scholarly journals Ethical dilemmas in field placements: The experiences of social work students in Norway and possible implications for social work education

2020 ◽  
Vol 8 ◽  
pp. SA85-SA111
Author(s):  
Heidi Lie Eriksen ◽  
Mikhail Gradovski
Keyword(s):  
Social Work ◽  
Thematic Analysis ◽  
Social Work Education ◽  
Ethical Dilemmas ◽  
Social Work Students ◽  
Ethical Challenges ◽  
Knowledge And Skills ◽  
Dialogical Approach ◽  
Field Placements ◽  
Work Education

The study reported in this paper focuses on social work students’ experiences of ethical challenges, including dilemmas, during their field placements. Moreover, drawing on dialogical approach and the results of the thematic analysis, the authors discuss what ethical dilemmas the students experience during their in-field practice, and what implications the handling of these ethical dilemmas can have for the organization of social work education. The findings that are reported in this article are the results of the analysis of six sets of data collected with the help of interviews. The interpretive framework used in this study is a dialogical approach. The research strategy has been a qualitative approach, and the data collection has taken place in semi-natural settings. The thematic analysis of the data lead to four major themes of ethical challenges that the students experienced in their field placements. The first theme concerns structural conditions on a macro level that the students were confronted with when in practice. The second theme is about ethical challenges due to the students´ lack of knowledge and experience in the field. The third theme presents challenges in direct work with service users related to the students´ awareness of values and perspectives. The fourth theme concerns ethical challenges that occurred when students interacted with others in the organizations where the field placements took place. We argue that due to the fact that the authorial agency of any learner consists of personal attitudes, goals, values, knowledge, competences, and skills, it is important to organize supervision activities in a way that allows discussions in free and fearless environments so that the student could learn and unlearn knowledge and skills. This means that in-field placements should be viewed as learning arenas for various types of knowledge and skills, including knowledge on themselves, and not just places where the students can gain only strictly professional practical knowledge and try out their theoretical knowledge.

A Qualitative Study of Marginalised Social Work Students' Views of Social Work Education and Learning

2013 ◽  
Vol 44 (7) ◽  
pp. 1934-1949 ◽  
Author(s):  
C. Bernard ◽  
A. Fairtlough ◽  
J. Fletcher ◽  
A. Ahmet
Keyword(s):  
Social Work ◽  
Qualitative Study ◽  
Social Work Education ◽  
Social Work Students ◽  
Work Education

Political Social Work: An Essential Component of the Profession

2021 ◽  
pp. 359-381
Keyword(s):  
Professional Development ◽  
Social Work ◽  
Social Workers ◽  
Knowledge And Skills ◽  
Social Work Faculty ◽  
Field Placements ◽  
High Level ◽  
Work Education ◽  
Work Knowledge ◽  
Initial Results

Social workers have played a key role in political settings from the profession’s historic roots to present day. Their knowledge, skills and values position social workers to practice in political settings. Social work faculty and students were interviewed to assess a) how field placements in legislative offices and participation in Campaign School and NASW-sponsored Legislative Education and Advocacy Day (LEAD) impacted students’ professional development and perspectives on political social work, and b) social work faculties’ perception of these activities in students’ social work education and necessary political social work knowledge and skills. Initial results demonstrate a high level of support for these activities among faculty and students with opportunities to further include them in the explicit and implicit social work curriculum.

scholarly journals Analyzing the Integration of Human Rights into Social Work Education

2015 ◽  
Vol 3 (2) ◽  
pp. 100
Author(s):  
Paulette Andrea Henry
Keyword(s):  
Human Rights ◽  
Social Work ◽  
Social Work Education ◽  
Academic Discipline ◽  
Social Work Students ◽  
Collective Responsibility ◽  
Clear Understanding ◽  
Human Beings ◽  
Work Education ◽  
The University

