Showing papers in "Social Work Education in 2000"
TL;DR: It is suggested that attitudes and values concerning community care for people with mental health problems are largely shared by different professions, but they do confirm the existence of interprofessional stereotypes and of perceived status differences.
Abstract: Social workers are considered key members of community mental health teams, yet difficulties in interprofessional collaboration between social workers and health care professionals, particularly psychiatrists and nurses, have been reported. This paper examines some sources of these difficulties in terms of perceived differences in models of mental illness, attitudes and values, including stereotyping, professional identification and role clarity. Interprofessional education (IPE) may diminish negative stereotypes and promote multidisciplinary teamwork. A theoretical framework is described and findings from the evaluation of a 1-year programme of interprofessional education for community mental health are presented. These findings suggest that attitudes and values concerning community care for people with mental health problems are largely shared by different professions, but they do confirm the existence of interprofessional stereotypes and of perceived status differences. In contrast to previous research...
165 citations
TL;DR: In this paper, a social work student's dilemma of how to link theory to practice is explored and developed by the use of a 'large-group role play' as part of a university-based DipSW program.
Abstract: The social work student's dilemma of how to link theory to practice is explored and developed by the use of a 'large-group role play' as part of a university-based DipSW programme. This project, although challenging to deliver, has met with an enthusiastic response from DipSW students.
62 citations
TL;DR: In this paper, the authors unpick and clarify what integrating theory and practice actually means and then suggest a model for exploring the use of theory in practice which a practice teacher could use with students in supervision.
Abstract: Over the years, college and practice-based social work teachers have been expected to help social work students to relate or integrate theory and practice, to transfer knowledge and/or to be a reflective practitioner. This paper first seeks to unpick and clarify what integrating theory and practice actually means and then goes on to suggest a model for exploring the use of theory in practice which a practice teacher could use with students in supervision.
56 citations
TL;DR: In this article, the authors report on qualitative research undertaken in a national child care agency to identify how practitioners and managers conceptualise learning within their organisation using a grounded theory approach, interviews were conducted with practitioners, middle and senior managers.
Abstract: Under the turbulent conditions associated with globalisation, a critical characteristic of organisations will be their capacity to learn from experience and adapt continuously to changing external conditions The concept of the 'learning organisation' is unexplored within social work research; theoretical development and research has primarily taken place within the disciplines of management studies and business administration This paper reports on qualitative research undertaken in a national child care agency to identify how practitioners and managers conceptualise learning within their organisation Using a grounded theory approach, interviews were conducted with practitioners, middle and senior managers The transcripts were coded using principles of constant comparison and four themes were identified relating to: the primacy of teamwork within the process of learning; the need to reduce implicit epistemological hierarchies which downgrade the role of practitioner knowledge; the need to develop syste
55 citations
TL;DR: In this paper, a mentoring scheme aimed at peer support for new students on an access course within the Social Work Department based in the Faculty of Health at the University of Central Lancashire (Uclan) is described.
Abstract: I have been involved in co-ordinating mentoring schemes at the University of Central Lancashire (Uclan) for a number of years. One of these schemes has been aimed at peer support for new students on an access course within the Social Work Department based in the Faculty of Health. A high percentage of these students come from black and minority ethnic backgrounds. This scheme has been evaluated with those involved using a range of methods including focus groups, interviews and questionnaires. This paper commences with an examination of the current educational climate and context for black students accessing higher education, focusing on issues of exclusion and inclusion. Mentoring theory and practice are then explored with an emphasis on an evaluation of the scheme above. Finally, some of the current contradictions and tensions within mentoring as an inclusive strategy are discussed, with a focus on rethinking mentoring by drawing on black feminist theory and practice.
48 citations
TL;DR: In this paper, the authors highlight the need for social work education to focus on the ideological, cultural and organisational influences that shape practitioner perspectives and determine case careers, particularly in the area of child protection.
