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1.
Abstract

BSW and MSW students' evaluations of their field instructors and these individuals' use of various supervisory skills and assignments were assessed early in the field placement. Skills that directly enhanced students' learning in the field were most influential. Supervisory activities that introduced students to the agency and what would be expected of them were particularly helpful. Differences in first-time and second-year students' reactions suggest that students' learning needs vary, based on their prior experience with and understanding of the field. The findings also suggest the need for training to help field instructors make the transition from social work practitioner to social work educator.  相似文献   

2.
ABSTRACT

Drawing on a sample of undergraduate social work students from four mid-western social work programs, this study compared perceptions of field instructors regarding non-traditional and traditional students. Field instructors rated their perceptions of the successful fulfillment of the demands of field practicum and the impact of several life characteristics for traditional and non-traditional students.

Non-traditional students were rated significantly higher on a variety of measures as assessed by field instructors. This study has implications for social work education that involves differential recruitment, retention, and support of traditional and non-traditional students.  相似文献   

3.
ABSTRACT

From its inception, social work education has consistently embraced the position that field learning is an essential element of professional education. It is through field work that the student has the opportunity to apply knowledge gained in the classroom and to learn the skills necessary for effective social work practice

A study conducted by Fortune et at. (1985) on student satisfaction with field placement revealed that the field instructor or supervisor was a link to student satisfaction with the field practicum. Much has been written on the concept and principles of field education, with discussions on the field instructor's functions in field instruction. However, it seems that such discussions vary greatly in their degree of specificity in spelling out the field instruction tasks. On the other hand, relatively little has been reported on how social work students perceive the roles and tasks of field instructors. It seems obvious that students, with first hand experiences in field work practice, can contribute much to the formulation of knowledge in field instruction

Hence, it is vital and essential to study what social work students actually expect of the roles and behaviors of field instructors as contrast to what is written in the theories of field instruction.

This paper attempts to identify the set of behaviours and tasks perceived by students as important to the work of a field instructor. In the process, it is also envisaged that the “anatomy of field instruction” can be better understood through a clear specification of the activities involved.  相似文献   

4.
Abstract

The social work literature often mentions the value and importance of faculty and field instructors serving as role models for students. Unlike allied disciplines, the influence of role models in social work education remains relatively unexplored. This article includes a search of two electronic databases on role models and social work education, identifies the various conceptual references the social work literature makes to the topic, and then discusses its inclusion as a variable in empirical studies. It argues that more qualitative investigation is needed into role modeling as an inextricable component of social work students' socialization to the profession.  相似文献   

5.
Abstract

Social workers are particularly vulnerable to violence due to the type of clients they serve, the preponderance of involuntary service relationships, the settings in which they work, and cutbacks in services. A national survey was conducted of field directors to discern their perceptions about danger to interns, schools' and agencies' practices and responsibilities for student safety, safety standards and policies, training personnel and content, and recommendations for change. Field directors believe that there is a need for more attention to student safety and that risks to students are increasing. There is dissonance between concern about violence and the lack of safety policies and training in schools of social work. Strategies for violence prevention are presented.  相似文献   

6.
ABSTRACT

This study evaluated a continuing education training program designed to increase field educators’ capacities to support students in their application of the evidence-based practice (EBP) process. A cohort of social work field instructors and task supervisors from agency-based settings (N = 186) attended a 1-day interactive skill-based training. Pre- and postsurveys assessed learning outcomes. Findings reveal a significant improvement from pre- to posttraining in the social work educators’ familiarity, t(179) = 22.8; attitude, t(180) = 12.73; and intentions, t(178) = 11.89, regarding EBP. Results indicate that skill-based training in the EBP process model via continuing education is feasible and acceptable.  相似文献   

7.
Abstract

The increase in violence in our society has been well documented in the media as well as in professional journals. Social workers experience a particularly high incidence of physical and verbal violence. This article presents a current review of the literature on violence, describes a Risk Reduction Model for social work practicum education, and discusses implications for further study. The literature review includes reported incidence, the professional response, and the impact on social work education. The Risk Reduction Model addresses school policy and procedures, a school based teaching module, training for field work instructors, and consultation to agencies regarding their safety policies, procedures and training.  相似文献   

8.
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9.
This article reports on a research study of pairs of social work students and their field instructors whor ated their perceptions of each other on various dimensions of placement success, including the quality of the supervisory relationship, the amount learned in the placement, and knowledge and skill levels. The Kolb Learning Styles Inventory was used to measure similarities and differences in student and field instructor learning preferences. The study suggests that assessment of learning styles can assist field instructors and students to appreciate different contributions, to recognize diversity as strength and, ultimately, to enhance the overall quality and success of the learning experience.  相似文献   

10.
Abstract

As increasing numbers of mature students enter schools of social work, it is a challenge and an obligation for field instructors to discover ways to recruit and sustain them in the educational endeavor. Building upon three theoretical perspectives-Freire's pedagogy of the oppressed, Knowles's andragogy, and Schon's reflective learning and teaching, this paper highlights ways in which field instructors can build upon the strengths of mature students to enhance their development as professional social workers. It discusses “parallel process”, “learning styles”, and “contracting” as proactive strategies to fully engage mature students in attaining a graduate degree.  相似文献   

11.
ABSTRACT

Changes in funding patterns and privatization of health and human services within government are prompting new forms of management and organizational structures creating challenges for service delivery and the education of social work managers. The profession's ability to provide leadership and respond to such rapidly changing environmental trends is grounded in the capability of field education to bridge the university and practice communities and provide flexible, innovative combinations of service programming and research partnerships. This article provides a framework for the development and operation of a unique type of field demonstration project. The article focuses on the methodology used to develop and operate the field projects in order to encourage replication among other schools of social work.  相似文献   