<p>The understanding of human rights are important to social work education and practice especially since the global definition of social work highlights the dual role of social work as a practice based profession and academic discipline emphasizing the principles of social justice, human rights, collective responsibility and respect for diversity. Concomitantly, social work education must ensure that students know and understand human rights laws especially since human rights are inherent to all human beings and are often expressed and guaranteed by international law which Governments are expected to uphold. Social workers have a commitment as duty bearers in supporting governments in the upholding of those agreements pertinent to the wellbeing of the people. Using the University of Guyana as a frame of reference this paper examined students’ knowledge on international agreements prior to leaving the University since these laws not only speak to nation states but to universal practices and many social work issues transcend borders. This paper utilized a mixed method approach to ascertain students’ awareness of international human rights laws and their perceptions on the applicability to practice. The findings show that there is limited knowledge amongst social work students on human rights covenants and conventions. This assessment is instructive to social work educators locally and internationally pointing to the need for integration into the curricula. It is imperative that generalist practitioners leave the University with a clear understanding of these laws as many practice issues are transnational. There will be the need for international social work to be a taught course for undergraduates training to become generalist practitioners.</p>

Critical Questions on Critical Social Work: Students’ Perspectives

2019 ◽  
Vol 49 (8) ◽  
pp. 2130-2147 ◽  
Author(s):  
Adi Barak
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Research Study ◽  
Social Work Students ◽  
Phenomenological Approach ◽  
Critical Questions ◽  
Critical Social Work ◽  
A Priority ◽  
Work Education ◽  
Critical Social

Abstract This research study explored the perspectives of social work students (n = 118) in the final semester of their studies regarding the implementation of critical social work in their future practices. Using performance ethnographies to collect data, students were asked to share their perspectives about implementing critical social work both in individual interventions and as a way to change the practice of mainstream social work organisations. Research ethnographies were analysed using a descriptive phenomenological approach, in an attempt to describe the shared essential experience of participants. Results demonstrated that students are influenced by several lines of thinking that come into direct conflict with one another: (i) they feel that critical social work is essential for individual interventions while also feeling that critical social work is not a priority for individual interventions and (ii) they feel that critical social work should and could change mainstream social work organisations while also feeling that critical social work should not and could not change mainstream social work organisations. These results contribute to a better understanding of the barriers in implementing critical social work, as well as the dilemmas and questions that should be addressed in social work education. Implications for social work education are outlined.

scholarly journals Applying anti-oppressive approach to social work practice in Africa: reflections of Nigerian BSW students

2020 ◽  
Vol 2 (3) ◽  
pp. 197-213 ◽  
Author(s):  
Solomon Amadasun ◽  
Tracy Beauty Evbayiro Omorogiuwa
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Structured Interviews ◽  
Content Type ◽  
Social Work Educators ◽  
Work Education ◽  
Practical Implications

Purpose As the next generation of social workers in a continent bedecked by oppressive customs, it is cardinal that the voices of social work students be heard. This study aims to share the reflections of Nigerian BSW students about anti-oppressive approach to professional practice. Design/methodology/approach Drawing on a qualitative approach, semi-structured interviews were conducted among fourth-year social work students at one of the elite universities in the southern region of Nigeria. Findings Results reveal that, although willing to challenge oppressive practices, social work students are ill-equipped to apply anti-oppressive approach to social work practice in Nigeria. Research limitations/implications This study makes an important contribution to the field and to the existing literature because the findings have broader implications for social work education in Nigeria. Practical implications In enforcing the suggestions of this study, it is expected that social work education will become able to produce competently trained students who are only knowledgeable about anti-oppressive social work but are equally prepared to address Nigeria’s myriad oppressive practices that have long undermined the nation’s quest for social development. Social implications The application of the anti-oppressive approach to social work practice is integral to ridding society of all forms of overt social injustice and other forms of latent oppressive policies. Originality/value Suggestions are offered to Nigerian social work educators toward ensuring that students are not only well equipped in the understanding of anti-oppressive social work but also ready to apply this model to professional social work practice following their graduation.

Baccalaureate Social Work Education and Courses on Aging: The Disconnect

2006 ◽  
Vol 12 (1) ◽  
pp. 105-118 ◽  
Author(s):  
Dara P. Bergel
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Social Work Education ◽  
Social Work Students ◽  
The Elderly ◽  
Accreditation Standards ◽  
Gerontological Social Work ◽  
Work Education

In the year 2020, at least 60,000 to 70,000 social workers will be needed to work with the elderly. However, insufficient numbers of social work students are choosing to participate in the field of aging. This article discusses reasons, barriers, and the importance of increasing gerontological interest in BSW students. It provides curriculum-enhancing suggestions to expand student and faculty interest in aging education and the gerontological social work profession in the context of the Council on Social Work Educational (CSWE) Policy and Accreditation Standards (EPAS).

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