Social Work Placements Research Articles

Blogging as a reflective journaling tool

While web-based tools are increasingly being used in social work education, there remains some reluctance among social workers and social work educators to explore the use of the new web 2.0 tools. Set in the context of good practice development, this paper outlines how blogging was used to write reflective journals during a social work placement. The practical obstacles are described, along with solutions and advice about confidentiality. Issues relating to reflective writing are as relevant to blogging as to a paper-based medium and blogging may be a means by which practice teachers can improve their support of students, particularly when working at a distance. Students concluded that blogging their reflective journals saved time, enabled more immediacy in their contact with the practice teacher and helped them to develop more confidence and skill in using web-based technologies. The practice teacher benefited from this development in that it gave her more regular and convenient access to the students’ work and reflections and allowed her to offer support between meetings, particularly in times of difficulty for the students. The success of this project suggests that there is scope for introducing other web 2.0 tools to support practice teaching with students.

Early placement breakdown in social work practice placements

Eighteen social work placement breakdowns have been examined since the advent of the ‘new’ degree in social work at Kingston University. These constituted ‘early’ breakdown as opposed to students completing but failing their full 100 day placement. The study spanned the period from 2004 to 2007. The objectives of the study were to:• Increase understanding to help to retrieve failing placements• Improve management and support to all those involved• Develop ‘Good Practice Guidelines’ and learning materials• Provide a better social work service to those service users and carers in receipt of a service from social work students at Kingston UniversityThe study identified a complex mix of interrelated factors, resulting in a plethora of strong emotions. A close correlation was noted between the matching of a student experiencing poor health and personal problems with a poor supervisory experience or a team with too high expectations of the student.

Epiphanies and learning in a postcolonial Malaysian context: A preliminary evaluation of international social work placements

This article discusses preliminary findings from a study of international placement learning of British social work students in social welfare settings in Malaysia. Research data generated focuses on the learning processes experienced by the students placed in an unfamiliar, postcolonial context with an emphasis on issues relating to diversity and developing critical cultural competence. Future sustainability and benefits of such placements are also reviewed.

Towards Effective International Work-Integrated Learning Practica in Development Studies: Reflections on the Australian Consortium for ‘In-Country’ Indonesian Studies' Development Studies Professional Practicum

In recent years, overseas work-integrated learning practica have become an increasingly important part of development studies curricula in ‘Northern’ universities. This paper examines the factors that shape pedagogical effectiveness in the provision of such programmes, focusing on the case of the Australian Consortium for ‘In-Country’ Indonesian Studies' Development Studies Professional Practicum. Particular attention is given to the five principles of effective practice identified by Benjamin Lough in relation to international social work placements.

Is it Possible to Develop and Sustain Non-Traditional Placements? An Evaluation of the Development of Practice Learning Opportunities in Partnership with the Police and Probation Services in the West Midlands

This paper will look at new practice learning opportunities developed between the University of Birmingham and the West Midlands Police and Probation Services. The project was designed to expand placements in the West Midlands, to address in particular the short fall of final year placements and to offer students interested in the area of criminal justice and protection of vulnerable people the chance to have a different type of practice experience. This paper aims to share the learning gained through an evaluation of the first year of this partnership (2009–2010). The paper will provide an overview of the scheme, outline the process of evaluation and will consider the learning gained from the police and probation schemes separately. The paper will draw on feedback gained through discussions in focus groups and questionnaires completed by work base supervisors, specialist social work practice assessors, practice tutors and students in each setting. The strengths and weaknesses of both schemes will be considered as will lessons for improving and building on the project for future years. The paper will also address questions about the relevance of working with non-traditional agencies particularly in light of the new statutory definition relating to final year social work placements.

Laws and practices in Serbia and five EU member states

The issue of social security and work placements is among the key issues in modern days. In the field of arts and culture this issue is especially important since work in this field brings different hazards - from injuries that can jeopardize careers e.g. in ballet, to uncertainty of workplaces and incomes for many free-lance artists and professionals in culture. Paper focuses on two themes. Firstly, on the importance of culture and creative industries in EU economy as catalysts of creativity and growth, especially regarding the potential for creating new jobs. Secondly, on the laws that are important for the issue of social security and work in the field of culture in five EU member states (UK, France, Latvia, Slovenia and Germany) and Serbia.

