Experiences Of Social Work Students Research Articles

“The Air Is Being Sucked Out of the Room”: Experiences of Social Work Students of Color with Antiracism Education in the Classroom and Practicum

Abstract This study explores the experiences of social work students of color (SOC) and their antiracism education within a school of social work at a public university. Twenty-one SOC participated in focus groups where they described their experiences with antiracism education. Several key themes were identified: (a) finding community through affinity groups, (b) SOC interactions with White students, (c) differentiating internalized racism and anti-Black racism, (d) the impact of White instructors and the lack of mentors and supervisors of color, (e) microaggressions and incidents of racism, and (f) taking up space. As this is an exploratory study, authors make recommendations for social work schools to pilot in the future. These recommendations include assessing White students’ skill level with antiracism education and practice before placing them in classes with SOC, assessing faculty’s skill set with antiracist teaching and providing ongoing support, creating sustained affinity spaces for SOC as a way to booster wellness, designing and piloting antiracist outcomes for social work students, and developing simulation-based learning with simulated patients as a tool to measure antiracist practice competencies.

Teaching self-care: understanding the learned and lived self-care experiences of social work students

ABSTRACT Professional self-care in social work is regarded as paramount to ethical and competent practice. However, the absence of an agreed upon operationalization of self-care leaves social work educators directionless on the teaching and modeling of self-care. This study investigated the learned and lived self-care experiences of BSW and MSW students (n = 80) in their final field education experience. Data collection included an anonymous online survey, focus groups, and a follow-up online survey. Broadly, students were asked to consider three aspects of self-care: 1) their understanding of self-care, including the sources of that understanding; 2) their experienced internal and external barriers to self-care; and 3) the interface between self and systems when practicing self-care. Utilizing a general inductive approach to data analysis, several evocative themes emerged suggesting gaps between the learned experience and the lived experience of self-care including the conflict between familial or cultural values and formal self-care education, a divide between their positive experiences with self-care and their actual performance of self-care, and inhibitory components of professional systems to the personal practice of self-care. Students exhorted their social work educators to model self-care, teach it explicitly, provide in-vivo practice opportunities, and to understand the student experience.

Developing social work education in Vietnam: the student field practicum during the pandemic

ABSTRACT Vietnam’s education provision faced challenges during the fourth wave of the COVID-19 pandemic. During the first wave in early 2020, the majority of university classes had already converted to online mode. However, because the field practicum is an essential course requirement in the social work curriculum, doing it online posed a challenge for both students and instructors. This research describes the field practice experiences of social work students in Vietnam under the influence of COVID-19. A national online survey was conducted among all Bachelor of Social Work (BSW) students who completed a field practicum course between August 2020 and August 2021. The findings indicated students’ opinions on overcoming obstacles during field practice, their conflicted feelings, and some lessons learned. These findings show that social work educators may be able to identify important insights for preparing students for online social work practice and assist students and teachers to adapt to the unprecedented crisis.

LEARNING EXPERIENCES OF SOCIAL WORK STUDY PROGRAMME STUDENTS: TUTOR'S AND PEER SUPPORT

The learning experiences of social work students are influenced by their interactions with tutors and peers, as well as the support they receive from them. Tutors play a crucial role in helping students understand theoretical concepts and apply them to real-world situations. Peer support fosters a collaborative learning environment where students can share insights and learn from each other's experiences. The article examines the learning experiences of social work students in a study programme that emphasises tutor and peer support. The research aims to explore the role of tutor and peer support in a blended learning environment. A survey was conducted among 97 students who studied social work at a higher education institution in Lithuania in 2023. The study analysed the interactivity indicators, tutor support, and peer support. The results indicate that students highly valued the support provided by both tutors and peers. This support helped them to develop their professional identity, enhance their academic skills, and cope with the challenges of studying social work. The article offers insights for improving the quality of teaching and learning in this field.

LEARNING EXPERIENCES OF SOCIAL WORK STUDY PROGRAMME STUDENTS: TUTOR'S AND PEER SUPPORT

The learning experiences of social work students are influenced by their interactions with tutors and peers, as well as the support they receive from them. Tutors play a crucial role in helping students understand theoretical concepts and apply them to real-world situations. Peer support fosters a collaborative learning environment where students can share insights and learn from each other's experiences. The article examines the learning experiences of social work students in a study programme that emphasises tutor and peer support. The research aims to explore the role of tutor and peer support in a blended learning environment. A survey was conducted among 97 students who studied social work at a higher education institution in Lithuania in 2023. The study analysed the interactivity indicators, tutor support, and peer support. The results indicate that students highly valued the support provided by both tutors and peers. This support helped them to develop their professional identity, enhance their academic skills, and cope with the challenges of studying social work. The article offers insights for improving the quality of teaching and learning in this field.

