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.

Competence units or holistic assessment

2014 ◽  
Vol 13 (1a) ◽  
pp. 79-91
Author(s):  
Clare Stone
Keyword(s):  
Social Work ◽  
Learning Outcomes ◽  
Empirical Research ◽  
Work Practice ◽  
Social Work Practice ◽  
Initial Training ◽  
Public Attention ◽  
Competency Frameworks ◽  
Holistic Assessment ◽  
Work Education

When public attention is focused upon the profession of social work, a typical response has been to change initial training and the learning outcomes by which students are assessed. Although social work education has employed competency frameworks for two decades the incompetence discourse and the concern about graduates’ ability to undertake competent social work practice continues. Empirical research problematized the competence phenomenon to explore practice educators’ experiences of using competency units and their perspectives of competence for social work. This paper draws upon findings from that research to explore the concept of holistic assessment and to suggest that educators need to reconsider the epistemological principles of assessment for social work practice.

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.

Bring shadowing out of the shadows: an examination of shadowing as a learning activity in social work practice placements

2019 ◽  
Vol 16 (3) ◽  
pp. 59-77
Author(s):  
Peter Scourfield
Keyword(s):  
Social Work ◽  
Ad Hoc ◽  
Learning Experience ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Learning Activity ◽  
Power Relationships ◽  
Site Supervisors ◽  
Professional Leadership

Social work students shadowing more experienced practitioners is usually regarded as self-evidently a positive learning experience by  practice educators, on-site supervisors; university tutors, and not least by the students themselves. Whilst it can form part of a formal practice learning agreement, much shadowing is also undertaken informally often on an ad hoc and impromptu basis. Given the extent to which shadowing takes place, it is a basic assumption of this paper that it must have a significant impact of what students learn about practice both in their specific placement but also more generally about social work. For this reason the primary aim of this paper is to bring more of a critical gaze onto shadowing as a learning activity in social work practice placements. The paper begins by examining the different purposes of shadowing and putting them into context. It explains how shadowing can be seen as both part of the process of socialisation into professional social work but also into a specific workplace culture. As such shadowing experiences need to be understood as part of the implicit (hidden) curriculum of social work. The second part of the paper considers some ways in which examining shadowing experiences more critically can improve certain aspects of practice. This includes understanding power relationships but also how shadowing can provide important opportunities for professional leadership. It is proposed that, often taken as a background or taken for granted activity, shadowing needs to be given a higher profile and therefore better preparation in social work practice placements.

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.

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.

scholarly journals Competence units or holistic assessment: The language may be different but the challenges continue

2015 ◽  
Vol 13 (1) ◽  
pp. 44-56
Author(s):  
Clare Stone
Keyword(s):  
Social Work ◽  
Learning Outcomes ◽  
Empirical Research ◽  
Work Practice ◽  
Social Work Practice ◽  
Initial Training ◽  
Public Attention ◽  
Competency Frameworks ◽  
Holistic Assessment ◽  
Work Education

When public attention is focused upon the profession of social work, a typical response has been to change initial training and the learning outcomes by which students are assessed. Although social work education has employed competency frameworks for two decades the incompetence discourse and the concern about graduates’ ability to undertake competent social work practice continues. Empirical research problematized the competence phenomenon to explore practice educators’ experiences of using competency units and their perspectives of competence for social work. This paper draws upon findings from that research to explore the concept of holistic assessment and to suggest that educators need to reconsider the epistemological principles of assessment for social work practice.

scholarly journals Failing to fail students in the caring professions

2012 ◽  
Vol 7 (2) ◽  
pp. 39-54
Author(s):  
Mike Shapton
Keyword(s):  
Social Work ◽  
Work Practice ◽  
Social Work Practice ◽  
Learning Opportunities ◽  
Field Education ◽  
Personal View ◽  
Practice Teaching ◽  
The Individual ◽  
Practice Assessment ◽  
Practice Teacher

