Using the Biopsychosocial Approach to Resolve Student Dilemmas in Field Placements

Abstract

The field practicum is viewed by many social work educators and students as a cornerstone of social work education. Therefore, the accurate assessment of student readiness for, and performance in, field placement is critical. This article presents a comprehensive, biopsychosocial approach for effective gatekeeping and assessment of students in their field experiences. Case examples are used to illustrate the complexity of student evaluation and the variety of field consultant questions and intervention options. The accompanying discussion focuses on the resolution of field placement problems. Recommendations for effective field consultant assessment and intervention are included.

Issues and Challenges in Gatekeeping: A Framework for Implementation

“…Resources, or lack thereof, in social work programs and educational foundation areas like liberal arts erode the quality of education (Taylor, 2000) and is a gatekeeping issue (Thompson, 2006). Creative ideas for admission screening, including team teaching entry level courses (Crudden et al, 1999), incorporating bio-psychosocial assessment interviews of students (Furman et al, 2004), and developing non-academic criteria (Miller and Koerin, 1998), may remain nothing more than grand ideas if programs and universities fail to dedicate the necessary resources for implementation.…”

“…Social work programs provide gatekeeping functions at admission (McClelland et al, 1991;GlenMaye and Oakes, 2002;Fortune, 2003), in field (Moore and Urwin, 1991;Weaver, 2000;Bogo et al, 2004;Furman et al, 2004;Wayne, 2004;Homonoff, 2008), and at graduation (Koerin and Miller, 1995;Miller and Koerin, 1998). Further, university admission standards, graduation criteria, and codes of student conduct impose an external and additional layer of gatekeeping (Cobb and Jordan, 1989;Cole andLewis, 1993, Urwin et al, 2006).…”