LEARNING EXPERIENCES OF SOCIAL WORK STUDY PROGRAMME STUDENTS: TUTOR'S AND PEER SUPPORT

The learning experiences of social work students are influenced by their interactions with tutors and peers, as well as the support they receive from them. Tutors play a crucial role in helping students understand theoretical concepts and apply them to real-world situations. Peer support fosters a collaborative learning environment where students can share insights and learn from each other's experiences. The article examines the learning experiences of social work students in a study programme that emphasises tutor and peer support. The research aims to explore the role of tutor and peer support in a blended learning environment. A survey was conducted among 97 students who studied social work at a higher education institution in Lithuania in 2023. The study analysed the interactivity indicators, tutor support, and peer support. The results indicate that students highly valued the support provided by both tutors and peers. This support helped them to develop their professional identity, enhance their academic skills, and cope with the challenges of studying social work. The article offers insights for improving the quality of teaching and learning in this field.

LEARNING EXPERIENCES OF SOCIAL WORK STUDY PROGRAMME STUDENTS: TUTOR'S AND PEER SUPPORT

The learning experiences of social work students are influenced by their interactions with tutors and peers, as well as the support they receive from them. Tutors play a crucial role in helping students understand theoretical concepts and apply them to real-world situations. Peer support fosters a collaborative learning environment where students can share insights and learn from each other's experiences. The article examines the learning experiences of social work students in a study programme that emphasises tutor and peer support. The research aims to explore the role of tutor and peer support in a blended learning environment. A survey was conducted among 97 students who studied social work at a higher education institution in Lithuania in 2023. The study analysed the interactivity indicators, tutor support, and peer support. The results indicate that students highly valued the support provided by both tutors and peers. This support helped them to develop their professional identity, enhance their academic skills, and cope with the challenges of studying social work. The article offers insights for improving the quality of teaching and learning in this field

Online learning experiences of social work students in India

Summary Ever since the pandemic first broke out in 2020, there has been a swift shift from offline to online mode of education. The present study is aimed at examining the online learning experience among a sample of social work students in India (n = 202) in order to understand the crucial factors that can help improve their learning experience and so that they become effective social workers in the future. Findings The results have highlighted several independent factors such as the mode of connecting to the internet, number of hours of online classes per day, type of field work, rural/urban location of the students, and hours of sleep, among other variables, that are significantly associated with important indicators of the online learning experience of students. Applications The results point to the urgent need to reduce the number of hours of online classes, educate students on the importance of sleep, improve internet accessibility along affordability of learning tools such as laptops, especially for those residing in rural areas, and promote classroom discussion during online classes, so as to improve the online learning experience of social work students in India and to produce effective social work practitioners.

Impact of COVID-19 pandemic on the emotional and cognitive experiences of social work students in Israel

ABSTRACT During the COVID-19 pandemic, higher education institutions worldwide transitioned to remote learning. These transitions continue to create difficulties and dilemmas for students and instructors. The challenges surrounding the remote teaching of helping professions, such as social work, have been particularly pronounced and have impacted the student learning experience. This study aimed to examine the emotional and cognitive experiences of 150 Israeli social work students who transitioned to remote learning during the spread of COVID-19. Students’ emotional adjustment to remote learning was assessed using the Kübler-Ross five emotional stages of grief. The findings highlight students’ mixed emotions. Despite more than half of respondents stating that remote learning negatively impacted teaching quality and made it difficult to achieve the same level of intimacy as in-person practice classes, most participants recognized the advantages of remote learning and were open to it in the future. The current study looks at emergency remote learning as a new phenomenon influencing the future of social work teaching policies, creates a foundation for understanding the complexity of remote learning in the social work profession, and offers opportunities to learn from experience and engage in further research.