Abstract: This paper highlights the need for social work education to focus on the ideological, cultural and organisational influences that shape practitioner perspectives and determine case careers, particularly in the area of child protection. Using the findings from a case study on the processing of child abuse referrals made to a social work team in Ireland's largest health board region, this paper illustrates the dissonance between the 'official' child protection discourse and the complexities and dilemmas of everyday practice. It also highlights practitioners' apparent lack of awareness of the dynamics that determine the way in which decisions and assessments are reached. The need to encourage and facilitate social workers' use of theory as a means of addressing these complex areas is endorsed, and implications for educational programmes are discussed.
46 citations
TL;DR: In this article, the authors report the findings of research conducted in three schools of social work in New Zealand on'methods' used to teach social work students in the field Students were polled before the first placement (N = 80) to find how effective they rated a range of teaching methods.
Abstract: This article reports the findings of research conducted in three schools of social work in New Zealand on 'methods' used to teach social work students in the field Students were polled before the first placement ( N = 80) to find how 'effective' they rated a range of teaching methods This was followed up by a post-placement student survey ( N = 77) to ascertain the extent to which these same methods were employed by field educators Pre- and post-placement student results were compared with the effectiveness ratings that field educators ( N = 130) gave to each method Field educator and student pre-placement ratings listed most methods as being effective or very effective Post-placement student survey results suggest consistent incongruity between the effectiveness ratings given to each 'method' by field educators, and the degree to which field educators actually utilised the methods with students during the field placement Students report that methods enabling the direct observation of their practice
45 citations
TL;DR: In this article, a map and a model for the supervision of social work students is proposed, which is located within a'map' of the placement process and within a broader understanding of the learning milieu of the fieldwork placement.
Abstract: This paper proposes a map and a model for the supervision of social work students. The authors have placed renewed emphasis on the somewhat neglected supervisory aspect and include an integration of adult learning theory within the supervision process. This model is located within a 'map' of the placement process and within a broader understanding of the learning milieu of the fieldwork placement. The authors suggest that this model will better meet the needs of practice in the new decade.
42 citations
TL;DR: In this article, the authors identify three models incorporating the experience of carers into social work training and draw attention to aspects of good practice, and question whether the extension of training in this area adequately addresses the problematic positions of carer' diverse circumstances since they do not fit into simple analyses of social constructionism or oppression.
Abstract: Including informal carers within social work training programmes is generally regarded positively. Such approval is aligned with the view that users of welfare services possess valuable, even unique perspectives relevant to professional education and training. This article identifies three models incorporating the experience of carers into social work training and draws attention to aspects of good practice. It questions whether the extension of training in this area adequately addresses the problematic positions of carers' diverse circumstances since they do not fit into simple analyses of social constructionism or oppression.
41 citations
TL;DR: This paper explored some of these concerns with reference to social work's theoretical underpinnings and value-base in relation to working with older, non-heterosexual women and concluded with a discussion of ways in which such issues may be addressed in social work education, training and practice.
Abstract: It has been suggested that social workers are not adequately meeting the needs of lesbians and gay men. This paper explores some of these concerns with reference to social work's theoretical underpinnings and value-base in relation to working with older, non-heterosexual women. The paper considers some of the particular issues that affect the lives and needs of older women whose primary relationships are or have been with other women. It concludes with a discussion of ways in which such issues may be addressed in social work education, training and practice.
40 citations
TL;DR: This article presented a review of the contributions of anti-racist and black perspectives to anti-discriminatory practice and offered a critique of the limitations of anti racist ideas and suggested that the way forward is not to reinforce a 'flight' from anti-racism, but to build on the gains of antiracist ideas and struggles in social work practice towards developing a more integrated understanding of oppression.
Abstract: Anti-racist and black perspectives signalled a significant shift in the discourse on oppression in social work practice and education. However, the contributions of such perspectives have not been recognised and documented fully. This paper presents a review of the contributions of anti-racist and black perspectives to anti-discriminatory practice. It also offers a critique of the limitations of anti-racist ideas and suggests that the way forward is not to reinforce a 'flight' from anti-racism, but to build on the gains of anti-racist ideas and struggles in social work practice towards developing a more integrated understanding of oppression. This paper is written from the perspective of a black man from African background.
