First-year MSW Students Research Articles

How Do First-Year MSW Students Perceive Anti-Oppressive Theory and Practice?

How Do First-Year MSW Students Perceive Anti-Oppressive Theory and Practice?

Effects and Durability of an SBIRT Training Curriculum for First-Year MSW Students

Screening, Brief Intervention, and Referral to Treatment (SBIRT) is an evidence-based process for identification, prevention, and treatment of alcohol misuse. The purpose of this study was to examine the effects of an alcohol-focused training on first-year MSW students’ (n = 71) knowledge, attitudes, and beliefs about SBIRT. Changes in item means were assessed using repeated-measures analysis of variance (critical α = .002). Data indicated a significant and strong main effect for training; perceived competence improved immediately and remained significantly higher 30 days posttraining. Other improvements included knowing what questions to ask patients, ease making alcohol-related statements, and believing that it is rewarding to work with at-risk patients.

Gatekeeping in Graduate Social Work Education: Should Personality Traits be Considered?

To begin to systematically determine what qualities may be most useful for social work students and developing practitioners from a gatekeeping standpoint, this study explored the relationship between personality traits among first-year MSW students and performance in the field and classroom. Results indicated that there is a relationship between some personality traits and performance in the field and classroom. Findings from this study support previous research in allied disciplines indicating that personality traits are relevant to professional training and occupational success. They also lend support to recent literature in social work, which has recognized personal characteristics or attributes as critical to success in practice. Implications regarding gatekeeping, the US Council on Social Work Education's implicit and explicit curricula, and signature pedagogy are discussed.

Student-Instructor Assessments: Examining the Skills and Competencies of Social Work Students Placed in Military-connected Schools

Field education is a vital part of learning and training for students pursuing an MSW degree. Guided by competencies created by the Council on Social Work Education, MSW programs are continuously evaluating the effectiveness of field experiences. U.S.-based public schools lack the training and capacity to provide adequate support to military-connected students. To understand the skills and competencies of MSW students placed in military-connected schools, the authors collected data from 30 first-year MSW students and their eight field instructors at two time points (fall and spring) during the 2010–2011 academic year. Both students and instructors gave higher-than-midpoint ratings to students on competencies at both time points. At time 1, students rated themselves lowest on application of complex practice models, policy issues, and working on the macro level with military organizations, whereas instructors rated students lowest on items related to systemic monitoring and research in practice. Progress toward competencies during the academic year was noted for more than half of the competencies. Although as groups, students and field instructors provided similar assessments, similarity within student–instructor dyads was low, suggesting opportunities for growth in the context of field instruction and the need for development of individual student–instructor relationships.

Transformative Learning: First-Year MSW Students' Reactions to, and Experiences in, Gerontological Field Placements

We present findings from interviews with 17 first-year MSWs assigned to gerontological placements undertaken before beginning—and again as they neared completion—of practicum. All respondents, even those most positive and negative at beginning of placement, report a reduction in stereotypes, improved appreciation of older adults’ capacities and strengths, and increased skills in working with this population. All but one respondent reports increased likelihood of pursuing a position working with older adults as a result of exposure through field placement. Specific factors reported by students to influence their decision as well as implications for social work education are discussed.

MSW Foundation Students in the Field: Reflections on the Nature and Quality of Group Work Assignments and Supervision

Commentators find that education in social group work has diminished over the past three decades, creating a shortage in group work-trained field instructors. The role of instructing group work students may appear relatively easy; however, quality instruction requires careful planning, time, energy, and specialized knowledge. Without knowledge and skill, the field instructor may not be capable of providing an adequate conceptual framework. This article reports on an empirical study that examined the group work-based field work experiences of first-year MSW students. The authors focused on the nature, significance, context, and self-perceptions of MSW students regarding their field work experience.

Group Work in Foundation Generalist Classes: Perceptions of Students about the Nature and Quality of Their Experience

Social group work education appears to be in trouble. The literature details a progressive disintegration of group work educational opportunities while highlighting an incremental increase in the use of groups in agencies. This makes for a concerning scenario. This article presents data from a national study of 1,360 first-year MSW students. The current study explored the extent to which students are exposed to group work content and knowledge in foundation classes. A discussion of implications and recommendations, using case vignettes, are provided to illustrate and amplify findings, as well as to highlight challenges that lie ahead for group work education and practice.

School of Social Work Disaster Response Following the World Trade Center Disaster: MSW Student and Field Instructor Perspectives

As part of a larger needs assessment of social workers, this study focuses the September 11, 2001 (9/11), experiences of 286 first-year MSW students and 206 agency-based field instructors in New York City, in response to 9/11. Their perception of the school of social work’s disaster response was collected at 1 month from narrative responses to questionnaire items. Results showed that students felt conflicted about the university’s response; in class, group discussion was beneficial, others wanted normal school routines. Some field instructors surveyed felt supported by the academic institution, yet others felt underutilized. The school of social work, embedded within the larger community, acts as a central hub of information, training, and resources in times of a national catastrophe. [Brief Treatment and Crisis Intervention 7:115–126 (2007)]

Teaching Generalist Social Work Practice: Students' Perceptions of the Importance of the Instructor's Practice Experience

BSW and first-year MSW students from one school of social work were surveyed to determine the influence that the perception of the practice instructor's professional experience had on that individual's teaching effectiveness. Results indicate that practice experience, particularly current experience, did enhance students' evaluations of their instructor's teaching effectiveness. The perception of the instructor's practice experience also was linked to several other attributes that enhanced teaching effectiveness, most notably serving as a role model to students and engaging in classroom behaviors that helped students apply their classroom learning. The results underscore the importance of instructors being knowledgeable about the field curriculum and suggest the need for caution when interpreting findings related to teaching effectiveness in social work education.

The Skills of Teaching Social Work Practice in the Generalist/Foundation Curriculum

BSW and first-year MSW students from one school of social work were surveyed to determine the impact of specific classroom teaching skills on their views of their instructor’s effectiveness. Findings show the importance of instructor knowledge about student experiences in the field and ability to help students apply their classroom learning to their field practice. The results also underscore the importance of instructors’ ability to organize student learning and serve as role models of social work professionals. Implications of the findings are discussed as well as suggestions for future study.

Comparing Structure in Student Supervision by Social Work Program Level

This paper reports on a study that compares 9 undergraduates and 32 first-year MSW students' experience with supervisory structure at the completion of the initial 500 hour practicum. Forty-one volunteer subjects were asked to self-administer a 19-item questionnaire designed to sample subjects' experienced supervisory structure in three areas. The areas included (1) administrative requirements, (2) content of supervision conference, and (3) environmental supports. The findings reveal some weak supervision Prac- tices for both sets of students a number of indicators that suggest graduate students are provided more structures. Reasons for this 2nd - possible correctives are discussed.