐reflective ethnographers in their own affairs, of their own emergent social work practice. It spells out different phases of a process in which they learn to make their own practice strange. This process consists of developing different competencies in observing, analysing and writing, and requires a setting in which students' written observations and reflections can be shared and discussed by their peers in a critical, egalitarian and supportive manner. The author thinks that such a critical and self‐critical discourse which addresses professional issues in general, as well as the individual student's (or practioner's) experiences and reflections, can have important implications for the collective development of social work and its relationship with other professions.     

Peeping at peers: a cross-national study of professionalism in social work

Comparative studies of social work are a neglected field, but demands for them are increasing.

These were the opening words of an interesting article by Anne Meeuwisse and Hans Swärd which was published in an earlier issue of this journal (Meeuwisse and Swärd 2007). In their article, Meeuwisse and Swärd discuss three ways of making cross-national comparisons of social work. These ways are comparisons based on models of social policy, profession-orientated comparisons and practice-orientated comparisons. Generally, these three ways of comparisons move from a macro-level to a micro-level and all three ways have their own strengths and weaknesses. Since the subject of my PhD study happens to be a cross-national comparative study of social work, I considered it insightful and relevant to illustrate my own research plan here. The aim in doing so is twofold. First, to contribute to the field of comparative studies of social work, which is a neglected field indeed; second, it is my hope that this article will yield useful reactions from readers.     

Reflections on Colin Bell and the past and future of community studies

The aim of this contribution is to provide researchers involved in quantitative and qualitative cross-national comparative projects with a rationale and practical guidance for analysing socio-economic phenomena in relation to their institutional and socio-cultural settings. The paper tracks the shift in cross-national comparisons in the social sciences away from universalistic culture-free approaches to culture-boundedness, which has placed the theory and practice of contextualization at the nexus of cross-national comparative studies. It draws on a wide range of multinational and interdisciplinary studies to address a number of recurring questions, covering the selection of appropriate contextual frames of reference, the impact of the researcher's own cultural traditions, issues of equivalence of concepts and interpretation.     

Exploring Professional Stereotypes and Learning for Inter-professional Practice: An Example from UK Qualifying Level Social Work Education

This paper explores the concept of stereotyping from UK social work students' and educators' perspectives. It discusses findings from an exploration of inter-professional practice with two cohorts of final year social work students in a UK university. The authors adapted a questionnaire to initiate discussion about inter-professional working with BA and MA students participating in a specialist child and family social work module. This paper analyses students' responses to the questionnaire and explores wider issues relating to professional stereotyping and identity, discussing the usefulness of these concepts for social work education and collaborative practice. Results suggest that student social workers held both positive and negative assumptions about specific occupations/professions (such as medicine), and that these acted as a mirror or tool for reflecting back their own views of social work identity/ies. We argue that this pedagogic exercise in identifying stereotypical assumptions about ‘others’ may encourage the building of a positive sense of ‘own’ professional identity. We further suggest that students should be encouraged to construct a core social work identity that is dynamic and responsive to changing contexts.     

Cross-national social work case analysis: learning from international experience within an electronic environment

This article presents the results of a pilot of a cross-national learning process within the context of social work education. The pilot was carried out in the electronic environment by students from four European universities (Hogeschool Utrecht, Sheffield, Tartu and Vilnius). The analysis of the social work case of a disabled person was aimed at developing students’ abilities to make sensitive cross-national comparisons, to communicate within a different language and cultural context and to demonstrate understanding between practice and policy in a different country. Students’ reflections revealed the relevance of cross-cultural social work case analysis for developing future social workers’ professional and personal competencies. The study offered new insights into the social reality of the students’ own countries, into social work education and practice, and provided a broader understanding of international social work trends. The evaluation of the piloted e-learning programme indicated the advantages and limitations of long distance, cross-national learning.

Straipsnyje pristatomi socialinio darbo studentams skirtos elektroninio mokymosi programos bandymo tarptautiniu lygiu rezultatai. Programos bandyme dalyvavo keturiu Europos auk?tuju mokyklu studentai (?efildo, Tartu, Vilniaus universitetu ir Utrechto Hogeschool). Elektronineje erdveje jiems buvo pateiktas neigalaus asmens problemi?kos socialines adaptacijos atvejis, kuri, vadovaujant destytojams, jie turejo sinchroni?kai i?analizuoti programoje nurodytomis pakopomis. Mokymo programos tikslas – ugdyti studentu tarpkulturine kompetencija, gebejimus atlikti lyginamaja analize, padeti jiems giliau suprasti ry?i tarp skirtingu ?aliu socialines politikos ir socialinio darbo praktikos. Studentu refleksijos bei atvejo sprendimo proceso analize parode, kad tokia programa yra tinkama ugdyti busimu socialiniu darbuotoju profesine ir asmenine kompetencija tarptautiniu lygiu. Vertindami elektroninio mokymosi programa, studentai konstatavo, kad ji leido jiems naujai pazvelgti i savo ?aliu socialine situacija, geriau suprasti tarptautinio socialinio darbo tendencijas ir suteike lyginamuju tyrimu patirties. Programos bandymas padejo identifikuoti ir distancinio mokymo trukumus, i kuriuos butina atsizvelgti taikant ja ateityje.