This article represents a personal view of the phenomenon of professionals ‘failing to fail’ students of questionable competence. It is mainly drawn from the author’s experience first as a practice teacher, then as a lecturer and manager of a social work qualifying programme and recently as tutor of a programme preparing social workers and others to become practice teachers and assessors. The article first examines aspects of the process of practice assessment and then argues that the turnover amongst those given this responsibility means that the expertise appropriate to undertaking such a complex task is difficult to accumulate. It then offers some remedies that focus more on organisational responses than simply on the individual professionals who take on this essential responsibility.Much of the recent concern about social work practice teaching and assessing has focussed on the question of quantity. Getting enough practice learning opportunities is a perennial problem in itself- but this article addresses an issue of quality, namely ensuring that both pass and fail decisions are made with confidence.As the author’s background is social work in England, the article will use social work terminology and refer to social work and other documents from the English context, but he hopes that readers from other professions and countries will find the debate useful.This article is developed from a talk given by the author at the fifth International Conference on Practice Teaching and Field Education in Health and Social Work, York, 10-12 July 2006.

An exploration of issues affecting the assessment of social work students on practice placement in England

2020 ◽  
Vol 16 (1-2) ◽  
Author(s):  
Bridget Caffrey
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Field Education ◽  
Student Groups ◽  
Practice Teaching ◽  
New Ideas ◽  
Training And Support ◽  
The Impact

Abstract;This PN explores issues affecting assessment of social work students on practice placements in England.  The authors have many years of experience in this area of social work and aim to highlight concerns about the complexity of assessment in practice settings. The PN reports on research presented by (author) at the 12th International Conference on Practice Teaching and Field Education in Health and Social Work, September 2018 to consider student perspectives. These highlight a sense of feeling powerless and judged. The PN also explores the wider issues potentially impacting on the assessment of students practice. Acknowledging the challenges of all assessments the PN considers how assessment of student practice may be further complicated by factors including the role and demands of universities, the impact of training and support for practice educators and pressures within current social work practice. The PN highlights longstanding inequalities within social work assessment on placements for some student groups, including BAME students. The authors draw on Brookfields (1998) reflective lenses and encourage the social work profession to reflect and consider how current practice might be improved. The authors invite ideas and feedback to stimulate a professional debate and new ideas.

An Exploration of Issues affecting the assessment of social Work students on practice placement in England

2019 ◽  
Vol 16 (1-2) ◽  
pp. 68-82
Author(s):  
Bridget Caffrey ◽  
Helen Fruin
Keyword(s):  
Social Work ◽  
Current System ◽  
Current Model ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Field Education ◽  
Higher Education System ◽  
Social Work Training ◽  
Work Training

The authors of this practice note acknowledge the centrality of practice learning in social work training in England. They recognise it is a defining feature of social work training. However they critically discuss the current model used to assess social work students on placement in England; a process prompted by research one of the authors presented at the 12th International Conference on Practice Teaching and Field Education in Health and Social Work, September 2018.The PN reviews persitant issues in the assessment of students on placement  and argues these have been exacerbated by changes to practice within the English  higher education system and social work practice. They argue the current system is fundamentally flawed and encourage the SW profession  to reflect using imagination and creativity to envisage alternative ways to assess students practice and to identify new ideas to pilot. 

scholarly journals Guidelines for Using Simulation for Online Teaching and Learning of Clinical Social Work Practice in the Time of COVID

2021 ◽  
Author(s):  
Uschi Bay ◽  
Marcelo Maghidman ◽  
Jacinta Waugh ◽  
Aron Shlonsky
Keyword(s):  
Clinical Practice ◽  
Social Work ◽  
Online Teaching ◽  
Clinical Social Work ◽  
Mode Of Delivery ◽  
Work Practice ◽  
Social Work Practice ◽  
Field Education ◽  
Active Listening ◽  
Practice Skills

AbstractDue to COVID 19, Monash University’s Social Work Department moved all clinical practice skills teaching in the Master of Social Work (graduate entry level) fully online using synchronous audio-visual conferencing platform Zoom for the first time from March to June 2020. The innovations associated with this move included the development of clinical practice laboratories (CPLs) to prepare 154 students for a modified version of an Objective Structured Clinical Examinations (OSCE) and their first field education practicum. The use of simulated clients to facilitate experiential learning of active listening skills, rapport-building and empathic communication in this mode of delivery is described in detail to encourage overcoming previous issues in teaching clinical practice skills to students located at a distance from campus.

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