TL;DR: In this paper, a small-scale qualitative research study with a group of practice teachers and their students is presented as a vehicle for exploring this new terrain in social work, and the authors suggest that information about learning styles has direct practical application in the social work practice teaching arena.
Abstract: This paper focuses on the current aspiration to further the process of continuing professional development in social work. It contends that knowledge from the field of adult learning theory may be helpful in sign-posting some tangible ways forward here. The particular emphasis is on critically assessing the usefulness of identifying learning styles as indicators of preferred ways of learning. Knowledge of learning styles is explored as one way of promoting students' learning on practice placements. A small-scale qualitative research study with a group of practice teachers and their students is presented as a vehicle for exploring this new terrain in social work. The findings of this research build on key themes identified by the current literature in this area. The author's findings suggest that information about learning styles has direct practical application in the social work practice teaching arena. The data points to the potential value of using such information to guide students' learning on practi...
TL;DR: In this article, the authors consider epistemological issues relating to the assessment of social work students and explore the potential benefits of using a second opinion in assessment of marginal or failing students on practice placement.
Abstract: The aim of this paper is to consider epistemological issues relating to the assessment of social work students. It will review the development of social work education and in particular the changes that have occurred in assessing the practice of social work students in England and Wales. It explores models of practice assessment. Factors relating to maintaining professional standards, whilst taking into consideration issues of justice, are addressed. It explores the potential benefits of using a second opinion in the assessment of marginal or failing students on practice placement. Assessment is linked to how students may perform as qualified practitioners; this raises issues related both to the nature of objectivity, and standpoint in assessment.
TL;DR: In this article, the authors explore self-assessment in a group setting in order to reach some conclusions about how selfassessment can be encouraged amongst social work students as they carry out group assignments.
Abstract: 'One of the greatest misconceptions about self-assessment is that it can be undertaken in isolation from others' [Boud (1995) Enhanced Learning through Self-assessment (London, Kogan Page), p 200] Social work practice - the experience from which we learn in social work education [Boud et al (1985) Reflection: Turning Experience into Learning (London, Kogan Page)] - operates in the context of social relationships This means that learning develops within its social environment, be it a student group, workshop, team or project If self-assessment is to be an effective aspect of reflective learning in social work education, then it is important that social work students develop skills in self-assessment in group contexts This paper charts an exploration of self-assessment in a group setting in order to reach some conclusions about how self-assessment can be encouraged amongst social work students as they carry out group assignments
TL;DR: In this article, the authors examined how the support needs of candidates undertaking CCETSW's post-qualifying awards may impact on traditional supervision as provided to child and family social workers.
Abstract: This article examines how the support needs of candidates undertaking CCETSW's Post-qualifying awards may impact on traditional supervision as provided to child and family social workers. Based on pilot research which underpinned the University of Leicester's 'Post Graduate Certificate in Supervision and Mentorship (Child Care) by Distance Learning', this article describes how a small sample of social workers, first-line managers, staff development officers and senior managers, view the functions of supervision in their agencies, and what they think about the involvement of line managers in the process of mentoring and assessing staff working towards further qualifications. It is suggested that there may be difficulties associated with line managers acting as mentors, such as conflict of interest, lack of objectivity and inadequate preparation and training, but that such difficulties should not obscure the potential benefits. A key benefit involves line managers having an opportunity to refocus on the dev...
TL;DR: The Critical Tradition for Social Work (CTWS) module as mentioned in this paper was designed to introduce students to the wealth of philosophical and ethical knowledge that has been the underpinning of Western thought in general and social work knowledge in particular.