In dit artikel worden de resultaten van de pilot van een e-learning programma gepresenteerd waaraan Social Work opleidingen van verschillende Europese universiteiten en hogescholen hebben deelgenomen (Hogeschool Utrecht, Vilnius University, Sheffield Hallam University Sheffield en University of Tartu). Een Nederlandse casus over de begeleiding van de werksituatie van een verstandelijk gehandicapte cliënt vormde het uitgangspunt. Gedurende een periode van 10 weken, maakte van elk land een groep van 4 studenten een analyse en interventieplan. De resultaten van digitaal verstrekte opdrachten werden met elkaar vergeleken. De bedoeling was dat studenten op deze wijze inzicht verwerven in diversiteit van benaderingen binnen Social Work in Europa. Het resultaat van de pilot is dat minstens zoveel overeenkomsten als verschillen in de Social Work praktijk en het onderwijs zichtbaar werden. Internationale trends konden worden onderscheiden. In een evaluatie van het e-learning programma worden de mogelijkheden en beperkingen van grensoverschrijdend afstandsonderwijs besproken.     

Preparing Teachers for English Learners: Integrating Academic Language and Community Service Projects

In this article we highlight elements of culturally and linguistically responsive pedagogy that prepare teachers to work with English Learners (ELs) from a variety of backgrounds. Specifically, we focus on the learning experiences and practices of one secondary social studies teacher to explore promising practices with ELs and effective teacher preparation strategies. This article highlights two specific strategies used by the teacher: the intentional integration of academic language instruction through sheltered instructional observation protocol (SIOP) and community-engaged service learning. The findings suggest that the teacher improved his EL instruction, specifically within the context of his social studies curricula, and his experiences and reflections offer insights for teacher educators who seek to better prepare in-service and preservice teachers to serve ELs and their families.     

Making Changes to Assessment Methods in Social Work Education: Focusing on Process and Outcome

Moving towards delivering the new social work qualification led to many social work programmes considering the ‘fitness for purpose’ of assessment methods being used to assess the competence of social work students. This article highlights how changes in assessment methods were considered on one particular social work programme. The advantages and disadvantages of three particular assessment methods in relation to professional practice are debated here. Discussions emanating from these considerations and subsequent changes made to the programme are highlighted. The specific focus is on the experience of one particular social work programme which is used as a case study to illustrate issues of general relevance in social work education. It is intended that the reflections presented in this article will contribute to this broader arena of learning and teaching for professional practice taking place and continuing beyond the introduction of the new qualification.     

Increasingly Strange Bedfellows? An Examination of the Inclusion of Disability Issues in University- and Agency-based Social Work Education in a Welsh Context

Previous research has indicated relative reluctance among student social workers to plan future careers working with people with physical impairments. This continuing longitudinal study followed one cohort of undergraduate social work students from induction, to investigate and contribute to the development of effective curriculum strategies in preparing students for contemporary generic social work practice in relation to disability issues. A mixed methodology approach utilising questionnaires and focus groups was used to track the development of social work student perceptions of their preparedness for working with disabled people at different points in their education.

Preliminary results revealed that while personal experience is a strong determinant of future interest in working within a particular service area, the use of case studies designed and delivered in conjunction with service users, carers and current practitioners appeared to be a particularly positive method of encouraging students to reflect upon real-life challenges within a safe environment. Results also suggest that interweaving features of a curriculum infusion model with a distinct module approach may moderate the gap that is perceived by students as remaining stubbornly prevalent between university- and agency-based learning.     

Using a real case scenario in teaching social work with children and families in different practice settings

Transforming classroom knowledge into practice competency is particularly challenging in social work with children and families. It involves complex, competitive practice approaches and different service settings with procedures and norms influencing a child’s wellbeing. The paper presents the content, application, and evaluation of a module based on a case scenario which considers the limitations and achievements of social work with children and families in different settings. A mixed-method approach was applied to this review process. Students were given an evaluative questionnaire based on the theoretical framework of experiential learning whereupon they wrote reflective essays describing their learning experience. Case method contributes to the acquisition of reflective, integrative, and stimulating knowledge. The participation level contributes to the students’ satisfaction during such learning. Students have learned that families with multiple and complex needs require a holistic approach that separate systems and services cannot provide. This way of learning, with certain limitations, allows activation and an intensive learning experience for large groups of students relevant for a number of social work schools.     

