Increasing Self-Efficacy With Legislative Advocacy Among Social Work Students

A replication of a previously reported fieldwork evaluation study is presented. The study involved a comparison of a typical, year-long fieldwork placement composed of three distinct rotations, each approximately 10 weeks in length. The sample included 23 social work students in a large, urban, public hospital. Changes in students' general sense of self-efficacy, self-efficacy regarding specific professional activities, and perceptions of both their ideal and actual work environment were assessed. In general, results very similar to the original study were observed. There were ho significant intergroup differences and virtually no changes in students' general sense of self-efficacy. There were no significant intergroup differences in student's self-efficacy regarding hospital social work, but for the group as a whole, there were significant increases over the course of the academic year. The trend was for rotation students to view the work environment more positively.

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Social work students’ attitudes, self-efficacy, and concerns about clients with developmental and psychiatric disabilities in the UAE

Social Work Education ◽

10.1080/02615479.2020.1712351 ◽

2020 ◽

pp. 1-19

Author(s):

Ahmed Bawa Kuyini ◽

Hughlett Omris Powell ◽

Satish Krishnan Nair

Keyword(s):

Social Work ◽

Self Efficacy ◽

Social Work Students ◽

Psychiatric Disabilities ◽

Students Attitudes

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Fostering Practice Self-Efficacy: An Exercise to Promote Student Self-Efficacy and Evidence-Based Practice

Journal of Baccalaureate Social Work ◽

10.18084/1084-7219.21.1.23 ◽

2016 ◽

Vol 21 (1) ◽

pp. 23-31

Author(s):

Lydia Ogden

Keyword(s):

Substance Use ◽

Social Work ◽

Educational Policy ◽

Self Efficacy ◽

Evidence Based Practice ◽

Social Work Students ◽

Role Playing ◽

Professional Responsibility ◽

Evidence Based ◽

Accreditation Standards

This teaching note describes my experience discovering and addressing challenges to graduating baccalaureate social work students' self-efficacy, particularly on the use of a substance-use-oriented evidence-based practice (EBP) in fieldwork placements. This discovery led to the development of an exercise, presented here, to proactively identify and address such challenges. The exercise consists of a structured discussion that invokes theory and professional responsibility, followed by the instructor modeling role playing for the class. The exercise culminates in dyadic role playing between students with individualized feedback provided by the professor. In addition to promoting student self-efficacy, the exercise is designed to address practice competencies specified by the Council on Social Work Education's Educational Policy and Accreditation Standards and specifically to promote the use of EBP in the field.

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