Abstract: This paper outlines the initial thinking, setting up and teaching of a module entitled the critical tradition for social work students. The intention was to introduce students to the wealth of philosophical and ethical knowledge that has been the underpinning of Western thought in general and social work knowledge in particular. At each stage of the process so many people asked the same question, 'what's that got to do with social work?' that it became clear that we had ventured upon a subject that needed to be debated and analysed. For some people there is an obvious connection to social work but for others it seems very far removed from what workers are expected to 'know' or 'do' as part of their day-to-day tasks and responsibilities. It would appear that there is no consensus about the nature of social work knowledge, its philosophical base or its activity. We have, over the past few years, acted as if social work education were one particular type of activity. In fact it is a highly contested area of ...
TL;DR: The authors argue that the existing parameters of anti-racist social work do not adequately challenge hegemony within social work knowledge itself and that this incongruity serves to support a hidden source of cultural oppression by negating the legitimacy and validation of alternative worldviews.
Abstract: Social work education has had a chequered history in its attempts to address racism within the profession. The demise of anti-racist social work over the past decade raises important questions concerning its place and future within social work education. This paper re-examines the contours of anti-racist social work to explore the connections between anti-racist social work and African-centred worldviews. The author argues that sources of oppression are not confined to social work institutions and its operations, but also relate to the nature of social work knowledge. The existing parameters of anti-racist social work do not adequately challenge hegemony within social work knowledge itself. Thereby, this incongruity serves to support a hidden source of cultural oppression by negating the legitimacy and validation of alternative worldviews. The inclusion of alternative worldviews enables social work to maximise its ability to actualise humanitarian goals to offer a truly multi-cultural and anti-oppressive ...
TL;DR: The Centre for Child Care Research at Queen's University, Belfast, Department of Social Work is developing a Practitioner Research Training Programme for social workers interested in undertaking applied research as discussed by the authors.
Abstract: As part of its core programme, the Centre for Child Care Research at Queen's University, Belfast, Department of Social Work is developing a Practitioner Research Training Programme for social workers interested in undertaking applied research. A survey was undertaken to assess the research literacy and competency of the social work profession as well as interest and desire to learn by undertaking research training. The findings produced useful insights into the value of such a programme and offered a contribution to the more global debate on the development of practitioner-researcher partnerships for creating a research base within the profession.
TL;DR: This paper studied the role of policy-practice and social policy in social work and social work education in Israel and found that, despite a growth in interest in the political role of social workers in Israel during the 1970s, policy practice has remained a mode of practice adopted by a minority of members of the profession in Israel.
Abstract: Policy-practice is a form of social work intervention that is intended to influence social policy. It is linked to an understanding of the role of social workers which places the struggle for social justice at the forefront of social work activity. However, this form of social work intervention has remained on the sidelines of social work practice and education in most welfare states. This paper seeks to understand the role that policy-practice and social policy play, and have played, in social work and social work education in Israel. The findings indicate that, despite a growth in interest in the political role of social workers in Israel during the 1970s, policy-practice has remained a mode of practice adopted by a minority of members of the profession in Israel. An empirical study of the curriculums of the schools of social work in Israel indicates that this is the case for the study program in most of the schools. The reasons for this can be linked primarily to the overwhelming influence of American ...
TL;DR: In this article, the admission status of nontraditional students who do not possess adequate undergraduate grade point averages to justify admission to social work education has been discussed in the context of affirmative action policies in higher education.
Abstract: Undergraduate academic performance as a principal criterion guiding admission to graduate social work education may result in the exclusion of otherwise strong candidates for involvement in graduate education. This paper presents seven strategies for strengthening the admission status of nontraditional students, that is, those students who do not possess adequate undergraduate grade point averages to justify admission. These strategies are particularly important in the United States given the elimination or substantial limitation of affirmative action policies in higher education. Schools of social work, like other educational institutions, must become more creative and proactive to ensure that candidates for graduate education who can make important and substantive contributions to the profession gain entry. Using adult learning theory, the authors offer a rationale that underscores the need to look at an individual's vocational background and professional experience as well as professional commitment to...
