Narrative reasoning and coherent alignment in field placement

ABSTRACT

In social work, field placement is considered an essential component to prepare students for professional practice. A significant degree of disjunction between academic and practical learning also is asserted. The present study aims to explore how students develop their professional competence in field placement and relate their learning outcomes across the university setting and the field. Data from students’ learning contracts and placement reports and a focus-group interview are analysed. Concrete practical experiences and the complexity of problems in specific contexts seem to provide inputs on the development of students’ knowledge, skills and personal competence outside the university setting. Although the students were asked to account for these three dimensions separately, the findings demonstrate their ability to connect and integrate them in the narrative reasoning that characterises students’ reflections on their learning from placement. Moreover, our findings show that all three dimensions are developed in both the university setting and in field placement. Preparing students properly for placement training and calling for specific reports on learning outcomes allow access to meaningful connections that are created and developed between the university setting and field placement.     

Practice Fridays: Using Simulation to Develop Holistic Competence

ABSTRACT

There has been a call for social work programs to better prepare students for field education. This qualitative study examined an innovation titled Practice Fridays developed to enhance competence in MSW students in a classroom setting. Students (N=57) described what they learned through this simulation-based learning activity and the processes that facilitated their learning. Students reported an enhancement in knowledge, skills, professional judgment, and self-awareness, attributed to observed practice, focused feedback, and guided reflection. Findings suggest that holistic competence can be developed in the classroom when using holistic teaching methods. These findings support simulation as an innovative method of teaching holistic competence in the classroom to prepare students for field learning.     

Club forms of activities and creation of educational environment promoting the development of social work students

ABSTRACT

The article presents research on extracurricular forms of club activity as one of the important components of educational activity of social work students at University of Ruse, Bulgaria. The purpose of the research is to identify the impact of this type of extracurricular activity on the formation of positive attitudes towards people of different ethnic background and towards persons with disabilities, stimulating their cognitive, professional and social development. A sample has been formed and research tools have been used that is consistent to the purpose and specificity of the research. The results of the statistical processing of empirical data and their analysis confirm the accepted purpose. They reveal the role and importance of extracurricular forms of club activity to create an interactive learning environment and conditions that form positive attitudes towards the target groups and stimulate students: integrate acquired values, knowledge, skills into curriculum activities with practical experience and detailed information about outside groups; consciously and motivated to includes in equal, tolerant and non-discriminatory interactions in different interpersonal systems; to enhance their cultural competence; to appreciate diversity in the community and society. In synthesis, the presented aspects contribute to the cognitive, professional and social development of social work students.     

Non-government organization study awards: enhancing successful completion of social work qualification

ABSTRACT

The current study used a sequential, exploratory mixed-method design to explore how a social work study scholarship implemented in Aotearoa New Zealand impacted on recipients’ qualification completion and their professional and practice competence. Phase one involved 13 individual interviews with past award recipients which described how the study award impacted on their qualification completion. Thematic analysis was used to extract themes. These themes were examined in the second phase through a quantitative battery completed by 107 past recipients to examine their professional and practice competence. The findings from interviews showed the award enabled recipients to complete their studies and improve their social work practice without causing undue stress or financial pressure on the recipient and their family. Quantitative analysis corroborated and extended these findings to demonstrate that the award contributed to lifting the level of social work knowledge, competence, and skills in the recipients. Accompanying the successful qualification completion, these qualified social workers were equipped with essential skills, promoting social work values and competence to contribute and safeguard the benefit of children, families, and communities. The awards offered a ‘wrap around’ support and was not limited by age or ethnicity but provided a support system to achieve qualification completion.     

Personal Growth Towards Intercultural Competence Through an International Field Education Programme

Abstract

An international social work field education programme at the University of South Australia provides social work students with the opportunity to develop intercultural skills and intercultural sensitivity. The programme is conceptualised within a developmental framework that enables the identification of stages of personal growth and professional development from ethnocentrism to ‘interculturality’ or intercultural sensitivity. This framework, alongside the use of a clear ethical perspective and the reflective practice process, is a useful resource to assist students to identify their level of sophistication of cross-cultural competence and to respond to them in ways that facilitate their growth and development towards competent social workers working with difference and across cultures.     

Preparing Social Work Students for Interdisciplinary Practice

Summary

This article reports findings of an MSW interdisciplinary practice curriculum experiment. A diverse group of students at ten schools of social work were provided with specialized fieldwork and training. The agencies represented a broad array of services, fields of practice client populations and professional disciplines. Students encountered frequent interdisciplinary disputes and often found social workers coordinating interdisciplinary teams, a role upon which social work curricula rarely focus. This specialized experience seems to have not only enriched students' preparation for interdisciplinary work, but also deepened their understanding of social work as a unique discipline.     

