Component Of Social Work Education Research Articles

Supporting Agency Field Instructors in Forgotonia

The field experience is a culminating component of social work education, closely tied to the field instructor's supervisory skills. Social work literature abounds with materials regarding supervision, but little specifically addresses supervision of the BSW student and even less speaks to the unique needs of the rural field instructor. This paper describes the particular challenges faced by rural field programs in recruiting, retaining, and supporting qualified field instructors. It presents survey results of one rural BSW program's field instructors, and describes efforts to address identified skill development and special needs.

Papers from the American Psychoanalytic Association's Presidential Symposium on Graduate Training in Social Work

This paper contends that psychoanalytic theory, a neglected component of social work education, has much to offer in explaining social policy, cultural diversity, and human behavior. It serves to introduce four papers presented at the Presidential Symposium of the December 2001 meeting of the American Psychoanalytic Association and provides a framework supporting the integration of psychoanalytic theory as essential curriculum content for successful social work practice in the 21st century. This position is supported by evidence illustrating how other professions have incorporated psychoanalytic theory in explaining dynamics of social change and human behavior, such as violence. The authors challenge social work educators to expand their vision of psychoanalytic theory and to institute curriculum modifications supporting its relevance and inclusion.

Are Social Work Students Prepared for Documentation and Liability in Managed Care Environments?

Students from two Southeast MSW programs (N = 98) were surveyed in this exploratory study investigating their perceptions of liability and documentation in managed care environments. The findings suggest that students learned documentation skills in the field component of social work education (68.7%), and not in the classroom (29.3%). Respondents indicated they documented according to field site guidelines (87.9%) for reimbursement (70.7%). Finally, only 33.3% of students believed they had the necessary documentation knowledge and skills to protect themselves from a lawsuit; and fewer believed that the classroom (15.2%) or the field component (18.2%) of social work education prepared them to avoid liability or a lawsuit. Implications of these findings are discussed.

The Fieldwork Needs of Graduate Social Work Students in an Oncology Placement

The fieldwork practicum is a major component of social work education and training. It provides a venue for students to integrate theoretical concepts into practice skills. As they begin fieldwork, students experience a variety of stresses as they are challenged to grow professionally. This study examined, from the students' perspective, experiences related to second-year field placement in an oncology setting. Students were culled from 11 major cancer centers across the United States. The study identified the factors considered to be difficult and demanding as well as helpful in the students' overall adjustment to the setting. The authors discuss the implications for field instructors in oncology social work and offer recommendations for graduate students choosing this specialized area of practice.

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

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.

The Task-Centered Model for Field Instruction

Although the practicum is a central component of social work education, it is rarely offered in a clearly structured manner that systematically operationalizes the principles of effective field education. This article describes a task-centered model for field instruction that provides discrete guidelines for those who supervise students in the field. The model offers strategies for setting and achieving target goals through a collaborative teaching–learning process. Evaluation of the field trial, recommendations for future development of the model, and potential applications are also discussed.

The Value Dilemmas of Faculty Advising; Significant Issues in a Code of Ethics for Faculty Advisors

ABSTRACT Although frequently challenging, faculty advising continues to be a crucial component of social work education. Yet the current diversity of students, educational programs, and field placements present many ethical dilemmas to the faculty advisor. This paper explores the administrative, educational, and supportive roles of the faculty advisor, the inherent conflicts which develop and the effects of these conflicts on the ethical advising of social work students. Similar to the classroom teacher, the faculty advisor can positively model ethical social work practice to students. Case examples from faculty advisors are used to study ethical dilemmas which arise in promoting social work values of self-determination and confidentiality. Recommendations are made to promote ethical practice among faculty advisors.

Should Training for Private Practice Be a Central Component of Social Work Education? Yes!

Abstract Point/Counterpoint is a regular feature of the Journal of Social Work Education. Its purpose is to provide a vehicle for the expression of contrasting views on controversial topics in social work education. Our goal is to illuminate important debates and explore the diverse perspectives that are shaping social work education. In each issue of the journal, two social work educators are invited to comment on a topic about which they have differing viewpoints. Each commentator is given an opportunity to make a brief rebuttal. In this issue, Robert Barker and Harry Specht address the question: “Should training for private practice be a central component of social work education?”

Should Training for Private Practice Be a Central Component of Social Work Education? No!

Abstract Point/Counterpoint is a regular feature of the Journal of Social Work Education. Its purpose is to provide a vehicle for the expression of contrasting views on controversial topics in social work education. Our goal is to illuminate important debates and explore the diverse perspectives that are shaping social work education. In each issue of the journal, two social work educators are invited to comment on a topic about which they have differing viewpoints. Each commentator is given an opportunity to make a brief rebuttal. In this issue, Robert Barker and Harry Specht address the question: “Should training for private practice be a central component of social work education?”

Improving Field Instruction: An Evaluation of a Seminar for New Field Instructors

Abstract The field work component of social work education plays an important role in fusing the knowledge, skills, and values of the profession. Moreover, field instructors must be competent to ensure the success of the educational process. Thus, the training of new field instructors is critical to this success. This article reports the findings of a study evaluating the impact of a training seminar for new field instructors on student perceptions of the field experience. A 10-session seminar in field instruction was offered to new direct practice field instructors as a requirement for continued supervision of students. Students' responses to a questionnaire about their field instruction indicated that seminar attendance was related to the degree of emphasis on teaching students from process recordings and also on discussion of student learning needs. Students with trained field instructors were more satisfied with the faculty field liaison. Overall, trained instructors demonstrated expected supervisory ...

BSW Programs and the Continuum in Social Work

Abstract The continuum in social work education appears to be an idea whose time has come. Like many such concepts which wield power for action, the continuum notion must be considered closely for clarity and consensus in the social work profession. Interpretations of the continuum, as advanced by the new CSWE Curriculum Policy Statement (CPS), will affect both social work educators and the overall quality of social work education greatly. In the pursuit of excellence during an era of retrenchment, no component of social work education seems more crucial. To paraphrase Socrates, however, the unexamined concept is not worth using. The focus of this paper is to examine the continuum in terms of educational quality through competence outcomes in BSW programs and of implications for MSW programs. The paper specifically addresses the question of how particular interpretations of the continuum concept, by institutionalizing it through accreditation, could affect these competence outcomes. This critical examinat...

Transmitting Social Work Values to Non-Social Work Staff: Practice into Theory

One of the criteria which distinguishes a profession is the articulation of a knowledge base and a concern for theory-building. Hence attention to such matters is a required component of social work education, more particularly at the higher-degree level. This paper is concerned with an exercise in theory-building undertaken by a group of social work graduates pursuing Masters studies at the University of Queensland during 1979.1 The theory generated, as described in the latter part of the paper, relates to the use of intermediaries, specifically non-social work public contact staff, to achieve social work ends. The process of building theory from practice was, however, the prime objective of the exercise.

Financial Management in Social Work Education

Although financial knowledge, tools, and techniques are employed daily in social service agencies and organizations, financial development and management has been treated superficially in the social work education curriculum. This article explores the current state of development of the financial component of social work education, discusses reasons for strengthening the curriculum in this area, and offers suggestions to use in effecting change.