TL;DR: Crossing Bridges, a training pack for those working with'mentally ill' parents and their children, is reviewed in this paper, where three arguments are put forward for the necessity of a wider framework: the significance of shame and stigma to those experiencing mental distress and their families; the predominance of understandings of mental illness that translate social phenomena into individualised problems; and the contribution of motherhood to the experiencing of mental distress in women.
Abstract: This article is a critical review of Crossing Bridges, a Department of Health training pack for those working with 'mentally ill' parents and their children. The author argues, on the basis of both personal and professional experience, that although the pack pays lip-service to the significance of structural factors, the training resources are primarily rooted in an individual and family-focused pathology model of mental illness. Three arguments are put forward for the necessity of a wider framework: the significance of shame and stigma to those experiencing mental distress and their families; the predominance of understandings of mental illness that translate social phenomena into individualised problems, notably genetic explanations and attributions of risk and dangerousness; and the contribution of motherhood to the experiencing of mental distress in women. Initiatives within the mental health survivor movement are highlighted as examples promoting positive images of mental distress, and the implicatio...
TL;DR: In this paper, a Master of Social Work study, looking at Continuing Professional Education (CPE) for social workers, it was found that the profession's status and image are linked to the status of continuing professional education.
Abstract: In a Master of Social Work study, looking at Continuing Professional Education (CPE) for social workers, it was found that the profession's status and image are linked to the status of continuing professional education. Other major findings were that the schools of social work have not inculcated the concept of CPE into undergraduates as a norm, and that until the recent establishment of the National Continuing Professional Education and Practice Standards Project, the profession itself had not accorded CPE a high status. Such long-term neglect has impacted on the position of social work in organisations and on the professional identity of workers. The study was undertaken from a qualitative perspective, with the data arising from the field. Interviews were held in focus groups which consisted of social workers in teaching hospitals at various levels: new graduates of less than two years experience, experienced workers of more than five years experience and co-ordinators of CPE programs. The interviews we...
TL;DR: The findings suggest that, although it is possible to identify some associations between NVQ progression, knowledge of care practice and competence, these are not always clear and the necessity for further research to clarify some of the ambiguities in the findings.
Abstract: In this article, assumptions underpinning the introduction of National Vocational Qualifications for social care workers in England and Wales are identified. The paucity of analysis of the impact of NVQ experience on practice is recognised. The effects of progression through the NVQ system on knowledge, understanding and care practice are explored by comparing quantitative and qualitative data obtained from NVQ experienced and non-NVQ experienced care workers. The findings suggest that, although it is possible to identify some associations between NVQ progression, knowledge of care practice and competence, these are not always clear. Differences between NVQ experienced and non-NVQ experienced care workers are found to vary according to the specific generic ability or care activity considered. The conclusion discusses the implication of these findings for the continuing debate on the impact of NVQs. The necessity for further research to clarify some of the ambiguities in the findings is identified.
TL;DR: In this article, the authors argue that task-based competence is increasingly being seen as relevant for a 'para-professional' social care workforce such as that found in the residential care sector.
Abstract: Training is commonly seen as the most viable way of ensuring good quality care in residential homes for elderly people. The literature on training has focused on a shift in emphasis from traditional 'professional' social work training for staff at a senior level to training which is to be provided for junior level staff. To this end, Scottish/National Vocational Qualifications have been introduced which, through workplace assessment of competence, have been proclaimed to be the means by which to raise the status and career prospects of a social care workforce. This article argues that task-based competence is increasingly being seen as relevant for a 'para-professional' social care workforce such as that found in the residential care sector. In the light of this, research was undertaken to establish whether residents preferred 'trained' staff, holding formal qualifications and/or NVQs, to 'untrained' staff with no recognised qualifications. The research concluded that residents want kind, understanding an...
TL;DR: In this paper, a pilot project that aimed to promote the participation of young people in the education and training of social care professionals was developed and delivered, and the young people involved then participated as educators in a Diploma in Social Work programme.
