International field placement in social work: Relevant for working in the home country

Askeland, Gurid Aga; Døhlie, Elsa; Grosvold, Kjersti

doi:10.1177/0020872816655200

Cited by 10 publications

(9 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Such support could profitably be extended to training supervisors in the use of transformative learning models (Askeland et al, 2016).…”

Section: Concluding Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Experimenting with professional innovation through practice learning

Dellavalle

Rocca²

2018

European Journal of Social Work

View full text Add to dashboard Cite

This paper presents a qualitative study of an experimental project carried out by the Bachelor of Social Work programme at the Università di Torino (Italy) to promote new opportunities for employment in a welfare system that has been affected by the global crisis. The project organised practice learning placements at 15 non-profit agencies where social workers are not normally part of the staff. A review of the international literature indicates that interest in such initiatives is not restricted to Italy. The study employed semi-structured interviews and focus groups involving students, supervisors, tutors and agency contacts. The study's findings bear out the value of experimental practice learning in two main areas: promoting the social work profession-the experimental placements helped disseminate a favorable view of the profession, and in some cases resulted in social workers being hired by the agencies concerned; training-the experimental placements stimulated students' ability to learn proactively, through exploration and questioning. It was found that there is a need to provide the students involved in the placement with greater support to ensure that they do not regard the experience as being less useful than conventional placements where participants can observe practitioners in action. SOMMARIO Il contributo presenta i risultati di una ricerca relativa a un progetto sperimentale del Corso di Laurea di Servizio Sociale dell'Università di Torino (Italia) finalizzato a promuovere nuovi spazi professionali all'interno di un welfare investito dagli effetti della crisi globale. La sperimentazione ha riguardato la realizzazione di 65 tirocini in 15 organizzazioni del Terzo settore, dove tradizionalmente non è presente la figura dell'assistente sociale. Dalla rassegna della letteratura internazionale emerge un interesse per questo tema, non limitato alla realtà italiana. Nella ricerca, condotta con metodologia qualitativa, sono stati utilizzati l'intervista semi strutturata e il focus group e sono stati coinvolti studenti, supervisori, tutor, referenti dei servizi. I risultati testimoniano la validità del tirocinio sperimentale, su due versanti: la promozione del servizio sociale-le esperienze hanno contribuito a diffondere visioni corrette della professione e, in alcuni casi, ancorché limitati, hanno condotto all'introduzione della figura dell'assistente sociale all'interno dell'ente; la formazione-il tirocinio sperimentale si è rivelato in grado di sollecitare la capacità di apprendere in modo attivo,

show abstract

“…Such support could profitably be extended to training supervisors in the use of transformative learning models (Askeland et al, 2016).…”

Section: Concluding Discussionmentioning

confidence: 99%

“…Several analogies with studies of international learning placements such as that carried out by Askeland et al (2016) also came to light. Two stand out in particular:…”

Section: Delegated Supervisionmentioning

confidence: 92%

Experimenting with professional innovation through practice learning

Dellavalle

Rocca²

2018

European Journal of Social Work

View full text Add to dashboard Cite

show abstract

“…Critical reflection as an educational tool, creating emancipatory possibilities in international field training is well documented (e.g. Askeland & Bradley, 2007;Askeland, Døhlie, & Grosvold, 2016;Barlow, 2007;Das & Anand, 2014;Ferguson & Smith, 2012;Jones, 2015;Lindsey, 2005;Morley & Dunstan, 2013;Schwartz et al, 2014;Testa & Egan, 2016;Wehbi, 2009). Referring to the importance of social work educators to organize the international field training in accordance with critical pedagogy, Wehbi (2009, p. 57), suggests that:…”

Section: Theoretical and Research Context Of The Studymentioning

confidence: 99%

“…Likewise, the 'multicultural' approach and 'cross-cultural' learning are often given higher priority than focusing on critical and postcolonial perspectives (e.g. Akintayo, Hämäläinen, & Rissanen, 2016;Askeland et al, 2016;Barlow, 2007;Engstrom & Jones, 2007;Lindsey, 2005;Magnus 2009;Nimmagadda, Charles, & Cowger, 1999;Nuttman-Shwarz & Berger, 2012;Panos, Cox, Pettys, & Jones-Hart, 2004). Many of such studies resonates with 'culturalisation of social problems' rather than challenge situations of inequality, oppression and social change at the structural level or 'undoing privileges' at the individual (Pease, 2010).…”

Section: Theoretical and Research Context Of The Studymentioning

confidence: 99%

International field training in social work education: beyond colonial divides

Jönsson

Flem

2018

Social Work Education

View full text Add to dashboard Cite

This paper examines the influence of and need for a critical and global-oriented social work education on students' learning and developments in the context of international field training. The study uses mixed methods strategy of web survey, focus groups and document review of field reports. Participants in the study are social work students from social work programs in Norway and Sweden who have conducted their international field training in the Global South. The results of the study show that in order to obtain a critical and postcolonial understanding of global inequalities and the role of social work, students need to be truly prepared for international field training by critical and postcolonial knowledge, which will challenge many students' West-centric perspectives and facilitate them by a self-reflective positioning throughout their field training. The imagination of traveling to and 'learning about the others' should be then replaced by a move beyond 'us-and-them' divides in line with the ethical principles and values of social work.

show abstract

“…Supervision provides social workers with the opportunity to engage in critical discourse analyzing their values, knowledge, skills, and their understanding of the work they are undertaking. In addition, in the supervisory environment, social workers are given a safe outlet to process their feelings and reflect upon how their work is impacting them on a personal level, as well as being provided with the opportunity to process through interpersonal conflicts whether they exist between social worker and client, or with colleagues (Askeland, Dohlie, & Grosvold, 2016). Effective and meaningful supervision ensures best practice, ethical decision making, and the overall well-being of the social workers.…”

Section: Significancementioning

confidence: 99%

Supervision and northern social work practice

Jaswal¹

View full text Add to dashboard Cite

This research explores how practising social service providers view and understand the role of supervision within their organizations, and what their experiences have been in regard to supervision within the social service field while working in Prince George or a neighbouring northern community in British Columbia. Participants were interviewed using a semi-structured approach, revealing the unique perspectives of social service providers within a northern context. Thematic analysis identified three major themes associated with the experiences social service providers have had with supervision: support, availability, and accountability. The recommendations provided by participants, along with the findings of this study, have the potential to influence change in the social service field, as they highlight the importance of and need for supervision.

show abstract

International field placement in social work: Relevant for working in the home country

Cited by 10 publications

References 16 publications

Experimenting with professional innovation through practice learning

Experimenting with professional innovation through practice learning

International field training in social work education: beyond colonial divides

Supervision and northern social work practice

Contact Info

Product

Resources

About