A competency-based contract and student assessment for implementing US Council on Social Work Education (CSWE) 2008 competencies in field education

2010 ◽  
Vol 10 (3) ◽  
pp. 17-36 ◽  
Author(s):  
Karen Tapp
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Student Assessment ◽  
Field Education ◽  
Competency Based ◽  
Work Education

scholarly journals A competency-based contract and student assessment for implementing US Council on Social Work Education (CSWE) 2008 competencies in field education

2012 ◽  
Vol 10 (3) ◽  
pp. 17-36
Author(s):  
Karen Tapp
Keyword(s):  
Social Work ◽  
Student Learning ◽  
Social Work Education ◽  
Assessment Tool ◽  
Student Assessment ◽  
Field Education ◽  
Individual Student ◽  
Competency Based ◽  
Work Education ◽  
Learning Contract

This article introduces a competency-based integrated learning contract and student assessment for social work field education. Historically, learning contracts and student assessments have often been two separate documents and could appear unconnected. In addition, individually developed student learning objectives could lack consistency across placement settings. The proposed learning contract seeks to remedy these limitations and was created based on field supervisors’, field students’, social work faculty feedback, and the Council on Social Work Education (CSWE) 2008 competencies. This article describes how the instrument was developed, pilot-tested, and then fine-tuned. The contract provides significant direction for field student learning while still allowing for individual student created competencies. The learning contract and student assessment tool itself is provided for ease of implementing and adapting to other field programs.

Competency-Based Education and Waiver Exams in Social Work Education

2019 ◽  
Vol 24 (1) ◽  
pp. 197-209
Author(s):  
Benjamin Robert Malczyk
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Learning Assessment ◽  
Placement Testing ◽  
Prior Learning ◽  
Social Work Educators ◽  
Competency Based Education ◽  
Time Requirements ◽  
Competency Based ◽  
Work Education

The core tenet of competency-based education is a focus on mastery of a skill or ability. The shift in focus in social work education to a competency-based approach can be applied and understood in varying ways. The current research study examined the use of waiver exams as one iteration of competency-based education in social work education. Forty seven of the 496 programs that replied to the survey indicated they offered some form of placement testing or the use of waiver exams. Further examination of program level policies suggests that social work educators continue to focus on policies and practices aligned with traditional seat-time requirements that run contrary to the principles of competency-based education. Results implicate the need for social work education to examine its commitment to competency-based education in all its forms or to at least encourage research in nontraditional approaches aligned with competency-based education including waiver exams and prior learning assessment.

Exploring the Transferability of Competency-Based Education Model to Social Work Education in Vietnam

2016 ◽  
Vol 35 (6) ◽  
pp. 659-671 ◽  
Author(s):  
Meekyung Han ◽  
Diana Nguyen ◽  
Edward Cohen ◽  
Laurie Drabble ◽  
Hoa Nguyen ◽  
...  
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Competency Based Education ◽  
Competency Based ◽  
Education Model ◽  
Work Education

OF FIELD EDUCATION IN AUSTRALIA AND HONG KONG: A SOCIAL WORK EDUCATOR'S PERSONAL REFLECTION

2008 ◽  
Vol 42 (01n02) ◽  
pp. 33-49 ◽  
Author(s):  
WING-HONG CHUI
Keyword(s):  
Hong Kong ◽  
Social Work ◽  
Social Work Education ◽  
Learning Experience ◽  
Essential Element ◽  
Field Education ◽  
Personal Reflection ◽  
Basic Principles ◽  
Work Education

Fieldwork is valued as an essential element in social work education. A partnership between students, agencies and universities is essential to a practical learning experience. Although this article is primarily concerned with issues surrounding field education in just one Australian university, this paper also makes comparisons with cases in Hong Kong where appropriate. Several aspects of field education including the dynamics of power in the fieldwork relationship, roles and status of field educators, on-going training provided for field educators and ways to strengthen collaborations will be discussed. The purpose of this analysis is to look at the basic principles of good fieldwork practice. 實習是社工教育中不可或缺的一環；學生、機構和大學的合作，乃重要的學習體驗。這篇論文不但檢視了環繞澳洲實習教育的議題，還將它們與香港的情況比較。討論範圍包括幾方面：實習關係中的權力互動、實習教育者的角色及地位、為實習教育者提供的持續訓練，以及各種加強合作的方法。這個比較分析的目的是要檢視良好實習的基本原則。

scholarly journals For and against

2012 ◽  
Vol 8 (3) ◽  
pp. 79-96
Author(s):  
Russell Whiting
Keyword(s):  
Social Work ◽  
Focus Groups ◽  
Social Work Education ◽  
Field Education ◽  
Religion And Spirituality ◽  
Social Work Research ◽  
Advantages And Disadvantages ◽  
Starting Point ◽  
Work Education ◽  
The University

This article will provide an account of research undertaken in relation to a single session on an MA in Social Work course, which featured a debate on the place of religion in social work. Research on the session was conducted through the use of two focus groups with participants and also through the use of a questionnaire completed by the whole student group immediately after the debate. Material from the research was presented in a workshop in the Seventh International Conference for Practice Learning and Field Education in Health and Social Work in York in July 2008. This article analyses excerpts from the debate itself, the focus groups and material from the questionnaire (appended).Whilst using a debate is an interesting starting point for addressing this topic it has both advantages and disadvantages as shall be seen. The article builds on Gregory and Holloway’s (2005) work on the use of debates in social work education and also draws on a broader framework for social work education published recently by colleagues at the University of Sussex (Lefevre et al., 2008). The article highlights the lack of work published concerning how the topic of religion and spirituality is addressed in social work education and offers the debate as the start of a way forward.

Fighting for Field: Seven Threats to an Important Component of Social Work Education

1999 ◽  
Vol 5 (1) ◽  
pp. 15-25 ◽  
Author(s):  
Rita Rhodes ◽  
Jim Ward ◽  
Jan Ligon ◽  
Wanda Priddy
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Field Education ◽  
Education Programs ◽  
Number Of Factors ◽  
Loss Of Autonomy ◽  
Social Work Programs ◽  
Faculty Commitment ◽  
Work Education ◽  
Schools Of Social Work

Field education programs have historically been viewed as the single most important component of social work education at both the baccalaureate and graduate levels. However, a number of factors may affect the ability to execute quality field education programs. This article identifies and discusses seven significant threats to field education in social work programs, including the academization of schools of social work, loss of autonomy in the larger academic systems; the devaluation of field directors; growth of programs; gatekeeping; changes in the student population; and a lack of faculty commitment to field education. Two of six recommendations to address these problems are also challenged.

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