Abstract: This paper evaluates a pilot project that aimed to promote the participation of young people in the education and training of social care professionals. An accredited training programme for young people was developed and delivered. The young people involved then participated as educators in a Diploma in Social Work programme. The paper draws on the experiences of project staff, the young people and the social work students, and locates its analysis within the literature on citizenship, children's rights, advocacy and empowerment.
TL;DR: In this article, the authors explore the notion of open distance learning as a model for empowering students who are unable or reluctant to attend taught courses, and propose an open learning model for social work education.
Abstract: Changes to social work practice in many parts of the world and the introduction of social work in other parts of the world have raised many issues for educators. One particular area of difficulty is setting up flexible systems for social work education which will meet both individual learning needs and provide high quality professional education. To date, social work education has been traditionally delivered through taught courses that limit access to those who enjoy group learning and are physically able to attend the establishments delivering these courses. This results in a significant number of learners being deprived of learning opportunities. This paper explores the notion of open (distance) 1 learning as a model for empowering students who are unable or reluctant to attend taught courses.
TL;DR: In this paper, the authors outline some key resources that are available to social work educators and students, reflect on the role of communication and information technology within the social work curriculum, and look towards future developments in relation to online learning.
Abstract: Recent years have seen rapid technological changes and these have impacted on social work and social work education. Social work educators struggle to keep pace with these changes. Drawing on the author's own experience, this article outlines some key resources that are available to social work educators and students, reflects on the role of Communication and Information Technology' within the social work curriculum, and looks towards future developments in relation to online learning.
TL;DR: The authors argue that social work educators have a great deal to teach their colleague academics about interactivity, but that that very interactivity has led to their place in the academy being placed under threat.
Abstract: With the expectation that research be relevant to users and that teaching ensures that graduateness involves teaching people to be fit for a purpose, social sciences in British universities are being encouraged to interact with employers, politicians and policy makers. This paper was presented at an ALSISS/ESRC1 conference on Interactive Social Sciences and argues that social work educators have a great deal to teach their colleague academics about interactivity, but that that very interactivity has led to their place in the academy being placed under threat
TL;DR: In this article, the authors examined the way in which practice teachers and students considered individual and institutional racism and anti-racism in a sample of 40 placement reports from two cohorts of students in 1995 and 1997.
Abstract: The focus of this article is upon the way in which practice teachers and students considered individual and institutional racism and anti-racism in a sample of 40 placement reports. First of all we will examine the background to the development of CCETSW policies and requirements for social work courses and the way in which they consider racism and anti-racism. Then we will consider the limitations and aims of our research. We will present a brief summary of our findings which contrasts the content of the placement reports from two cohorts of students in 1995 and 1997, whose reports were prepared using two different placement report frameworks: one framework developed from CCETSW's 1989 guidelines, the other framework from the revised guidelines dating from 1995. We go on to consider in some depth the overall comments of practice teachers and students in the placement reports about work with black clients/users, the use of 'what if' scenarios and case studies. We continue by examining the way in which stu...
TL;DR: In this article, the authors describe and analyse their experiences of using child abuse inquiries in child protection education with pre-qualifying social work students, over a period of 10 years.
Abstract: In this article the two authors describe and analyse their experiences of using child abuse inquiries in child protection education with pre-qualifying social work students, over a period of 10 years. The article addresses a range of issues, including the effects of changes in child protection policy and practice; changes in social work education; the cumulative effects of the number of inquiry reports over the past 25 years; use of particular inquiry reports to discuss issues of oppression; the importance of sensitivity to the processes of such teaching and the emotional impact on social work students. The authors, one woman and one man, are both white and in their middle years. Prior to teaching social work, both were in child care and child protection practice for many years. One author's experience of sexist oppression informs particular aspects of the content of this teaching (see article) and both authors' experiences of endeavouring to be aware of, and sensitive to, the needs of social work student...