Edith Abbott was Right

Self-Efficacy Regarding Social Work Competencies

“…Not only has it been employed across many other fields, it has been used in a variety of situations in social work education and practice. These include the following: discussions of the social work educational process in general and outcomes assessment specifically (e.g., Calderon, 2013;Carpenter, 2011;Green, 2003;Montcalm, 1999;Petrovich, 2004;Spitzer et al, 2001); as a predictor of: intentions to remain employed in child welfare (Ellett, 2009), research activity of social workers (Lynch, Zhang, & Korr, 2009), and for domestic violence screening by social workers (Tower, 2003); as an outcome in a conceptual model of practice with battered women (Danis, 2004), an HIV risk reduction intervention study (Icard, Schilling, & El Bassel, 1995), a comparison of services for battered women (Mancoske, Standifer, & Cauley, 1994), and a study of a wilderness adventure therapy intervention (Clem, Smith, & Richards, 2012); as a factor in a model that portrayed bachelor of social work (BSW) and master of social work (MSW) research instructors perceptions of their students (Maschi, Wells, Slater, MacMillan, & Ristow, 2013); and one that examined BSW field instructor attitudes toward evidence-based practice (Wiechelt & Ting, 2012); in the development of the Substance Abuse Treatment Self-Efficacy Scale (Kranz, 2003;Kranz & O'Hare, 2006, and as a component of two versions of the Evidence-Based Practice Process Assessment Scale ; as an outcome measure for an intervention by BSW students with foster youths (Bruster & Coccoma, 2013), training in parental mental illness/child protection for social workers (Carpenter, Patsios, Szilassy, & Hackett, 2011), a developmental program for newly qualified child and family social workers (Newly Qualified Social Workers;Carpenter,Shardlow,Patsios,& Wood,3), an intervention designed to enhance analytic abilities related to the assessment process for children and families (Platt, 2011), and an intervention designed to disseminate an evidence-supported intervention to community practitioners…”

Knowledge Outcomes Within Rotational Models of Social Work Field Education

“…Challenges to individual supervision include: (a) concerns that individual supervision style may cause undue dependency and discourage risk-taking (Marshack & Glassman, 1991), (b) changes in practice, leaving less time for Downloaded by [Umeå University Library] at 15:53 17 November 2014 supervision and higher expectations of students, and (c) the need to expose students to a broader array of practice areas, settings, and supervisory styles (Jarmon-Rohde, McFall, Kolar, & Strom, 1997). More recently, suggestions for new models of field education have included many alternatives to the one-on-one supervision model, such as rotations (Grossman, 1991;Reisch & Jarmon-Rohde, 2000;Spitzer et al, 2001), community-based field instruction (Reisch & Jarmon-Rohde, 2000), group field instruction (Globerman & Bogo, 2003;Kaplin, 1991;Marshack & Glassman, 1991;Reisch & Jarmon-Rohde, 2000), sharing/co-supervision (Abram, Hartung, & Wernet, 2000;Coulton & Krimmer, 2005), and others. As described in the following, the efforts of the national Hartford Partnership Program for Aging Education (HPPAE) have influenced social work curricula in myriad ways, including the increased use of rotation models of field education in programs across the country.…”

Virtual Communities of Practice: Bridging Research and Practice Using Web 2.0

“…The University at Buffalo School of Social Work's Field Education Department and the University at Buffalo's Teaching and Learning Center partnered together to explore the range of available Web 2.0 technologies. Field education programs play a critical role in Social Work education (Spitzer, Holden, Cuzz, Rutter, Chernack, & Rosenberg, 2001). At the University at Buffalo School of Social Work, graduate Social Work students complete 980 practicum hours in community agencies over the course of four semesters.…”