Empathy in Social Work

ABSTRACT

A dominant conceptualization of empathy in social work practice and education, provided by Karen Gerdes and Elizabeth Segal, relies heavily on the simulation theory adopted directly from the cognitive neurosciences. The aim was to critically challenge such a view by reporting on some recent empirical findings from the field in which professional social workers were interviewed about their experience of empathy in working with forced migrants. The findings support a phenomenological, critical account of simulation theory and provide evidence that empathy is constituted as a direct social perception of the other's experience. It was concluded that simulation theory is insufficient in providing an exhaustive approach for the professional use of empathy in social work practice and education.     

Strengths And Struggles: Overseas Qualified Social Workers' Experiences In Aotearoa New Zealand

Abstract

A growing number of professionals practise in a country other than the one where they obtained their professional qualification. A mixed-methods study explored the experiences of one group of such professionals, overseas-qualified social workers practicing in New Zealand. This article reports findings from four key informant group interviews and an online survey (N = 294), including this population's satisfaction with their employment, their introduction to local practice, and experiences of mistreatment and discrimination. The study highlights migrant social workers' desire for better access to information and induction opportunities to orient them to the local practice environment and notes their experience of discrimination in the workplace. Such findings require a thoughtful response from practitioners and professional bodies and is worthy of further research and discussion. We argue that migrant social workers in New Zealand require orientation activities tailored to meet their needs and a more welcoming system of recognition of the skills and experience they bring.     

Building spiritual sensitivity through an online spirituality course

ABSTRACT

The National Association of Social Workers and Council on Social Work Education define cultural competence and acknowledge the role of spirituality within cultural experiences. Both describe cultural competence as a linear experience that begins with awareness and sensitivity, leading to competence. Understanding the role of spiritual sensitivity in building spiritual competence is essential in social work practice where spirituality informs both assessment and intervention. This qualitative study examines the experiences of 37 undergraduate students in an online spirituality course. Results reveal the emergence of spiritual sensitivity indicated by an awareness of spiritual diversity and need for spiritual competence.     

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

ABSTRACT

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

‘Lost in transition?’ – Newly educated social workers’ reflections on their first months in practice

Entering the work of world can involve significant challenges for the beginning practitioner. The transition process from university to work can play an important role in the emerging practitioner’s development as a social worker. The present longitudinal study follows 12 Swedish social work graduates from university and over their first four years in practice. The study provides an insight into how newly educated practitioners may experience the transition from university to the world of work and considers how they can be prepared and supported to meet the challenges of practice within contemporary work contexts. The students were first interviewed just prior to leaving university [see Tham &; Lynch (2014). Prepared for practice? Graduating social work students’ reflections on their education, competence and skills. Social Work Education, 33(6), 704–717]. This paper captures the reflections of these students after four months in practice. Feelings of unpreparedness, unorganised, or even ‘chaotic’ perceptions of the workplace and uncertainty about the future were emergent themes, particularly among new practitioners employed in social services. The findings illustrate the vulnerability of these new practitioners and the importance of workplace induction and the provision of adequate support in their new professional roles.     

Teaching Note—Tweeting Macro Practice: Social Media in the Social Work Classroom

ABSTRACT

Despite its ubiquity, social work educators are just beginning to harness social media in teaching. In this teaching note, we discuss our use of Twitter in a bachelor’s-level macro Human Behavior in the Social Environment course. We present results from a survey of 45 students designed to assess their perceptions of Twitter use in the classroom and, in particular, as a macro social work learning tool. Students appreciated using social media in the course and reported that Twitter was a valuable professional social work tool. We explore how social work educators can provide an innovative classroom experience that incorporates ethical and professional use of social media and demonstrate how we used Twitter to apply macro practice competencies.     

Intercultural competence development via online social networking: the Japanese students’ experience with internationalisation in U.S. higher education

ABSTRACT

This study examines the possibility that interaction through social network platforms can serve as an informal means of developing intercultural competence among international students in higher education settings. Japanese students studying in the United States at a university in the Northwestern US were invited to participate in a mixed-method study involving interviews about their social network use and interactions, and a structured questionnaire measure of intercultural competence development. Overall, the results indicate that those in the top tertile of intercultural competence development tended to describe more proactive social ways and benefits of interacting with potential sources of support over social media, whereas those in the bottom tertile tended to describe the importance and use of social media for passive consumption of information. The implications for the incorporation of social network platforms into higher-education programs for internationalisation and intercultural competence development are discussed.     

Development of professional commitment among students in social work education

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

Problem-Based Learning: An Integration of Theory and Field

Abstract

This article comments on the weaknesses of conventional field education models and presents a problem-based learning (PBL) model piloted at the University of Hong Kong. The PB Lprogram has three components: paper cases, skills workshops, and field project. Its aim is to help students integrate social work theories with practice and build their competence in self-directed learning. Findings on the preliminary assessment of the students' learning are reported. The experience was generally positive. The tutors' opinions of how the PBL program can fit in a social work curriculum and contribute to student learning are included, and the author describes the types of support required for model implementation.     

