Is Field a Hard Hat Area? A Study of Violence in Field Placements

The Effects of Violence and Aggression From Parents on Child Protection Workers’ Personal, Family, and Professional Lives

“…In another study, he found that 18% of such workers had been physically assaulted during their working career (Bowie, 1996). In North America, high rates of violence against social work staff were reported by Macdonald and Sirotich (2001), Jayaratne, Vinokur-Kaplan, Nagda, and Chess (1995), and Tully, Kropf, and Price (1993), with studies from other countries such as Iran (Padyab, Chelak, Nygren, & Ghazinour, 2012) also addressing this as a problematic area for social workers.…”

‘What about Feelings?’: A Study of Emotion and Tension in Social Work Field Education

“…In their study, only 12% of 250 schools surveyed reported having a formal written policy on student safety. Tully et al (1993) pointed out that, even in agencies that had set up safety policies and initiated training opportunities, field placement students were seldom aware of them.…”

“…An evolving body of research on safety in field placements reports limited dialogue on violence in social work field placements but has served to alert students and faculty to safety hazards (Tully et al, 1993;Elliason, 1996;Mama, 2001). Tully et al (1993) found that, although safety issues received some attention in the classroom, they were seldom directly addressed in field settings, which is puzzling because social workers are frequent victims of violence.…”

“…Tully et al (1993) found that, although safety issues received some attention in the classroom, they were seldom directly addressed in field settings, which is puzzling because social workers are frequent victims of violence.…”

Omissions and commissions: An analysis of professional field education literature

“…It was suggested that these issues emerge over time, or as a result of extraordinary or atypical placements often involving marginalised students, or the identification of hitherto unforeseen issues. Examples included the ethical and legal responsibilities of participants (Zakutansky & Surles 1993), cross cultural dimensions of placement (Gladstein & Mailick 1986;McRoy, Freeman, Logan & Blackman 1986), gender dimensions of field-based learning (Berkun 1984); violence in the workplace (Tully, Kropf & Price 1993;Ryan & Martyn 1996), and the accommodation of special need students (Reeser 1992). Although addressing different issues, all call for greater research into the frequency with which such issues arise and the impact that they have on student learning.…”