The Effect of Multicultural Experiences of Social Work Students on Multicultural Competencies: Focusing on the Dual Mediating Effect of Empathy and Multicultural Acceptance

The Effect of Multicultural Experiences of Social Work Students on Multicultural Competencies: Focusing on the Dual Mediating Effect of Empathy and Multicultural Acceptance

Assessing the Impact of COVID-19 on Social Work Students

COVID-19 had a profound impact on teaching and learning at academic institutions across the globe. This study examined the experiences of social work students (n = 884) during the pandemic and their associated level of burnout. Using a mixed methods approach, data from an online survey within a school of social work at a large Midwestern university were examined using stepwise regression and thematic analysis. Student demographics, academic characteristics, and experiences with COVID-19 were examined as predictors of burnout. Resilience was tested as a moderator of the association between COVID-19 experiences and burnout. Regression models accounted for 34.3% to 45.5% of variance across three domains of burnout (i.e., exhaustion, cynicism, and professional/academic efficacy), with COVID-related experiences accounting for most of the variance. Although resilience had a significant main effect, the interactions of resilience and COVID-19 experiences were not significant. Quantitative results were illuminated by thematic analysis of the qualitative data from which emerged four major themes: online teaching pedagogy, impact of COVID-19, transition of teaching and learning, and affective domains of learning. Engaging in humanistic education is discussed as a possible approach to circumvent burnout, bolster student resilience, and encourage academic success.

Social work education in Aotearoa New Zealand: A difficult journey for student caregivers

Introduction: Emerging research suggests that students who care for children, the sick, disabled or the elderly are a marginalised group in social work education. A recent study explored how the wellbeing of 16 female social work student caregivers was impacted by their engagement in tertiary studies and considered the factors that motivated and sustained these students on their educational journey.
 Methods: From a mixed method study investigating the social and financial impacts of study on the wellbeing of social work students in Aotearoa New Zealand, data were extracted relating to the needs and experiences of social work students and recent graduates who are also caregivers. Data from semi structured interviews were thematically analysed to produce an overarching theme and three key themes.
 Findings: Findings reveal that for some caregivers, studying social work was a journey that exacted considerable sacrifice to their personal wellbeing. Findings also point to the remarkable capacity student caregivers had to overcome adversity, and even thrive through their experiences by drawing on their collective strengths and sense of purpose. 
 Conclusion: This research highlights the responsibility that social work education providers and governing bodies have to understand and respond to the inequities that are faced by students who are caregivers. Students themselves should be prepared for the significant personal and financial costs of their education, particularly with regard to field placement.

Experiences of social work students in the early stages of the COVID-19 pandemic: a mixed-methods study

ABSTRACT The COVID-19 pandemic has triggered a growing body of research on the impacts of pandemics on students globally. This holds true for the social work discipline: pandemic-related research on the overall social work education and practice has been on the ascendancy. That said, there is still the need for research studies that specifically focus on the impacts of pandemics and crises on social work students. This exploratory, IRB-approved mixed-methods study collected quantitative and qualitative data from 66 undergraduate and graduate social work students at a large public state university on the United States east coast. Participants responded to survey questions about their experiences and stress responses and areas of support during the early part of the ongoing pandemic. Utilizing the researchers’ own public university in the U.S. east coast as a case study, this article highlights examples and explores the level of institutional, faculty, and staff support from both the undergraduate and graduate levels. This paper contributes to the social work field by examining student stress responses through quantitative and qualitative data from students’ self-reported responses. It also highlights certain protective factors—including support systems and coping mechanisms—for students during the early stages of the pandemic.

The state of doctoral social work education in Canada

ABSTRACT Doctoral education in social work is critical in nurturing the stewards of the discipline. Universities across Canada, and elsewhere, are increasing admissions for bachelor and master of social work programs. Consequently, doctoral social work programs are expanding to educate and train new social work faculty. Extant literature on doctoral social work education is predominantly American. There are fourteen Canadian doctoral social work programs, yet no study has observed the state of these programs. Using two data sources, this article provides a snapshot of PhD social work student experiences in 2019–2020. The analysis of all doctoral social work students (n = 157) from the 2019 Canadian Graduate and Professional Student Survey (CGPSS) found that: a) the overall quality of social work PhD programs in Canada was rated by students as moderate; and b) financial obstacles may be an undue barrier to academic success. Furthermore, the analysis of an online survey of Canadian social work PhD students (n = 69) regarding their experience applying for doctoral fellowships and scholarships found that workshops significantly facilitated scholarship success, and that other institutional preparation activities were identified as valuable. These findings illuminate the current state of doctoral social work education in Canada with implications for research and education.