12.
Abstract

Although teaching is a primary function of social work educators, most instructors receive little training in teaching methods and, once engaged in teaching, have few opportunities to hone their craft and engage in dialogue about their classroom experiences. Teaching Circles are an example of ongoing curricula designed to improve classroom performance, foster support for excellent teaching and, ultimately, improve student satisfaction. This paper describes the rationale, structure, content, incentives, evaluation, and merit of Teaching Circles.  相似文献   

13.
Learning Plans     
Abstract

Learning plans are essential tools for field education. The development of a learning plan invests the student in the learning process by encouraging ownership. It alsoserves as a model to help students understand the contracting process used when engaging clients. A well thought out learning plan assures accountability and avoids problemsthat may arise resulting from unclear field expectations. Yet, many students and field instructors have difficulty in developing meaningful plans that truly relate to the social work educational experience. This paper provides a framework for developing a learning plan that includes an overview of the student, faculty advisor, and field instructor's roles and the process utilized. Working from broad comprehensive learning goals, cognitive and affective objectives are developed. This leads to specified tasks and evaluative standards. A sample format is presented to further assist students, faculty advisors, and field instructors to develop useful, instructive, and evaluative learning plans.  相似文献   

14.
Abstract

As a second article in a series devoted to an ongoing evaluation of our antiracism field project, a controversial assignment rooted in our Smith College School for Social Work's antiracism commitment, this paper focuses on the review of 128 assignments completed between September 1998-August 2000. A thematic analysis of these projects revealed interesting findings regarding the types of projects, population served, race of student, institutional receptivity, factors that enhanced or impeded student learning, obstacles encountered and degree of collaboration. Specific case examples are included that illuminate the complexity of the processes involved in learning skills utilized in antiracism work.  相似文献   

15.
ABSTRACT

Despite being regarded as an essential element in social work education, practicums are often arranged with little consideration as to what a potential supervisor can offer a particular student. This paper reports on the developments of the Content of Supervision Scale which can be used by university fieldwork staff to measure the supervisory priorities of potential supervisors. Three distinct dimensions of supervision sessions are measured: ‘student learning,’ ‘becoming a social worker’ and ‘social work theory and practice.’ Each of these subscales have demonstrated internal consistency. By matching what supervisors can offer with students' educational needs, the potential for student learning is likely to be enhanced.  相似文献   

16.
Abstract

Rapid changes in social services have altered the organizational context of student practicum experiences. Field experiences have become increasingly complex, requiring that students demonstrate independent practice skills earlier in practicum than was required previously. As a result students need a tool to assist them in understanding the complexities of agency-based practice. The Field System Eco-map, an extension of the traditional eco-map, was developed to help students create a schema for organizing practicum experiences. Additionally the Eco-map can be used to assist students in developing strategies for independent, constructive problem solving in the face of baffling organizational systems and practicum dilemmas.  相似文献   

17.
Abstract

Calls for more attention to social work student writing have gone largely unanswered in the literature and, it can be assumed, in the classroom. An emphasis on writing skills will help prepare students for active and effective advocacy in their practices and in policy arenas. To assure social work instructors that writing instruction, like writing, is no mysterious and impossible chore, this article introduces three key concepts of composition theory: writing to learn, writing as process, and writing as social act. To demonstrate the interrelated applications of these concepts, various uses of classroom journals are presented. Further, instructors are encouraged to require multiple drafts of papers and to provide written assignment guides. Some suggestions for useful commenting on drafts are provided.  相似文献   

18.
Job crafting makes people’s work rewarding through meaning making. This article discusses the ways in which a field director may use job crafting to address a common challenge in field education. Field placements are based on various institutional expectations; however, many students have preconceived notions of what social work and social work education should be, and they complain that their placements are “not clinical ” enough. Through the application of job crafting, students can reframe their field learning experiences in a meaningful way. Using the case study method, this article demonstrates one way to support MSW students, highlighting common challenges and practices at a large public northeastern university.  相似文献   

19.
ABSTRACT

This article explores the current state of Occupational Social Work/Employee Assistance (OSW/EA) education. It examines the relationship between social work curricula, field placement experiences, and entry-level employment opportunities in the OSW/EA field. It is based on an educational initiative called the Partnership for Employee Assistance Education. Drawing on the OSW/EA literature, surveys, and focus group materials, the article concludes that the nature of OSW/EA is being reshaped by information technology, shifting demographics, globalization, and evolving terms and conditions of employment. The authors discuss how the graduate-level OSW/EA curriculum and field placements are being transformed to reflect these trends. Concepts such as Organizational Social Work and organizational intelligence are discussed. Innovative educational strategies are recommended. Finally, the authors argue that the contemporary workplace offers potential opportunity for innovative social work practice and education.  相似文献   

20.
Abstract

There is a growing awareness of field instructors' need for training in their important role as educators (Abramson & Fortune, 1990; Raschick, Maypole, & Day, 1998; Raskin, 1994). Research suggests that due to workload demands field instructors tend to be expedient and practical in supervision (Rogers & McDonald, 1995), suggesting the importance of field instructor training that is relevant, accessible, and easy to implement. This article provides information about how and when MSW students typically learn certain skills coupled with a supervisory framework to help field instructors vary the structure, support, and supervisory focus of their supervision depending on the developmental level of their students. The framework is based on a synthesis of developmental stage models of students in social work (Holman & Freed, 1987; Saari, 1989) counseling, and psychology (Friedman & Kaslow, 1986; Ralph, 1980; Stoltenberg, McNeill, & Delworth, 1998). Implications for field instructor training are discussed.  相似文献   

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