The Importance of Practice Learning in Social Work: Do We Practice What We Preach?

Domakin, Alison

doi:10.1080/02615479.2015.1026251

Cited by 26 publications

(27 citation statements)

References 19 publications

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“…The relationship with the university, moreover, is an opportunity for cross-fertilization with the world of research and theory production, from which another world -that of the social services -can draw valuable insights and impetus that can also be built on in conducting innovative interorganizational projects. Gursansky & Le Seur (2012, p. 2014 describe field education as a "sacred cow" of social work, but call for closer scrutiny of certain weaknesses stemming from the low status that academic social work programs accord to learning practice skills, and the fact that it is not easy for universities to find practice learning placements that are reliable from the educational standpoint (Domakin, 2015). The problems that are mentioned in this connection include host organizations' reluctance to accept students or to allow social workers to devote the necessary time to students (Crisp & Hosken, 2016).…”

Section: Collaboration Between Universities the Profession And Agenciesmentioning

confidence: 99%

“…One of the first problems is that social workers have a heavy workload, which is rarely reduced when they assume supervision responsibilities in addition to their other duties (Gursansky & Le Sueur, 2012). Another difficulty mentioned by Hubbard & Kitchin (2010) is that universities can take supervision for granted, and consequently -as Domakin (2015) observes -they devote little attention to interacting with the social workers who take on practice educator roles. Crisp & Hosken (2016) state that the need to increase the number of student placements has led universities to explore alternative types of field work in organizations where there are no social workers, and staff from other professions act as supervisors.…”

Section: Collaboration Between Universities the Profession And Agenciesmentioning

confidence: 99%

“…Practice learning or field education -as a process of learning from experienceis universally recognized as a key curriculum component in social work programs (Rehn & Kalman, 2016;Domakin, 2015;Tognetti Bordogna 2015;Gursansky, Le Sueur, 2012). Collaboration between social service agencies and academic institutions is regarded as essential in improving the quality of education, and there is equal agreement on the need to guide the student in integrating practice and theory (Wilson, 2014;Wilson, Kelly, 2010;Clapton et al, 2006;Noble, 2001).…”

Section: Introductionmentioning

confidence: 99%

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Experimenting with professional innovation through practice learning

Dellavalle

Rocca²

2018

European Journal of Social Work

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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,

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Section: Collaboration Between Universities the Profession And Agenciesmentioning

confidence: 99%

Section: Collaboration Between Universities the Profession And Agenciesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Experimenting with professional innovation through practice learning

Dellavalle

Rocca²

2018

European Journal of Social Work

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“…PEs express guilt and anxiety about the impact on students. It may be a factor preventing many social workers from taking on the role (Domakin 2014;Domakin 2015;Crisp et al 2016). Litvack et al (2010) suggest that students are acutely aware of organisational issues/pressures and team dynamics whilst on placement and may be conscious that PEs do not have time for them.…”

Section: Introductionmentioning

confidence: 99%

Using Visual Methodology: Social Work Student’s Perceptions of Practice and the Impact on Practice Educators

Bailey-McHale¹,

Bailey-McHale

Caffrey

et al. 2018

Practice

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is a senior lecturer in social work. She is a registered social worker qualifying in 1995 and worked in various adult services prior to working independently as a practice educator and visiting lecturer. Bridget joined the UoC social work department two years ago. She retains a strong interest in developing practice learning and still undertakes practice educating. Bridget also is interested in promoting learning from service users and carers and the continuing professional development of social workers. Siobhan Maclean has been a registered social worker since 1990 and worked in multiple social work positions. She is honorary secretary for the International Federation of Social Workers (Europe). Siobhan works as an independent practice educator whilst also being the managing director of Kirwin Maclean Associates. Dr Victoria Ridgway is a Senior University Teaching Fellow and a registered adult nurse. She joined the University of Chester in 2003. She is responsible for leading and implementing institutional enhancement initiatives at local level as well as having a key role in promoting and sharing good practice in the Faculty, across the University and HE sector. She has expertise in the use of visual methodology.

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“…A key finding from studies by Walton (2005) and Domakin (2014), suggest there is still a lack of knowledge about the academic curriculum amongst practice educators as well as a danger of isolation from universities, which negatively impacts upon students' quality of practice learning. Leveridge (2003) agreed and found that feedback from practice educators indicated that a key element was for students to move from being taught, towards learning.…”

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confidence: 99%

Social work students' perceptions of readiness to practice: a mixed methods approach

Joubert¹

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The Importance of Practice Learning in Social Work: Do We Practice What We Preach?

Cited by 26 publications

References 19 publications

Experimenting with professional innovation through practice learning

Experimenting with professional innovation through practice learning

Using Visual Methodology: Social Work Student’s Perceptions of Practice and the Impact on Practice Educators

Social work students' perceptions of readiness to practice: a mixed methods approach

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