‘Why is This Not Social Work?’ The Contribution of ‘Non-Traditional’ Placements in Preparing Social Work Students for Practice

This article reports on the findings of two evaluations of a major charity's learning from providing ‘non-traditional’ social work placements with young people at risk of social exclusion. The article challenges the terminology of ‘non-traditional’ and ‘non-social work’ placements and examines the potential of these placements in the current social work curriculum and in the light of the recommendations of the Social Work Task Force and directions from the Social Work Reform Board. In particular, the article highlights the ability of such placements to help prepare students for their ‘statutory placement’ in relation to formal assessment, legal literacy, and risk awareness and safeguarding. Overall, it is argued that the time is ripe to champion the creative use of such placements for HEIs, delivery partners, social work students and, most importantly, for service users.

Social work placements

This article is a reflective account of my student experiences of practice teaching whilst on placements during the Social Work Degree. I consider what and how my Practice Teachers and on-site supervisors have been able to teach me about Social Work and Social Work skills and what I have learnt about myself as a person and future practitioner. I look at what, I believe makes a good Practice teacher and how different styles of teaching have enhanced my learning. I reflect on the benefits, under the new degree, of increased days on placement and how this has helped me in applying theory, methods and models which are not always easy in the classroom. At the time of completing this article I am three quarters of the way through my last placement of 100 days. I am undertaking my Social Work degree at the University of Northampton, which has a full time degree course of three years and a part time route taking four years. I am due to graduate with a B.A Honours degree in Social Work in July 2007.

The Importance of Agency Culture and Support in Recruiting and Retaining Social Workers to Supervise Students on Placement

This paper is based on the findings of a small-scale study of social work placement provision at one University in England during 2002. It provides some useful insights into how agency culture and support and the preparation and matching of students to placements demand greater attention by both social work programme providers and agencies if the Government's objective of increasing and improving the bank of good quality placements and well-trained and competent practice assessors is to be realised.

Group learning on social work placements

In the UK, as in most other countries, social work student learning is a combination of a college based education and placement practice (practicum). There is nothing unusual in practice teachers working with social work students in groups. What is rather surprising is that, in spite of the approach having been accepted for many years, it has attracted relatively little interest as a research topic. However, the benefits of groups for learning are well established and discussion on groupwork models of student learning in practice is to be found in the literature of other helping professions, notably counselling, psychotherapy, nursing and occupational therapy. It is also well established in the literature on staff supervision. This article reviews some of the literature on group learning and supervision and presents the findings of a research project which examined the experience of students and practice teachers engaged in group supervision on placement. While a small number of students had some reservations about their experience, feedback from students and practice teachers was very positive overall. The findings of the study are used to suggest guidance for good practice in this area.

A Satellite Model for Rural and Remote Social Work Field Education

Social work field education is expanding in rural areas at a time when rural social work is under great strain. This paper discusses a new model for rural field education. In this ‘satellite’ model, the university employs local senior social workers as university liaison staff to locate, organise, resource, support and assess social work placements in their region.Based on four years’ experience, it is argued that the ‘satellite’ model addresses many barriers rural social work field education currently faces, and has the potential to improve the sustainability of rural social work.The model aims to develop stronger links between rural organisations and universities, provide better support for rural student placements and their host organisations, and strengthen rural social work practice. Benefits to students and supervisors, senior practitioners, organisations and universities are outlined. It is recommended that universities work together in rural areas to expand this model, to improve the sustainability of rural social work throughout Australia.

International social work practicum in India

The present study discusses the process of organising social work placements in India for two Australian students and presents the students' and the field education coordinator's reflections on practicum experiences in the school and hospital setting. Several steps need to be taken to plan and implement international placements. Undertaking a practicum in another unknown culture is as challenging as it is rewarding. Cross-cultural comparative dimensions naturally emerge in our thinking, feeling and doing, and help us appreciate what we have in our own country. Learning occurs both within and outside the practicum. Positive mental attitude, psychological make up, an open mind, planning and preparation do help. However, overseas placements have their own quota of surprises. Any student aspiring to undertake an international practicum should be prepared to face some unexpected situations as they unfold. Overall, effective learning did occur and horizons did expand.

Gay and Lesbian Social Work Students' Experiences in Field Placement

This article describes the results of an exploratory study of the experiences of lesbian and gay social work students in field placement. In-depth interviews with 30 lesbian and gay social work students and graduates revealed 11 categories of sexual–orientation related issues that they confronted in field placements, including heterosexist and homophobic attitudes and behaviors, unwelcoming agency climates, and challenges related to disclosure of sexual orientation in the agency. Participants also suggested resources that might improve the field placement experience. The implications of the findings for social work students, academic programs, and placement agencies are discussed.