Role of parents in the development of social competency among adolescents

ABSTRACT

Adolescence, the transition period between childhood and adulthood, is a period of great risks and possibilities. Teen years comprise a period of intense growth not only physically but also morally and intellectually. The adolescence has traditionally been portrayed as a state of internal civil war. In the period of revolutionary change, social competence refers to the social, emotional, and cognitive skills and behaviors that child need for successful social adaptation. So in this critical period of change, parents have to deal their child with proper guidance, love, and sympathy to enable his or her to tackle various problems of adolescence of his or her life. This may successfully bring about the welfare of the society and help the child to grow into the distinct individual. In this paper, an attempt is made to explore the connection between parental role and development of social competence among adolescents using effective tools covering various dimensions. A sample of 160 adolescent students of various schools of Ajmer district of India in the age group of 13 to 18 years was randomly selected covering male-female students, rural-urban students, and students of government and private schools. Tools developed for parental role scale and social competence scale were administered. Various statistical techniques were applied on the data collected. ANOVA test results show that three groups of parental role, e.g., higher parental role group, average parental role group, and lower parental role group, significantly differ in achieving social competence. Based on the findings, the paper presents educational implications.     

Seeing the Same Thing Differently: Program Director,Faculty, and Student Perceptions of MSW LGBT Competence

ABSTRACT

This exploratory study examined MSW education’s organizational-level lesbian, gay, bisexual, and transgender (LGBT) competence. Data were gathered from a sample of MSW program directors, faculty members, and students (N=1385) from 34 MSW programs in the United States. Hierarchical linear modeling analyzed differences in perceptions of organizational LGBT competence between MSW programs and among participants in the same program. Results showed organizational LGBT competence varied significantly among MSW programs and indicated program directors, faculty members, and students had different perceptions of the competence of their shared program. Specifically, directors rated the LGBT competence of their program higher than faculty, and faculty rated their program higher than students did. Implications for research and suggestions for social work education are discussed.     

Strengths and Pathological Perspectives in Community Social Work

ABSTRACT

Current social work theory distinguishes between the traditional pathology-oriented perspective and the strengths perspective. This paper posits that the working model of community social workers is grounded in a strengths perspective, which, in relation to community work, is compatible with and supplementary to empowerment models, providing a methodological base for the values and practice of the macro method of social work. The current study aimed to assess the prevalence of each of these two perspectives towards community activity, and to examine the differences between them regarding the sense of empowerment and professional skills acknowledged by community social workers in Israel. The findings revealed that while the majority of community social workers adopt a strengths perspective in their work, they experience a greater sense of empowerment and of professional skills when adopting a pathology-oriented perspective.     

An empirical assessment of writing and research proficiency in HBCU social work students

ABSTRACT

Lack of proficiency in writing and research among social work students has increasingly concerned social work educators and practitioners. Given the significance of written communication with clients and emphasis on evidence-based practice in the field of social work, it is critical to assess students’ competence in both writing and research. However, deficit-based approaches to assessing writing and research competence have disadvantaged students at historically black colleges and universities (HBCUs). This pilot study aims to assess writing and research proficiency of HBCU master’s of social work (MSW) students through empirical analysis of their capstone papers and surveys from educators to provide implications for developing a writing and research manual for social work programs at HBCUs. Ten capstone papers were randomly selected and qualitatively analyzed; nine faculty and one field supervisor completed the survey, and their respondents were analyzed using cross-case analysis. Analyses of the capstone papers identified two themes for writing and research domains, respectively: (1) weakness in developing statements and lack of knowledge of writing style and (2) plagiarism and lack of understanding of research structure. Moreover, analyses of the surveys revealed four themes regarding assessment of writing and research skills among students struggling with basic writing mechanics, indicating that HBCU MSW students may have potential and capacity for learning, as evidenced by their ideas and critical thinking skills. These findings suggest both teaching- and research-oriented programs could employ the proposed writing and research assessment manual, as well as a writing and research lab/center for improving writing and research skills among their students.     

Picturing social work,puzzles and passion: exploring and developing transnational professional identities

ABSTRACT

Exploring and in turn developing professional identity is a challenge faced by social work programmes, nationally and internationally. This paper developed from the authors’ shared research interest in how social workers and students of social work develop and express their professional identities. We report findings from a workshop designed to explore how a group of social workers from different countries conceptualised social work identity, including the effects of transnational and cultural contexts. Our starting point drew on theoretical concepts developed in Wiles’s research, in which the term professional identity is used to convey multiple meaning, and the method developed in Vicary’s research which uses drawing to elicit data. We found that a collective identity is shared across national boundaries albeit, and ironically, that this shared identity has components that are not cohesive and are continually being redefined. In the participants’ own words, the notion of social work identity is always just out of reach conceptually, or ‘over the horizon’. Tensions in identity were also revealed, alongside a sense of passion or deep commitment. These findings complement and add to the existing literature on exploring and developing professional identity in social work.