Achievement Motivation and Outcome in Social Work Field Education

‘Lost in transition?’ – Newly educated social workers’ reflections on their first months in practice

“…At first interview prior to leaving university, all the participants wanted more field placements (Tham & Lynch, 2014). The importance of field placement for the training of social work students has been described worldwide (Bogo, 2006;Bates et al, 2010;Bradley, 2008;Fortune, Lee & Cavazos, 2005;Healy & Meagher, 2007;Moriarty et al, 2010;Parker, 2006Parker, , 2007Wilson, 2013;Wilson & Kelly, 2010). In Sweden, most often about 75 days of field practice is included in social work education i.e.…”

Service Learning: The Road from the Classroom to Community-Based Macro Intervention

“…Linking learning objectives to experiential-based experiences in an agency setting forms the core of the social work field practice experience (Caspi & Reid, 1998;Fortune, Cavazos, & Lee, 2005;Miller et al, 2005). Although not traditionally labeled as such, the field practicum can be viewed as a type of service learning course because the field experience is the capstone experience that integrates the social work knowledge-base, practice skills, critical thinking, and the professional values encompassed within the code of ethics.…”

Student Progress in a Social Work Writing Course: Self-Efficacy, Course Objectives, and Skills

“…The view is that the construct of self-efficacy may be an effective strategy that could meet part of the assessment requirement specified in the new EPAS (CSWE, 2008). For example, recent studies have reported strong psychometric properties for self-efficacy scales for social work research (Holden, Barker, Meenaghan, & Rosenberg, 1999;Holden, Barker, Rosenberg, & Onghena, 2007), foundation practice (Holden, Anastas, & Meenaghan, 2003, evaluation (Holden, Barker, Rosenberg, & Onghena, 2008), field placement (Fortune, Cavazos, & Lee, 2005), and the program-specific objectives of an MSW advanced program (Rishel & Majewski, 2009). Although the concept of self-efficacy has been applied to writing ability in general (Pajares, 2003;Pajares & Valiante, 2005), self-efficacy has not been studied specifically with social work students' writing skills.…”