The Impact of Fostering on Foster Carers' Own Children

Findings from a questionnaire survey of over 100 foster carers' own children, by Angie Watson, are presented in the context of a literature review of what is known about the impact of fostering on foster carers' own children. A mixture of findings are described, some very positive and some extremely negative, raising cause for concern. This paper, written in collaboration with Denis Jones, highlights the need for support for this group of children, and for training to ensure that social work and family placement staff are able to provide it.

Alice in social work wonderland: Reflections on disability policy and services during student placement

My first social work placement demonstrated how legislation and policy in New South Wales have failed to deliver adequate services to many people with disabilities. Planning and policies without adequate resourcing have created a tiered system of care. Those who are able to access some support and those who fall through the net. Despite the promises of recent policy pronouncements, social workers have to face up to harsh reality. Placing clients with disabilities in poorly serviced boarding houses or crisis accommodation are often the only option available. Problems are being shunted around rather than solved. The following article discusses observations from student placement in the area of disabilities and reflects on the role of a social worker. A role that seems squeezed between being an agent for change and that of propping up a system that is violating the civil rights of people with disabilities.

Vocational qualifications: an opportunity for professional social work education

Because vocational qualifications (VQs) and academic awards constitute separate systems in the UK, they have been apt to trade criticisms or, at best, ignore each other rather than build links between the two types of qualification. Criticisms of VQs focus on their alleged failure to appreciate the importance of knowledge and transferable skills. Criticisms of academic awards highlight their alleged failure to develop competences for work. Yet these criticisms ignore the potential benefit of increased student access to qualifications by linking the two systems. The academic credits given to assessed work-based learning on Diploma in Social Work placements suggest a possible link with VQs for British social work education. The UK professional qualification for social work should remain within higher education, but university social work departments could locate the fast-developing higher-level VQs and higher-level full-time general vocational qualifications (GNVQS) within the structures of combined professional and academic awards such as the DipSW. Universities' expertise in curriculum development, quality assurance, and assessment processes could contribute to the development of higher-level VQs. This might benefit university-based social work education in the UK by improving access for qualifications and thus promoting anti-oppressive educational practice.

Student Satisfaction in Social Work Placement in Hong Kong

Student satisfaction is an important factor affecting effectiveness of fieldwork training. However, related studies are extremely scarce, especially in Hong Kong. This study reports the attempt to evaluate factors associated with student satisfaction in fieldwork. Results indicate that a supportive supervisory relationship is an important factor. The number of times that the supervisor guides the students in theory-practice integration is another important consideration. Implications for developing effective strategies to enhance student satisfaction in field placement are examined.

Research as part of everyday practice: A finishing student's experience

While social work education has come a long way, some of the most valuable lessons are learnt not in the class but in the field. This article explores the relationship between the practice of research and social work practice through my struggles within my final social work placement. How does one come to terms with the relationship between everyday social work practice and the practice of research? How does one reconcile what many see as a gap between research and the practice of social work? Is it possible to incorporate research into everyday practice? In the end it must be argued that both have comparable underlying goals and follow almost identical processes. In many ways a researcher carries out similar investigations utilising similar skills as those of a social worker. Thus being skilled in research and being able to integrate research into everyday practice will produce a better social worker.

The problem of engaging men in child protection work

Kieran O'Hagan is Reader in Social Work in the Department of Social Work at the Queen's University of Belfast. He worked in social services departments in England for nearly twenty years, before taking up an academic appointment. His last social work practice post was Principal Case Worker (Child Abuse), in Leeds. He has had many social work publications, including five books. He has been a guest lecturer in Victoria, Australia, and was twice winner of the Community Care Travel Scholarship. He com pleted social work placements in Calcutta and Los Angeles.

Probation placements and social work education: Questions of quality

Using student placement evaluations this article examines the apparent paradox that the Probation Service is able to provide some of the best social work placements, despite the widely held belief that the Service may be losing its social work identity by developing a punitive orientation. The article locates and explores this issue of placement quality in a wider discourse around ‘relevance’ and ‘focus’ which has come to dominate Probation practice. The prescriptive, ‘technocratic’ tendency emerging from this discourse, is argued to partly explain the success of placements in Probation. However, in the view of the authors, it poses a deeper threat which is of relevance not only to the social work identity of the Probation Service, but to social work in general.