Editorial: The Use of Simulation in Advancing Clinical Social Work Education and Practice

Asakura, Kenta; Bogo, Marion

doi:10.1007/s10615-021-00810-2

Cited by 13 publications

(2 citation statements)

References 35 publications

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“…Simulation, usually in the form of role play or skills practise, is not new in practice-based professional education; it is standard in medical schools and, increasingly, in North American social work programmes (Dodds et al, 2018;Kourgiantakis et al, 2020). Students have found this approach to skill development to be helpful (Gillingham, 2008), which is perhaps unsurprising given the opportunity it provides for reflection and feedback to support the links between theory and practice (Asakura & Bogo, 2021). Locating the development of practice skills within the theoretical framework of experiential learning, with its requirement for skills demonstrated to be based on knowledge and values, is one way to avoid students being trained to simply perform skills (Wehbi, 2011).…”

Section: Simulation and Video Recordingmentioning

confidence: 99%

Video-Shorts: A Simple and Useful Classroom-Based Method for Developing Skills

Pye,

Fledderjohann

2023

Journal of Experiential Education

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Background: The teaching and learning of skills in a classroom setting are often thought to require a resource-intensive approach. Purpose: This study explores the impact of a relatively basic and short communication skills teaching session on postgraduate students’ self-perception of their skills. Methodology/Approach: Data was gathered using a preteaching and postteaching survey designed to enable students to evaluate their own sense of skill development. Findings/Conclusions: Students overwhelmingly found this teaching session helpful in terms of increasing their confidence and readiness to communicate on their first social work practice placement. Implications: Effective skill development can take place within the constraints of a classroom setting with few resources using a basic simulation within an experiential framework.

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Section: Simulation and Video Recordingmentioning

confidence: 99%

Video-Shorts: A Simple and Useful Classroom-Based Method for Developing Skills

Pye,

Fledderjohann

2023

Journal of Experiential Education

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“…Simulation-based learning can disrupt the harmful cycle of field education for both marginalized communities and social workers of color. Research has found that simulationbased learning is effective to develop student competence without harm to the client (Asakura & Bogo, 2021). Others have enacted simulations in order to bridge class knowledge with field education (Bogo et al, 2017).…”

Section: Field Educationmentioning

confidence: 99%

#SocialWorkSoWhite

BlackDeer

Ocampo²

2022

ASW

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To date, social work continues to be a predominantly white-dominated profession; this is true across all levels of the profession’s current and aspiring membership, including students, practitioners, and faculty members. This racial composition is remnant of our profession’s history of upholding white supremacy and legacy of white saviorism. Not surprisingly, foundational teachings of social work center and champion white women (e.g., Jane Addams) while neglecting the important contributions of Black and Brown social workers to the profession. The harm done by continuing and upholding these practices extends to all spheres that social work education touches, directly or indirectly. While the National Association of Social Workers Code of Ethics would lead one to think of social work as a noble profession, the reality demonstrates that we continually fall short of that reputation. Social work education is guilty of exploiting vulnerable and marginalized communities for the benefit of the profession under the guise of promoting social justice. For example, field placement, a cornerstone of social work education, continues to send mainly white students into communities of color for the purposes of learning, often treating the community as guinea pigs in the pursuit of white knowledge through experiential learning. Although in the long run, field placements can have some benefits for communities, we need to be more critical about the practices we engage in and the ways in which they fail to advance social justice and reinforce the status quo. We are at a pivotal moment in our profession as we reckon with the dissonance between our preaching and practice. The purpose of this paper is to highlight the many ways in which social work education haphazardly 1) perpetuates colonialism and upholds white supremacy, 2) harms marginalized communities, and 3) fails to model our code of ethics. We make a call for serious introspection within the field of social work: to evaluate the power dynamics at play, reckon with our past, and plan for a profession that strengthens and lives up to its commitment to social justice. We conclude with recommendations for transformative change within the social work profession.

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