‘Hanging on a Little Thin Line’: Barriers to Progression and Retention in Social Work Education

Moriarty, Jo; Manthorpe, Jill; Chauhan, Bharat Singh; Jones, Gwynne; Wenman, H; Hussein, Shereen

doi:10.1080/02615470802109890

Cited by 22 publications

(17 citation statements)

References 41 publications

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“…One student did not complete the placement and left the course during this time, transferring to another programme of study. Moriarty et al (2009b) have identified that placements are often a 'tipping point' in students' decisions about continuing on their social work programmes and to eventually qualify.…”

Section: The Pilot Projectmentioning

confidence: 98%

Social Work Practice Learning in Schools: Lessons for Practice

Collins¹,

Blewett²,

Manthorpe³

et al. 2010

Practice

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Social work education In England has undergone major reform in the past five years but social work practice remains under review. Part of the reform has been the extension of the number of days in practice learning for social work students. Traditionally social work students have undertaken the practice element of their training in social work agencies. The expansion of days in placement has been accompanied by a diversification of practice settings. This article presents data from an evaluation of an initiative in London whereby social work students undertook placements in primary and secondary schools. The evaluation was informed by questionnaire surveys of five groups of respondents: students, their on-site and off-site practice supervisors, social work academics and other stakeholders of social work education in the area. Interviews with six participants explored some of the survey findings in greater depth. The evaluation findings draw attention to the need for careful preparation for placements in schools of students and of school based staff in the light of the possible continued demand for such placements.

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Section: The Pilot Projectmentioning

confidence: 98%

Social Work Practice Learning in Schools: Lessons for Practice

Collins¹,

Blewett²,

Manthorpe³

et al. 2010

Practice

Self Cite

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show abstract

“…Placements are therefore often a trigger point for considering dropping out of university (Mulholland et al, 2008). Moriarty et al (2009), in researching barriers to progression and retention in social work education, found that additional support during placements might benefit students in reducing the risk of withdrawal from programmes. Based on analysis of qualitative interviews with student social workers who failed practice placements, Poletti and Anka (2013) recommend greater support from HEIs, and clarity for students about the type of support available.…”

Section: Introductionmentioning

confidence: 99%

Stay with the ‘FLO’: evaluating a mobile texting service to enhance social work student retention while on placement

Boath

Simcock

Watts

et al. 2018

Social Work Education

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“…The interaction between student and institutional factors may affect the retention rate in social work training programmes (Davis, 2010). The cultural capital of students may be devalued through the organisational and management progress of HEIs (Moriarty et al., 2009). This echoes NAO's (2007) suggestion that non-completion of a programme may not be solely due to one single reason but rather a mixture of personal, institutional, course related and financial factors.…”

Section: Introductionmentioning

confidence: 99%

Intersectional impact of multiple identities on social work education in the UK

Liu

2016

Journal of Social Work

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This document is the Accepted Manuscript version of the following article: Ben Chi-pun Liu, ???Intersectional impact of multiple identities on social work education in the UK???, Journal of Social Work, Vol 17(2): 226-242, March 2017. ?? 2016 The Author(s). DOI to the published version: 10.1177/1468017316637220. Reprinted by permission of SAGE Publications.Summary: The study reviews the records of 671 social work students and graduates including the seven intakes from the first cohort in 2003/2004 to the intake in 2010/2011 to examine the interacting effect of learning difficulties, ethnicity and gender on the completion of social work training at a university in the South East of England. Findings: Among the students, 79.9% of them were female, 50.1% were black, 27.9% white, 10.7% Asian and 11.3% other ethnicities. A majority of students did not report any disability. Among those who did (n ?? 84), 52.3% (n ?? 44) reported a learning difficulty.The percentage of students who have successfully completed the training is 76.4%, a completion rate that is comparable to the UK???s national figure. Having controlled the confounding variables, hierarchical logistic regression identified the risk factor for dropoutfrom undergraduate social work programme as black female students with learning difficulties (odds ratio ?? 0.100, 95% confidence interval ?? 0.012???0.862, p < 0.05). Findings suggested that students with multiplicity of identities, i.e. being black and female and with a learning difficulty, have a lower probability to complete the programme successfully. Applications: Strategies for tackling the intersecting disadvantages of race, gender and disabilities in social work training should embrace three principles: providing continuous support, focusing on how the support is provided and addressing contextual and structural barriers

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‘Hanging on a Little Thin Line’: Barriers to Progression and Retention in Social Work Education

Cited by 22 publications

References 41 publications

Social Work Practice Learning in Schools: Lessons for Practice

Social Work Practice Learning in Schools: Lessons for Practice

Stay with the ‘FLO’: evaluating a mobile texting service to enhance social work student retention while on placement

Intersectional impact of multiple identities on social work education in the UK

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