Social Work Placements Research Articles

Competences and the practicum: Experiences on one social work course

In 1991 Hull University introduced the practicum to social work placement experiences. The Hull MA/DipSW programme is briefly outlined and locates the practicum before providing the results of evaluating evidence from the first 101 students to return a placement questionnaire. Student responses were largely favourable concerning their experience of being tested on six core competences. This evaluation of the practicum is placed in the context of the CCETSW review of Paper 30 (1995). Issues for practice are raised concerning competences indicators, integration of theory and practice, academic assignments, the relevance of specialist areas to practicum, and client work and simulation exercises. It is suggested that the practicum represents a successful experiment in social work field education and is developing interesting initiatives in professional training, not least of which is a University based practice agency (FASU).

Some factors affecting the quality of social work placements

Abstract This article looks at some issues affecting the quality of practice placements. Difficulties currently experienced in providing good quality placements are outlined and the probable effects of the impending changes in social work education are considered. Several important future issues are identified — choices of placement, limitations of placement opportunity, evidence of competence and transracial practice teaching. The article concludes by encouraging practice teachers to assert and develop their newly recognised central importance to social work education and training.

Status of mental hygiene and child guidance facilities in public schools in the United States

In general in may be stated that the ordinary teaching process in the classroom, which primarily strives for learning, conflicts with the purpose of adjusting child and teacher emotionally to their tasks. Thus, while we must have education in mental health, we also need mental health in education. Following these ideas to their logical conclusion, and based upon our present research study, we must state that there is in general a need to bring mental hygiene services into the school system in such a way that these services can be integrated into the functional structure of the total educational program. We may then be able to lay down basic principles which child guidance clinics in schools should follow in order to carry out the fundamental concepts of mental hygiene. Accordingly, child guidance clinics in schools should be concerned with: 1.Study and treatment of emotionally disturbed children. 2.Selecting teachers on the basis of recognized personality criteria. 3.In-service training of teachers, to afford teachers deeper insight into psychodynamic interchanges taking place in the classroom. 4.Orientation of curriculum in classroom and curriculum development. 5.Close liaison with special educational and service programs such as speech development, attendance bureau, CRMD classes, etc. 6.Educational and community work, one of the aims being to integrate a parent's interests in the school system. 7.Professional training by providing opportunities for qualified young persons to gain experience in child guidance—by creating psychiatric residences, psychological internships, and student social work placements. 8.Research by maintaining a continuing program of developing and improving technique for integrating mental health with educational processes in school. In general in may be stated that the ordinary teaching process in the classroom, which primarily strives for learning, conflicts with the purpose of adjusting child and teacher emotionally to their tasks. Thus, while we must have education in mental health, we also need mental health in education. Following these ideas to their logical conclusion, and based upon our present research study, we must state that there is in general a need to bring mental hygiene services into the school system in such a way that these services can be integrated into the functional structure of the total educational program. We may then be able to lay down basic principles which child guidance clinics in schools should follow in order to carry out the fundamental concepts of mental hygiene. Accordingly, child guidance clinics in schools should be concerned with: 1.Study and treatment of emotionally disturbed children. 2.Selecting teachers on the basis of recognized personality criteria. 3.In-service training of teachers, to afford teachers deeper insight into psychodynamic interchanges taking place in the classroom. 4.Orientation of curriculum in classroom and curriculum development. 5.Close liaison with special educational and service programs such as speech development, attendance bureau, CRMD classes, etc. 6.Educational and community work, one of the aims being to integrate a parent's interests in the school system. 7.Professional training by providing opportunities for qualified young persons to gain experience in child guidance—by creating psychiatric residences, psychological internships, and student social work placements. 8.Research by maintaining a continuing program of developing and improving technique for integrating mental health with educational processes in school.