A National Survey of Australian Social Work Field Education Programs: Innovation with Limited Capacity

Abstract

Social work field education programs globally are struggling to meet the demands of providing placements and need to consider innovative placement models to meet professional accreditation requirements, and delivering quality field education opportunities for social work students. This paper reports on the qualitative responses of a national survey of Australian social work field education programs, exploring current challenges, innovative responses, recommendations for the Australian Social Work Education and Accreditation Standards [ASWEAS] review, hopes for the future, as well as capacity to undertake research.The findings suggest that field education programs use incremental innovation in field education, including collaboration, partnerships and new ways of responding to the changing student body. It is suggested that structural change and resources are needed for innovation to be more than incremental. Implication Statement• Social work field education as a distinct pedagogy needs to be supported through evidence based research in order to respond to current pressures • Collaboration in field education practice and research is valuable, but may be challenged by program competition • Structural innovation and accepting diversity in models could offer opportunities for social work education

To fail or not to fail: enhancing our understanding of reasons why social work students failed practice placements (2015–2019)

“…As illustrated in the findings, 16 students disclosed mental health issues, four had dyslexia and one had physical health issues, which affected progression. Research evidence suggests some practice learning settings may struggle to accommodate social work students with disabilities (Finch, 2010;Kiesel et al, 2018;Zuchowski et al, 2019), with one reporting (Kiesel et al, 2018) students were required to self-manage their situation and either downplay or not claim disability status for fear of stigma and discrimination. Based on disability discrimination legislation, employers are legally required to make reasonable adjustments for students and staff who declare a disability.…”

Arrangement of the social work students’ field education: the experience of Ukraine

“…Немає так званої професійної монополії і соціальна робота не є, на відміну від більшості європейських країн, регламентованою професією, яка має потужну саморегулівну професійну асоціацію, відповідальну за присвоєння професійних кваліфікацій і впровадження професійних та освітніх стандартів, стандартів проходження практики. Наприклад, в Австралії саме фахова асоціація розробила стандарт проходження практики студентами у соціальних закладах, що дало змогу уніфікувати очікування від практики, забезпечити її послідовність та узгодження різних компонентів [14]. В деяких країнах проводяться дослідження щодо того, як запобігти психологічним травмам студентів при проходженні практики та як забезпечити їхню належну супервізію, і на основі цього виробляються культурально прийнятні рекомендації [15; 16].…”

Social Work Education: Moving the Profession into the Future

“…Cree, 2012;Hafford-Letchfield, 2007). Ines Zuchowski and colleagues did not report on gender in their study of staff in field education programs (Zuchowski, Cleak, Nickson, & Spencer, 2018), but anecdotal accounts indicate that few male academics hold field education positions, which are often perceived as academic housekeeping roles. Given that Zuchoswki et al found some academic staff in field education roles were discouraged from engaging in research, this perception would seem to have a realistic basis, given that research and publication are critical to promotion for those pursuing an academic career.…”

“…The shortage of placements that offer quality learning experiences for tomorrow's social workers is a critical problem for Australian schools of social work. As Zuchowski et al (2018) noted, the placement is a valuable resource that universities compete with each other to obtain. It is perhaps not surprising than when asked if they had developed innovative strategies to find placements, one university responded "yes, but not disclosing".…”