scholarly journals SocialWelfare Policy Changes and SocialWork Practice

10.18060/22 ◽  
2000 ◽  
Vol 1 (2) ◽  
pp. 177-186 ◽  
Author(s):  
Doris McGartland Rubio ◽  
Julie Birkenmaier ◽  
Marla Berg-Weger
Keyword(s):  
Social Work ◽  
Nonprofit Organizations ◽  
Social Service ◽  
Work Practice ◽  
Social Work Practice ◽  
Field Education ◽  
Policy Changes ◽  
Commercial Activity ◽  
Social Service Agencies ◽  
Social Work Field Education

Managed care, welfare reform, changes in government-sponsored health insurance, privatization, for-profit commercial activity, and increasing competition for charitable funding are affecting nonprofit social service organizations. This study of 244 nonprofit social service agencies explores the influence of social policy changes on nonprofit organizations. The effects of such changes on social work practice and social work field education within nonprofit organizations are explicated. Guidance for social work field education departments is provided.

Field Education: Linking Self-Efficacy Theory and the Strengths Perspective

2006 ◽  
Vol 12 (1) ◽  
pp. 261-274 ◽  
Author(s):  
Sharon Zimmerman Wilson
Keyword(s):  
Social Work ◽  
Conceptual Framework ◽  
Self Efficacy ◽  
Work Practice ◽  
Social Work Practice ◽  
Field Education ◽  
Use Of Self ◽  
Strengths Perspective ◽  
Review Of The Literature ◽  
Social Work Field Education

This article explores the use of self-efficacy theory coupled with the strengths perspective as a framework for field education in social work. In this conceptual framework, social work field education focuses on a strengths perspective, utilizing techniques to enhance students' self-efficacy beliefs. A review of the literature is provided on (1) self-efficacy as it relates to academic and career outcomes and (2) the strengths perspective in social work practice. Suggestions regarding the application of the principles of strengths-based social work practice to field education are discussed. Specific examples from a BSW program demonstrating the link between self-efficacy theory and the strengths perspective are examined.

scholarly journals Pakiwaitara - social work sense for supervision

2017 ◽  
Vol 27 (4) ◽  
pp. 25-31
Author(s):  
Jacquelyn Elkington
Keyword(s):  
Social Work ◽  
Social Services ◽  
Indigenous Peoples ◽  
Social Service ◽  
Work Practice ◽  
Social Work Practice ◽  
Dominant Culture ◽  
Social Service Delivery ◽  
Values And Beliefs ◽  
Definition Of

Pakiwaitara (Elkington, 2001) came about as a gap identified in social service delivery between western, middle class, dominant culture and the healing of Māori whānau in crisis. While education has responded to this gap by offering bicultural training, ensuring more Māori components within degree programmes, etc, social services statistics are still high for Māori and indigenous peoples. It has helped to shift the definition of cultural supervision to inside the definition of specialised professional supervision (Elkington, 2014), but now continued invisibility of values and beliefs, particularly that of Tauiwi, exacerbate the problem. The challenge must still be asserted so that same-culture practitioners are strengthened in same-culture social work practice (eg, by Māori, for Māori), and to avoid when possible, or otherwise by choice, white dominant-culture practice, for all-and-every-culture social work practice (eg, by Pākehā, for everyone).

The Portfolio Approach for Generalist Social Work Practice: A Successful Tool for Students in Field Education

1999 ◽  
Vol 5 (1) ◽  
pp. 99-107 ◽  
Author(s):  
Mona S. Schatz ◽  
Sarah Simon
Keyword(s):  
Social Work ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Work Practice ◽  
Social Work Practice ◽  
Field Education ◽  
Evaluation Instrument ◽  
Field Instructors ◽  
Portfolio Approach ◽  
Field Setting

This article introduces the use of a portfolio approach for integrating the generalist educational experience for baccalaureate students. To assess the benefit of this type of educational tool, students and field instructors completed an evaluation instrument. Responses from students and field instructors revealed that the portfolio was an excellent approach to enhance the integrative aspects of learning needed for students in a generalist social work field experience. Though the sample is limited to one social work undergraduate program, these findings further illustrated that the portfolio helped students demonstrate learning outcomes tied to the generalist social work approach and improved the quality and depth of the learning experience in the field setting.