Role-played interviews with service users in preparation for social work practice: exploring students’ and service users’ experience of co-produced workshops

Abstract

Within a Theory and Practice of Social Work module, prior to embarking on practice placements, social work students practised professional communication skills with people who had used social work services. They undertook role-played interviews with service users about real issues, which had led individuals to seek assistance in the past. Using principles of co-production, the workshop was developed in partnership with members of the University’s social work service users and carers’ group. Care was taken to safeguard service users’ well-being, as well as developing an effective learning opportunity. Drawing on evaluations by students and feedback from service users, this paper discusses the process of planning and delivering the workshops, as well as perceived outcomes for both groups. Findings indicate that students valued the opportunity to engage with service users, gaining key learning about their own practice skills. Service users described a boost to self-esteem through contributing to students’ learning. The workshop provides an example of how service user involvement in social work education has evolved from a primary focus on sharing personal testimonies to active participation in student skill development. It underlines the importance of investment in service user involvement to achieve an appropriate context for such projects to develop.     

Outcomes focused user involvement in social work education: applying knowledge to practice

Abstract

This paper discusses an innovative approach connecting service user and carer involvement (SUCI) in social work education to social work practice. The research team, comprised service users, carers, social work students and module leader, worked collaboratively democratising the research process. At the University of Dundee, a core social work module facilitates students to spend 15 h with a service user and/or carer (host) gaining a unique insight into their everyday lives. During this time, hosts and students discuss two policy practice questions, responses to these questions are generating annual qualitative data, with study findings being disseminated at local and national level. The experiential learning students acquire from spending time with their host becomes the site of knowledge creation through involvement that is applied to practice. This paper reports on the narratives emerging from the longitudinal data (2012–2015, n = 90) on the changing landscape of social care in Scotland and the dissemination of project findings. We explore the intersection where the voices of service users and carers, student learning and social work practice coalesce. A model of outcomes focused SUCI is introduced as a template for meaningful, sustainable and outcomes-focused SUCI in social work education.     

Reality-play--experiential learning in social work training

A unique teaching model, called reality-play, arose as the result of the author's two concerns about how to teach students to integrate a theoretical model as a working tool in social work and how to prevent them from categorising people. In this teaching approach students have to go through a whole social work process by using their own real life challenges as learning material. The purpose is to learn social work from the perspective of a social worker, a user and an observer at the same time. The paper is divided into two parts. The first paper introduced the teaching model, showed how it built on an overall theoretical perspective of social constructionism, and on learning theories of adult, experiential and confluent learning to meet the concerns mentioned above. This second part presents a student evaluation of the teaching model in relation to three interwoven topics: involvement, integration of theory and practice, and awareness.     

‘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.     

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.     

Teaching without being taught how: social work practice faculty voices

ABSTRACT

Social work practice faculty have an important role in socializing MSW students to the field and practice of social work. This study, based on interviews with 15 faculty teaching an advanced clinical practice course in the United States, examines how faculty conceptualize teaching and learning. Faculty were asked about the theories or frameworks that guided their teaching, their own journeys to teaching and the resources that support their teaching. The study found that participants drew largely on their own experiences as student learners and social work practitioners and did not have much formal training in teaching and student learning. Furthermore, while half of the participants were able to identify a learning theory that guided their teaching, the other half were not. Finally, while participants articulated the need for support regarding their own teaching, many of the schools did not have formal faculty development opportunities. The paper ends with recommendations for supporting current and new faculty regarding teaching and student learning.     

Being the University: Liaison Persons' Reflections on Placements with Off-Site Supervision

Social work as a profession, social work practitioners and organisations, as well as social work educators are under strain due to global, economic, social and political changes and workplace pressures. Field education is recognised as pivotal in preparing social work students for professional practice. As social work practitioners, organisations and social work educators are exposed to external and internal pressures, social work practice learning with off-site supervision is becoming more prevalent. This paper reports on research that explored the experiences of key stakeholders in social work practice learning with external or, in other words, off-site supervision. This paper explores the experiences of university liaison persons who provided supported field education arrangements with off-site supervision. A range of themes have emerged, including reflections about bringing the university to the placement experience, creating student centred placement opportunities, the complexity of connecting the various players and the extra support and resources needed to support placements with off-site supervision. Findings suggest that quality learning experiences are about more than modes of supervision, that placements with off-site supervision increase the workload of liaison persons and that clear models and structures need to be developed to support emerging field education models.     

A Model Curriculum for Occupational Social Work

This paper reports the results of a survey experiment in which a national sample of NASW members was presented with systematically altered versions of a summary of a hypothetical study of casework effectiveness and asked to make judgments about the quality of the research, its importance to social work, and its significance for their own practice. It was found that although respondents distinguished between studies with good and bad research designs, their judgments of the quality of the research and its implications for their own practice were significantly influenced by whether the findings were positive or negative.