Field Education for Clinical Social Work Practice: Best Practices and Contemporary Challenges

Bogo, Marion

doi:10.1007/s10615-015-0526-5

Cited by 190 publications

(122 citation statements)

References 53 publications

Supporting

Mentioning

108

Contrasting

Unclassified

Order By: Relevance

“…As the signature pedagogy of social work education (CSWE, 2008) the import of field practice training cannot be overemphasized. As Bogo (2015) dispassionately points out, "the ability of social work education to graduate ethical, competent, innovative, effective clinical social workers is highly dependent on the quality of the field experience" (p.317). Consequently, administrators of schools and/or department of social work in Nigeria should, as a matter of urgency, expedite action towards ensuring that their field practice training embraces all practice approaches and orientations in the social work profession and not overly tilted to assigning students to agencies who rely on one practice model.…”

Section: Implications For Social Work Educationmentioning

confidence: 99%

Applying a Rights-Based Approach to Social Work Practice in Africa: Students’ Perspectives

Amadasun

2020

International Journal of Social Sciences Perspectives

View full text Add to dashboard Cite

The application of a rights-based approach to social work practice is integral to ridding society of social injustice and human rights infringements. As the next generation of social work practitioners in Africa (a continent at the top of the pyramid in human rights violations), what social work students know about the rights-based approach could prove pivotal in preparing them towards entrenching social justice and human rights tenets in their professional practice, as is consistent with the Universal Declaration on Human Rights. This study aims to share the reflections of Nigerian social work students regarding their knowledge of and preparedness to utilize the rights-based approach to social work practice. In employing a qualitative design, semi-structured interviews was conducted among graduating social work students in a large-sized university in Nigeria. Data were subjected to thematic analysis and following the analytical procedure, findings reveal inadequacies in professional social work education and training in the context of equipping students with this practice approach. Although this inquiry involved a cohort of student social workers in their final academic year, the findings may have broader implications for social work education in Nigeria and indeed Africa given the rapidly standardized move in social work education. To offset this trend by means of competency-building, pragmatic suggestions are offered to social work educators with a view to ensuring that social work students are not only equipped in the knowledge of this practice approach but also ready to employ such knowledge to practice.

show abstract

Section: Implications For Social Work Educationmentioning

confidence: 99%

Applying a Rights-Based Approach to Social Work Practice in Africa: Students’ Perspectives

Amadasun

2020

International Journal of Social Sciences Perspectives

View full text Add to dashboard Cite

show abstract

“…The centrality of field education as a core component for learning in social work is undisputed, with prominent researchers attesting to the abiding significance of placement learning for the development of a social work professional (Bogo, 2015;Kadushin, 1991).…”

Section: Literaturementioning

confidence: 99%

Feeling Lucky: The Serendipitous Nature of Field Education

et al. 2018

View full text Add to dashboard Cite

Field education and the supervision that occurs during this process cements learning and enhances preparedness for a career in social work. Graduate readiness for social work practice is however a contested subject in New Zealand with recent criticism focusing on the adequacy of social work education. This paper reports on findings from focus groups with twenty-seven faculty members and thirty-five students from 8 Schools of Social Work in New Zealand which explored aspects of the taught and learned curriculum. Overall, students and faculty revealed some dissatisfaction with the taught curriculum on supervision that occurs on campus prior to the placement experience. Many students reported irregularity of placement supervision and associated quality supervision with being lucky. We propose a series of recommendations to address these concerns, emphasizing that students should be able to consistently access effective placement supervision rather than consider this a matter of luck.

show abstract

“…This may partly explain why the predominant focus has been on linking theory and practice in classroom‐based teaching, with less emphasis on supporting integration of learning on placement with practice educators (Clapton, Cree, Allan, Edwards, Irwin, et al, ; Crisp & Hosken, ; Lee & Fortune, ). More recently, there have been renewed calls for the profession to prioritize efforts to integrate the academic curriculum with practice (Bogo, ; Robbins, Coe Regan, Williams, Smyth, & Bogo, ). It may, therefore, be timely to explore whether developing learning opportunities, which scaffold learning from practicing social work might provide a more cohesive educational experience.…”

Section: Introductionmentioning

confidence: 99%

Partners in practice: Developing integrated learning opportunities on the Frontline child and family social work qualifying programme

Domakin

Curry²

2017

Child & Family Social Work

View full text Add to dashboard Cite

The Frontline programme is a social work qualifying route, in England, featuring a different approach to curriculum design and delivery. Students are based in groups of 4, learning through practicing social work in a statutory child and family social work setting, alongside a Consultant Social Worker (in the role of practice educator). They are also supported by an Academic Tutor who works in partnership with the Consultant Social Worker to facilitate learning. A weekly “unit meeting” is a foundational aspect of the programme, providing opportunities for in‐depth discussion, teaching, and reflection on practice with families. The authors worked together over the first 2 cohorts of the programme and undertook action research to explore the learning opportunities that arise when academic staff and practitioners work side by side to support student learning in this model. Three broad themes were identified which were considered to be significant in helping students to learn which are explored in the paper: Learning through engaging in joint dialogue about practice in a unit meeting The influence of relationships on learning in social work The importance of a connected model of learning which has practice with children and families at its heart

show abstract

Field Education for Clinical Social Work Practice: Best Practices and Contemporary Challenges

Cited by 190 publications

References 53 publications

Applying a Rights-Based Approach to Social Work Practice in Africa: Students’ Perspectives

Applying a Rights-Based Approach to Social Work Practice in Africa: Students’ Perspectives

Feeling Lucky: The Serendipitous Nature of Field Education

Partners in practice: Developing integrated learning opportunities on the Frontline child and family social work qualifying programme

Contact Info

Product

Resources

About