Strengthening the Signature Pedagogy of Social Work: Conceptualizing Field Coordination as a Negotiated Social Work Pedagogy

Asakura, Kenta; Todd, Sarah; Eagle, Brooke; Morris, Brenda

doi:10.1080/08841233.2018.1436635

Cited by 18 publications

(10 citation statements)

References 46 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The FLCP has learned that providing clear and consistent communication to students in a timely manner was key in creating some measure of calm, from both an administrative and educational perspective. In order to ensure that future communications (both written and verbal) are responsive to student's needs, it will be important to increase our capacity for a relational approach to field coordination (Asakura et al 2018 ). The stress of the pandemic and the administrative demands, at times, reduced our capacity to be compassionate and curious about the student experience.…”

Section: Lessons Learnedmentioning

confidence: 99%

“…Lapses of empathy (Baum 2014 ) have been demonstrated within the student vignettes. Working relationally and with attention to student identity is an ideal educational practice in field coordination and begins the process of training new students in the practice of clinical social work (Asakura et al 2018 ). A primary dilemma in field education was laid bare by the COVID-19 crisis: large volume programs struggle to meet the pedagogical recommendations of Wayne et al ( 2010 ) and the complex needs of students without adequate staffing and resources (Ayala et al 2018 ; CSWE State of Field Education Survey 2015 ).…”

Section: Lessons Learnedmentioning

confidence: 99%

“…Decades of experience in placing a diverse student body have taught us to understand the nuances of the process such as the fit between student and setting, student readiness to engage in field education, and student expectations meeting the reality of the professional world of social work. Those nuances are borne out by the field education literature (Asakura et al 2018;Bogo 2015;Bogo et al 2016;Wayne et al 2010). Field educators across North America must find agency settings that meet a variety of requirements: the capacity to provide students with field instruction by a trained MSW field instructor, substantive and appropriate field learning assignments consistent with the competencies set forth by the Council on Social Work Education Educational and Policy Accreditation Standards [CSWE EPAS] (CSWE EPAS 2015), and meeting the required number of hours dictated by CSWE and the School.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Faculty Respond to COVID-19: Reflections-on-Action in Field Education

et al. 2021

View full text Add to dashboard Cite

The field placement process has become increasingly challenging for schools of social work, particularly for large graduate programs situated in urban centers with competing schools. The unprecedented circumstances created by the COVID-19 public health crisis further strained the placement process, revealing a delicate balance of interdependent systems that schools must address when confronted with an unforeseen disruption of field education. This paper reflectively examines the steps taken by the field faculty and department of one large school of social work to address the impact of the pandemic on field education and its placement process. Utilizing crisis and shared trauma perspectives, the field disruptions, continuity of learning, contingency plans, and the attendant anxiety caused by COVID-19 are discussed, as are the lessons learned. Though COVID-19 has significantly altered the placement process, this reflective frame allows faculty to take the lessons emerging from the crisis and use them to improve services and learning opportunities for students in the future.

show abstract

Section: Lessons Learnedmentioning

confidence: 99%

Section: Lessons Learnedmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Faculty Respond to COVID-19: Reflections-on-Action in Field Education

et al. 2021

View full text Add to dashboard Cite

show abstract

“…Social work educators and professional accrediting bodies have written for a number of years about the importance of integrating macro and micro perspectives in social work practice (Asakura et al, 2018;Bogo, 2015;Boitel & Fromm, 2014;Rothman & Mizrahi, 2014;Wayne et al, 2006). In order to more effectively help students, make connections between macro and micro concepts, social work education could employ more authentic forms of practice that bridge classroom learning and professional application.…”

Section: Introductionmentioning

confidence: 99%

Virtual Reality: An Immersive Tool for Social Work Students to Interact with Community Environments

et al. 2021

View full text Add to dashboard Cite

Research supports various benefits of using virtual reality (VR) within social work education. As a pilot study, this paper describes the impact of a 360 VR simulation designed to immerse students at a New York school of social work in a typical New York City neighborhood, with the goal of helping them learn about how its history, resources, demographics, and physical space impacts its inhabitants. This, in turn, is intended to support novice students in gaining familiarity with new social contexts and communities, and in connecting macro and micro nuances with practice. An overview of the role of VR in social work education is provided, followed by a description of the pilot 360 VR simulation developed by the authors of this paper, including the rationale for that development and the theoretical framework for its design. Using a mobile device and Google Daydream headset, students are guided through a panoramic urban environment by a pre-recorded voiceover that promotes reflective and analytical thinking as they observe the community through the lens of a social worker. Independent sample t-tests showed statistically significant changes in average scores between pre-and-post tests. Results of the pilot as indicated by pre-and post-survey of student perceptions and test of their knowledge are provided. Pedagogical and clinical practice implications for the 360 VR simulation are identified and discussed.

show abstract

“…According to Robertson (2013), field coordinator positions are "often perceived as one of the most taxing jobs in social work education" (p. 99). These positions are becoming increasingly complex and stressful in the present context of encroaching neoliberalization within both academic institutions and the health and social services sector, holding significant implications for field education (Asakura et al, 2018;Ayala et al, 2018;Brown, 2016).…”

Section: Introductionmentioning

confidence: 99%

Restructuring Social Work Field Education in 21st Century Canada

Ayala¹,

Drolet²,

Fulton³

et al. 2019

cswr

View full text Add to dashboard Cite

Social work field education in Canada is in a state of crisis. For over two decades field education has faced increasing challenges and barriers within neoliberal contexts in higher education and the health and social services sector. These challenges have been magnified by an unprecedented growth in social work education programs and student enrolments, which has increased demand for field placements to an unsustainable level. Although some strategies for restructuring social work field education have been developed, to date little work has been done to formally identify, evaluate, and share information about these strategies across Canadian social work education programs. This article explores the current state of crisis from a solution-focused lens and describes three inter-related strategies to address critical problems with current models, practices, and processes. The strategies are presented as a Sustainability Model for Field Education. The results of a two-year study that sought to identify alternative delivery mechanisms for social work field education and promote sharing of information across social work education programs are discussed. A key recommendation is to restructure and move away from a crisis management approach by implementing strategies for enhancing the sustainability of field education.

show abstract

Strengthening the Signature Pedagogy of Social Work: Conceptualizing Field Coordination as a Negotiated Social Work Pedagogy

Cited by 18 publications

References 46 publications

Faculty Respond to COVID-19: Reflections-on-Action in Field Education

Faculty Respond to COVID-19: Reflections-on-Action in Field Education

Virtual Reality: An Immersive Tool for Social Work Students to Interact with Community Environments

Restructuring Social Work Field Education in 21st Century Canada

Contact Info

Product

Resources

About