Reflective journaling: An effective pedagogical tool to enhance undergraduate social work student experiences when learning research

ABSTRACT Social work students are required to develop competency in research and evaluation prior to graduation. However, anxiety and fear about taking research courses can inhibit learning and are well documented in the literature. Much effort has been made to develop pedagogical methods to reduce student disdain for these courses in order to enhance engagement and facilitate knowledge acquisition. This empirical study found that journaling, when incorporated as a non-graded component of a research course, positively impacted attitudes of undergraduate social work students. The most salient benefit, according to students, was the ability to receive and provide ongoing instructor feedback in a less intimidating manner. Empirical data showed reductions in student anxiety and perceptions about research’s difficulty, as well as enhanced appreciation for the usefulness of research, between the onset and completion of the research course. Challenges with incorporating journaling as a pedagogical tool are discussed from a faculty member’s perspective.

Experiences of social work students undertaking a remote research-based placement during a global pandemic

ABSTRACT Field education globally, has been highly disrupted by restrictions associated with COVID-19. This disruption has forced many students to engage with online learning. The current article presents a student-led co-operative inquiry exploring the experience of four social work students undertaking a remote research-based placement in regional Australia during a global pandemic. In this inquiry students’ critically self-reflected on the strengths and challenges of remote research-based placements. Despite some initial reservations, the students’ experience was positive overall. This article reports on four key themes that emerged from this inquiry: the translation of social work communication and relationship-building skills to online environments, the development of professional identity in a remote research-based placement, access to supervision in a remote context, and reflection on the experience of completing a research placement guided by the social work value of respect for persons. We conclude that undertaking a remote research placement helped forge students’ appreciation for the role of research in social work, enhanced their communication and research skills, and strengthened students’ sense of professional identity. These findings confirm remote research-based placements can offer relevant and effective placement opportunities that can inform social work field-education heutagogy as we move beyond the restrictions associated with the pandemic.

Making the ‘Local’ Visible in Social Work Education: Insights from Nigeria and Scotland on (Re)balancing and Contextualising Indigenous and International Knowledge

Abstract Social work in the twenty-first century is maturing as a global profession. This comparative study offers an original contribution to the evolving discussion in the field of international social work. The paper makes visible the socio-spatial dimensions and contested interpretations of international and indigenous knowledge through the experiences of social work students in the Global South and Global North. Drawing on findings from an online survey completed by undergraduate and postgraduate Nigerian and Scottish social work students (n = 142), the paper provides insights into the students’ experiences, expectations and perceived challenges. The Nigerian students critiqued the international (Western) knowledge informing their learning and practice, questioned the absence of indigenous knowledge and were aware of the importance, and challenges, of working with cultural diversity. The Scottish students showed little criticality of the Western (local) knowledge underpinning their learning and practice, did not prioritise learning about international social work and highlighted tensions between working with a culture of neoliberalism and social work values and social justice. We call for raising awareness of the epistemological foundations of what is included/excluded in curriculum and why, making the ‘local’ visible through re-balancing and contextualising the use of international and indigenous knowledge within social work.

International fieldwork: a mirroring of the expectations and experiences of social work students

ABSTRACT International fieldwork is a significant element of the internationalization of the social work profession. This paper describes the expectations and experiences of social work students engaged in international field education. There are different models practised by universities for international exchanges and fieldwork. This paper focuses on the reciprocal agreements between universities to facilitate student fieldwork. The qualitative study presented here recruited participants from Australia, USA and India, who travelled internationally for their fieldwork. The findings highlight the expectations and experiences the students had during each phase of the international fieldwork and the learning, specifically with issues of cross-cultural practices, social work service delivery systems, setting specific requirements, adaptations and challenges found across the three themes of preparation and planning; undertaking placement; concluding and re-presenting fieldwork. The paper concludes by considering the implications of the findings and how these relate to international fieldwork pedagogy, supervision and models of international placements.

"Thanks for hearing me out": Voices of social work students during COVID-19.

As social work educators and students, the COVID-19 pandemic impacted our teaching and learning in challenging ways. We embarked on a qualitative research study to better understand the ways in which the pandemic was affecting the social work students in our program. Three faculty mentors worked collaboratively with five social work students across BSW, MSW, and PhD programs to interview 66 BSW and MSW students about their experiences, challenges, and hopes during the early months of the pandemic. BSW and MSW students led the analysis and early dissemination for the project. This essay describes the unique experiences of social work students by using a research poem to capture the emotional and experiential aspects of the students we interviewed.

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