How do we professionalise social work without losing our soul? A reflection on the role and purpose of practice placements within social work education

2019 ◽  
Vol 15 (3) ◽  
pp. 75-87
Author(s):  
Caroline Bald ◽  
Aisha Howells
Keyword(s):  
Social Justice ◽  
Social Work ◽  
Social Work Education ◽  
The Other ◽  
Employability Skills ◽  
Academic Learning ◽  
Work Skills ◽  
The Individual ◽  
Work Education ◽  
Change Culture

A recurring question of social work is its purpose. To change culture or to help the individual.  One drawing on systemic radical social work skills, the other relationship-based social justice skills. Placements are an important part for practicing, developing and consolidating academic learning. It is social work in practice, and the place to hone employability skills. This reflection explores the benefits and challenges of the change considering whether this is towards professionalisation or marketisation.

scholarly journals Will someone knock on my door? COVID-19 and social work education

2021 ◽  
Vol 20 (1-2) ◽  
pp. 116-122 ◽  
Author(s):  
Bharati Sethi
Keyword(s):  
Social Justice ◽  
Social Work ◽  
Social Workers ◽  
Social Work Education ◽  
Lived Experiences ◽  
Community Practice ◽  
The Social ◽  
Community Belonging ◽  
The Individual ◽  
Work Education

Guided by a person-in-environment framework and aspirations to advance social justice, the social work profession is concerned with intervening at the individual and society level. In this essay, the author reflects on individualism-collectivism, loneliness, and community belonging in the context of her lived experiences and the COVID-19 outbreak. She maintains that the micro-macro fragmentation is problematic to social work's quest for social justice. Social work must examine the place of ‘community practice' in its professional curriculum to equip students with tools to fully comprehend the changing and increasingly complex social workers' role.

Indigenous social work across borders: Expanding social work in the South Pacific

2016 ◽  
Vol 61 (4) ◽  
pp. 537-552 ◽  
Author(s):  
Tracie Mafile’o ◽  
Halaevalu F Ofahengaue Vakalahi
Keyword(s):  
Social Justice ◽  
Social Work ◽  
Social Work Education ◽  
South Pacific ◽  
Well Being ◽  
Cultural Preservation ◽  
Current Status ◽  
The South ◽  
New Approaches ◽  
Work Education

Pacific indigenous social work has developed across borders reflecting the diaspora of Pacific peoples outside their homelands. It is proposed that the ‘next wave’ of Pacific social work be centred in Pacific homelands to invigorate new approaches that better address well-being for transnational Pacific peoples. The current status of Pacific social work education, professionalization and theory is discussed. It is argued that social justice, locally-led development and cultural preservation will be better realized with an expansion of Pacific social work across borders. The article reflects on decolonization, universalism–relativism, nature of social work, resourcing and collaborations for Pacific social work.

Social work education in action: How studying for the profession facilitates the adaptation of internationally educated social workers in Canada

2018 ◽  
Vol 64 (1) ◽  
pp. 114-127
Author(s):  
Annie Pullen Sansfaçon ◽  
Marion Brown
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Social Work Education ◽  
Educational Background ◽  
Work Skills ◽  
The Social ◽  
Theory Project ◽  
Work Education ◽  
Adaptation Processes ◽  
Depth Interviews

This article presents the results and theorization of a 4-year Grounded Theory project that sought to understand the processes and dynamics involved in the professional adaptation of internationally educated social workers now practicing in Canada. In-depth interviews with 66 participants, who undertook social work education outside of Canada and have subsequently settled to practice in the country, were conducted. Results highlight that the social work educational background of the professionals not only offers key conceptual, theoretical, and analytical foundations needed to adapt knowledge and skills to practice abroad, but also provides tools to navigate and negotiate professional adaptation processes as a whole. We conclude that ultimately, social workers may adapt well to their new work contexts because of the transferability of social work skills, knowledge, and values to new practice settings, thus facilitating interventions with services users and also their own process of professional adaptation.

Facilitating CSWE's Social Justice Competency in Baccalaureate Social Work Courses

2011 ◽  
Vol 16 (2) ◽  
pp. 55-73
Author(s):  
Simon Funge ◽  
Nancy Meyer-Adams ◽  
Chris Flaherty ◽  
Gretchen Ely ◽  
Jeffrey Baer
Keyword(s):  
Social Justice ◽  
Social Work ◽  
Educational Policy ◽  
Social Workers ◽  
Core Competencies ◽  
The Other ◽  
Policy Positions ◽  
Practice Behaviors ◽  
The Social ◽  
Work Education

The Council on Social Work Education identifies social justice as one of 10 core competencies in its 2008 Educational Policy and Accreditation Standards. Educators can find it daunting to address this particular competency. The National Association of Social Workers' Social Work Speaks can provide a practical guide for educating students in the policy positions of social work's primary professional association. This article offers uses of these materials that can infuse social justice concepts into foundation coursework, mitigating not only some of the challenges associated with teaching this content but also fostering the expected practice behaviors associated with the social justice competency. This model can apply to teaching strategies pertaining to the other nine competencies. Examples of assignments and methods for assessment are provided.

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