scholarly journals Evidence-based social service in Sweden: a long and winding road from policy to local practice

2019 ◽  
Vol 15 (1) ◽  
pp. 85-102 ◽  
Author(s):  
Kerstin Johansson
Keyword(s):  
Social Work ◽  
Social Services ◽  
Social Service ◽  
New Public Management ◽  
Work Practice ◽  
Social Work Practice ◽  
Political Support ◽  
Knowledge Development ◽  
Evidence Based ◽  
Complete Replacement

It is possible to discern a new trend replacing New Public Management (NPM) in human service organisations. This trend comprises a discussion about evidence and governance with the goal of establishing a knowledge-based practice within Swedish social service. Efforts aimed at promoting an evidence-based practice have been an explicit part of Swedish social policy for more than 15 years. As a public venture aimed at changing local municipality social work practice, the initiative described in this article has few predecessors in terms of personnel, finance, or political support. The purpose of this article is twofold: first, to describe the intervention and its implementation, and second, to analyse the intervention and its implementation and some implications of them. The article uses translation and institutional theory. The overall aim is to analyse the intervention and its implementation from the perspectives of power and governance. The empirical data include documents, interviews, and a survey of professionals. Data were collected between 2009 and 2016. This article shows that the intervention has been interpreted and reinterpreted during its implementation, and that the intervention has not yet created any radical change or knowledge development in social work practice. The article argues that evidence-based governance and other forms of governance constitute a successor of NPM, though far from a complete replacement. It is also obvious that actors such as researchers, professionals, and clients seem to have limited influence over future knowledge development within social services.

Gaps between academia and practice: Perspectives on new graduates’ readiness for social work practice in Georgia

2021 ◽  
pp. 002087282110263
Author(s):  
Inga Saitadze ◽  
Darejan Dvalishvili
Keyword(s):  
Social Work ◽  
Professional Practice ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Academic Program ◽  
Field Education ◽  
Academic Programs ◽  
New Graduates ◽  
Readiness For Practice

The study explores the perspectives of social work students, faculty, and the main employer of social workers with regard to new graduates’ readiness for social work practice in Georgia. The results of focus groups and in-person interviews revealed significant gaps and tension between academic programs and professional practice contributing to students’ low levels of readiness for practice. Participants identified various concerns regarding academic program curricula, field education, and professional practice; although, reasons for new graduates’ lack of readiness for practice highlighted by the main employer and academic program faculty were conflicting and pointed need for further actions.

Keeping MANDELA alive: A qualitative evaluation of the MANDELA supervision framework four years on

2016 ◽  
Vol 14 (1) ◽  
pp. 35-58
Author(s):  
Prospera Tedam ◽  
Millicent Munowenyu
Keyword(s):  
Social Work ◽  
Ethnic Diversity ◽  
Social Work Students ◽  
Qualitative Evaluation ◽  
Work Practice ◽  
Social Work Practice ◽  
Field Education ◽  
Health And Social Care ◽  
The Usa ◽  
The University

Four years after the development of the MANDELA model by Prospera Tedam, an independent evaluation of its effectiveness was conducted in 2014 with 45 social work students and 6 practice educators. The framework was incorporated into the University of Northampton (UN) Social Work Practice Learning Handbook as a recommended practice placement supervision tool for use by students and practice educators. This article summarises the process, findings and recommendations arising from the evaluation. The project sought to evidence the justification for the model’s continued use in social work practice placements. Though the intended audience for this publication are primarily social work students and practice educators in practice placement settings, the model’s underpinning ethos as a strengths based anti-oppressive tool and its unique attributes as a framework that proactively promotes and permits in-depths discussions on pertinent issues of difference, life experiences, individuality and diversity would be of benefit to any university lecturer and other stake holders in the fields of health and social care. The model can also be adapted and used in field education in countries such as Australia, New Zealand, Canada, South Africa and the USA and in other countries where cultural and ethnic diversity in higher education is resulting in differential experiences and outcomes for students from minority backgrounds.

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