Gate‐keeping for professional social work practice

Lafrance, J.; Gray, Erin

doi:10.1080/0261547042000224065

Cited by 93 publications

(92 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Service users recognize the centrality of the helping relationship in their experience with social workers (Beresford, Croft, & Adshead, 2008;Ribner & Knei-Paz, 2002), and attribute the success of the intervention to both the personal characteristics of the social worker, and the nature of the relationship itself. These findings are congruent with workers' perceptions of effective relationships, as well as field instructors' assessment of effective social work students (Bogo et al, 2004;Bogo et al, 2006;Lafrance, Gray, & Herbert, 2004). Characteristics of effective social workers include attributes like respectfulness, flexibility, kindness, caring, empathy, and warmth; capacity for self-awareness; ethics; attitudes aligned with social work values; and strong interpersonal and communication skills (Beresford et al, 2008;de Boer & Coady, 2006;Drake, 1994).…”

Section: Professional Suitability and The Helping Relationshipsupporting

confidence: 69%

Social Work Curriculum Review Case Study

Watters¹,

Cait²,

Oba³

2016

cswr

View full text Add to dashboard Cite

This paper presents the findings from community focus groups, comprised of social service users, and explores the characteristics of effective social workers. Focus groups were conducted as part of a case study to inform a Master of Social Work (MSW) curriculum review at Wilfrid Laurier University’s Faculty of Social Work. Wilfrid Laurier University has two MSW programs—the MSW Aboriginal Field of Study (AFS) and a non-Aboriginal program. The case for this study was the non-Aboriginal MSW program. Ongoing program evaluation that includes feedback from service users honours the knowledge of marginalized communities, and is an accreditation requirement of the Canadian Association for Social Work Education (CASWE). Four focus groups were conducted with a total of 24 individuals who access programs from human service organizations that provide supportive housing, immigrant, or refugee services in the Kitchener-Waterloo area. Service users identified numerous characteristics of effective social workers, including kindness, cultural awareness, and strong communication skills, as well as the need to articulate and address issues of professional suitability. We conclude by querying whether the typical assessment of MSW students’ suitability for the profession is adequate, and provide the AFS wholistic and comprehensive evaluation as an example of an alternative approach to MSW student assessment.

show abstract

Section: Professional Suitability and The Helping Relationshipsupporting

confidence: 69%

Social Work Curriculum Review Case Study

Watters¹,

Cait²,

Oba³

2016

cswr

View full text Add to dashboard Cite

show abstract

“…Coombes and Anderson (2000) argue that a background that consists of ACE can contribute positively to later practice competence, although they do concede that there is a chance of a negative impact on clients when social workers enter the profession in order to make sense of their own prior traumatic experiences (counter-transference). Lafrance, Gray and Herbert (2004) found that students needed to demonstrate, amongst other things, a resolution of personal life experiences and a lack of narcissism (denoted as viewing client's problems and their professional role from a self-centred perspective) in order to practice professionally.…”

Section: Resultsmentioning

confidence: 99%

The Implications of Adverse Childhood Experiences for the Professional Requirements of Social Work

Dykes

2014

Social Work

View full text Add to dashboard Cite

“…Reflective, rather than reactive, practice educators are best placed to transcend intense emotions of anger, guilt and shame with the consequence that struggling students can indeed be failed if required as part of ethical gate-keeping practice (LaFrance et al, 2004). This concentration on the relational aspect of the situation is key to improving the experience of both practice educators and students in practice learning settings.…”

Section: Discussionmentioning

confidence: 99%

Projective Identification and the Fear of Failing: Making Sense of Practice Educators' Experiences of Failing Social Work Students in Practice Learning Settings

Finch

Schaub

Dalrymple

2013

Journal of Social Work Practice

View full text Add to dashboard Cite

The paper focuses on emotions and processes that may arise for practice educators when working with a struggling or failing student in a practice learning setting. 1 The paper firstly documents a previously undertaken thematic review of the literature, which explored why practice educators appeared to find it difficult to fail students in practice learning settings.Secondly, the paper draws on two UK qualitative studies that highlighted the emotional distress experienced by practice educators when working with a marginal or failing student. The paper documents key findings using a case study approach from both studies. We argue that the concept of projective identification offers a plausible and illuminating account of the states of mind experienced by practice educators and in making explicit, unconscious states of mind, our aim is that practice educators will feel confident to make appropriate assessment decisions when required.

show abstract

Gate‐keeping for professional social work practice

Cited by 93 publications

References 23 publications

Social Work Curriculum Review Case Study

Social Work Curriculum Review Case Study

The Implications of Adverse Childhood Experiences for the Professional Requirements of Social Work

Projective Identification and the Fear of Failing: Making Sense of Practice Educators' Experiences of Failing Social Work Students in Practice Learning Settings

Contact Info

Product

Resources

About