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.

scholarly journals Talkin’ Bout iGeneration: A New Era of Individualistic Social Work Practice?

2019 ◽  
Vol 50 (4) ◽  
pp. 1238-1257 ◽  
Author(s):  
Jane Fenton
Keyword(s):  
Social Work ◽  
Community Education ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Right Wing ◽  
New Era ◽  
Generational Changes ◽  
Post War ◽  
The Impact

Abstract This article considers the impact of generational changes on the new cohort of social work students most of whom were born post-1995, and therefore belong to ‘iGeneration’ (iGen). This article is especially concerned with the finding that the generation before iGen is more right-wing authoritarian than all post-war generations and what this might mean for the future of social work should that trajectory continue. A study was undertaken to examine the attitudes of 122 iGen students in first-year university course in Scotland. Results show that mean attitudinal measures were right-wing authoritarian in relation to crime and punishment and to unemployed people. Social work students aligned more in their attitudes with their primary education colleagues and less with their less authoritarian community education colleagues, and, overall, the iGen cohort was significantly more right-wing authoritarian than their older colleagues. In essence, there was evidence to suggest that an individualistic, self-sufficiency neoliberal narrative had been quite profoundly internalised by the iGen cohort of students. Implications of a new individualistic practice are considered, and suggestions for social work education programmes are made.

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.

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

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. 

‘Keeping the ‘heart’ in practice: the importance of promoting relationship-based practice in practice learning and assessment’.

2021 ◽  
Vol 17 (3) ◽  
pp. 82-114
Author(s):  
Sarah Jean McCulloch
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Theoretical Concept ◽  
Assessment Process ◽  
Good Relationship ◽  
The People ◽  
Practice Teaching ◽  
Successful Outcomes

Abstract: This article will explore the importance of sound relationship-based practice in the supervision and assessment of social work students in practice learning. It will consider the origins of relationship-based practice and explore and analyse the literature and most notable theorists in this area. It will go on to explore the links between attachment theory and relationship-based practice in order to demonstrate its pivotal importance to social work practice. It will draw parallels between good relationship-based practice in the supervision of social work students and the formation of successful and meaningful working relationships between the students and the people they support on placement, giving attention to the theoretical concept of parallel process. It will provide practice examples from student supervision sessions to model how sound relationship-based practice compliments the assessment process with students, and leads to good partnership working and shared goals on placement. By providing practice examples it will demonstrate that good relationship-based practice between student and supervisor can lead to successful outcomes for students on placement which, in turn, can lead to successful outcomes for the people the students go on to support. It will argue that good relationship practice is the basis for all good social work practice and its foundations should be laid early within the practice teaching relationship between supervisor and student. Keywords: relationship-based practice; social work students; practice teaching; supervision; assessment

On a Wing and a Prayer! An Exploration of Students’ Experiences of External Supervision

2020 ◽  
Author(s):  
Helen Cleak ◽  
Ines Zuchowski ◽  
Mark Cleaver
Keyword(s):  
Social Work ◽  
Student Satisfaction ◽  
Professional Practice ◽  
Online Survey ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Learning Opportunities ◽  
Field Education ◽  
Supervisory Relationship

Abstract Field education is a core component of social work courses globally and has been recognised as providing significant learning opportunities to develop professional practice. Evidence highlights the strong correlation between student satisfaction with their supervisory relationship and their satisfaction with placement, but current practices have resulted in more reliance on placements with a variety of supervisory arrangements, which may be compromising a quality and supportive supervisory relationship. This article reports on an Australian online survey of 284 social work students about their experience of supervision, focusing on 119 students who received external supervision. Both quantitative ratings and qualitative comments showed that students generally described their external supervision as valuable and offered space to reflect critically on practice. Nevertheless, many felt disadvantaged without a social work presence onsite and not being observed or observing social work practice. Concerns were raised about task supervisors who offered supervision ‘on the run’ and had limited understanding of social work roles and values. Many students struggled on placement and felt that, once placement was confirmed, they received minimal support from University staff. Findings should alert field education programmes that students require consistent and ongoing involvement.

scholarly journals Religion, beliefs and culturally competent social work practice

2012 ◽  
Vol 5 (1) ◽  
pp. 61-74
Author(s):  
Sheila Furness
Keyword(s):  
Social Work ◽  
Local Population ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Religious Attendance ◽  
Small Scale ◽  
Religion And Spirituality ◽  
Culturally Competent ◽  
The Impact

Over the past forty years, Britain has witnessed a decline in religious attendance, observance and worship, particularly within the Christian faith. This social trend is also starting to affect second generation Punjabi Sikhs and Gujarati Hindus. For others, in particular, Pakistani and Bangladeshi Muslims, religion is central to how many conduct and live their lives.A small-scale survey was carried out with social work students studying in Bradford, England to elicit their views about the impact of faith and beliefs on practice. National and local statistics provide a picture of the make-up of the local population by ethnicity and religion.A questionnaire was used to find out the importance of their religious belief, if any, to determine any anxieties in relation to placement, to provide examples of any conflicts or ethical dilemmas concerning religious beliefs and practice and to suggest ways of preparing and equipping social workers to work with diverse faiths and communities.It appears that religion and spirituality is a neglected area of social work. This preliminary work suggests the need for further research in a number of areas in order to promote culturally competent practice.

Using Anticarceral Feminism to Illustrate the Impact of Criminalization on the Lives of Individuals in the Sex Trades

Affilia ◽  
2020 ◽  
pp. 088610992097856
Author(s):  
Moshoula Capous-Desyllas ◽  
Deana Payne ◽  
Meg Panichelli
Keyword(s):  
Social Work ◽  
Los Angeles ◽  
Qualitative Interviews ◽  
Policy Research ◽  
Work Practice ◽  
Social Work Practice ◽  
Economic Security ◽  
Sex Trade ◽  
Intersecting Identities ◽  
The Impact

This research study is informed by anticarceral feminism to understand and highlight the experiences of violence and oppression that individuals in the sex trade experience as a result of police stings, raids, and incarceration. We present findings from 23 in-depth, qualitative interviews with men, women, and trans individuals who were arrested in the Los Angeles sex trade. More specifically, we explore experiences of violence that occurred interpersonally, systemically, and institutionally. Such experiences examine police violence, arrest and incarceration, coercion, and client violence. The findings from this research shed light on the impact the criminalization of sex work has had on research participants in terms of their physical health and mental health, economic security and opportunities for growth and education, and their sense of freedom and autonomy. We also attend to the role that intersecting identities might have played during their encounters with the police. This study explored these aspects while being mindful that the policies and procedures followed by the police are born out of a carceral state. We conclude with antioppressive and antiviolent implications for social work practice, policy, research, and education as we imagine the next decade of social work in relation to sex trade.

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