Safety Training in Social Work Education: A National Survey
TL;DR: In this paper, a survey was conducted of field directors to discern their perceptions about danger to interns, schools' and agencies' practices and responsibilities for student safety, safety standards and policies, training personnel and content, and recommendations for change.
Abstract: Social workers are particularly vulnerable to violence due to the type of clients they serve, the preponderance of involuntary service relationships, the settings in which they work, and cutbacks in services. A national survey was conducted of field directors to discern their perceptions about danger to interns, schools' and agencies' practices and responsibilities for student safety, safety standards and policies, training personnel and content, and recommendations for change. Field directors believe that there is a need for more attention to student safety and that risks to students are increasing. There is dissonance between concern about violence and the lack of safety policies and training in schools of social work. Strategies for violence prevention are presented.
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TL;DR: In this article, the emotional impact of the field experience and major sources of tension for students and between field instructors and students were identified and analyzed by interviewing over 100 students and field instructors in urban, undergraduate Canadian social work students.
Abstract: Seventy students and field instructors were interviewed in an attempt to identify and understand how upsetting field events were perceived and managed by urban, undergraduate Canadian social work students. The study reports on the emotional impact of the field experience and identifies major sources of tension for students and between field instructors and students.
99 citations
Cites background from "Safety Training in Social Work Educ..."
...In a national survey of field directors, Reeser & Wertkin (2001) found a dissonance between concerns about violence and the lack of safety policies and related training in many schools of social work....
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TL;DR: The results of an exploratory study assessed foundation-year MSW students' level of anxiety regarding several aspects of field learning, including concerns related to their agency, working with clients, the supervisory relationship, and social work education as mentioned in this paper.
Abstract: This article presents the results of an exploratory study assessing foundation-year MSW students' level of anxiety regarding several aspects of field learning, including concerns related to their agency, working with clients, the supervisory relationship, and social work education. Older students, those who had taken even one social work class prior to entering their practicum, and those with more than a year of work or volunteer experience in social services reported significantly less anxiety about beginning practicum than their colleagues. Implications and recommendations for social work admissions criteria, course curriculum content, field education initiatives, and future research in this area are discussed.
88 citations
TL;DR: The prevalence of sexual harassment in educational environments is integral for Title IX compliance; however, there are few estimates of prevalence of the phenomenon in social work's signature pedagogy.
Abstract: Addressing sexual harassment in educational environments is integral for Title IX compliance; however, there are few estimates of prevalence of the phenomenon in social work’s signature pedagogy, f...
31 citations
Cites background from "Safety Training in Social Work Educ..."
...Reeser and Wertkin (2001) assert that schools have the ultimate responsibility for student safety in field, and that comprehensive safety education from the school and the field instructor are the best methods for preparation and ensuring a sensitive response to incidents....
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...Reeser and Wertkin (2001) surveyed 258 field directors at schools of social work and found 42% had at least one student report a threat of assault in the previous 2 years and 13% had a student report a physical assault....
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TL;DR: In this paper, a follow-up to a pilot study that explored pre-field placement anxiety for 1st-year MSW students was presented, and a sample of 204 students reported moderate levels of anxiety, comparable to previous findings.
Abstract: This Field Note presents a follow-up to a pilot study that explored pre-field placement anxiety for 1st-year MSW students. Previous studies report that students experience significant anxiety as they anticipate their field placement, and research indicates that anxiety has the potential to affect learning. A sample of 204 students reported moderate levels of anxiety, comparable to previous findings. Older students, and those with prior work and classroom experience, reported significantly less anxiety. Students described specific concerns but also viewed anxiety as an expectable response with positive connotations for enhanced learning. Implications for social work education and future research are discussed.
27 citations
Cites background from "Safety Training in Social Work Educ..."
...Few schools have formal written policies on safety, and safety-training programs are not widespread (Cherrey Reeser & Wertkin, 2001)....
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...The safety issues raised in the current study echoed fears mentioned in the pilot and reflected in studies of verbal and physical assaults against social work students (Cherrey Reeser & Wertkin, 2001; Knight, 1999)....
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TL;DR: The authors compared the degree and nature of anxiety experienced by American and Israeli social work students as they anticipate beginning field placement and found that despite having greater prior exposure to social work through relevant coursework and experience, American students were significantly more anxious than Israeli ones.
Abstract: This paper compares the degree and nature of anxiety experienced by American and Israeli social work students as they anticipate beginning field placement. Despite having greater prior exposure to social work through relevant coursework and experience, American students were significantly more anxious than Israeli ones. Overall, Americans reported a slightly higher sense of preparedness, but this difference was not statistically significant. While there were some shared worries, notably regarding the quantity and quality of field instruction, and their capacity to meet both field and academic obligations, specific concerns regarding field agencies, clients, and social work education differed between the groups, likely reflecting the distinct social, cultural, historical and educational contexts. Implications for social work education and future research are discussed.
27 citations
Cites background from "Safety Training in Social Work Educ..."
...Surveys of threats and incidents against social work interns also indicate that student concerns are not unfounded (Cherrey Reeser and Wertkin, 2001)....
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References
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10,457 citations
01 Jan 1999
TL;DR: An overview of fatal and non fatal violence in Australian workplaces is provided and research and policy options for its prevention and control are identified.
Abstract: As in any other environment, individuals at work are at risk of physical attack, but employees may also be subjected to threats, bullying, harassment and other psychological harms. Whilst workplace violence is now being recognised as a serious issue, it remains an ambiguous term and an under researched problem. This report provides an overview of fatal and non fatal violence in Australian workplaces and identifies research and policy options for its prevention and control.
368 citations
Book•
01 Jan 1988
TL;DR: In this article, the authors present an overview of social work practices and guidelines for social workers, focusing on the social worker as an artist and the role of the professional as a scientist.
Abstract: Most chapters end with "Conclusion" and "Selected Bibliography." Preface. I. SOCIAL WORK AND THE SOCIAL WORKER. 1. The Domain of the Social Work Profession. The Social Work Domain. An Overview of Social Work Practice. 2. Merging Person with Profession. Selecting Social Work as a Career. Establishing Oneself as a Social Worker. The Interplay of One's Personal and Professional Lives. A Fitness Program for the Social Worker. Having Fun in Social Work. 3. Merging the Person's Art with the Profession's Science. The Social Worker as Artist. The Social Worker as Scientist. II. THE BUILDING BLOCKS OF SOCIAL WORK PRACTICE. 4. The Roles and Functions Performed by Social Workers. Defining Professional Roles. 5. Guiding Principles for Social Workers. Principles Focused on the Social Worker. Principles that Guide Practice Activities. 6. Practice Frameworks for Social Work. Requirements of a Practice Framework. Guidelines for Selecting a Practice Framework. Selected Practice Frameworks. Selected Practice Theories and Models. 7. Facilitating Change Through Decision Making. Elements of the Planned Change Process. The Context of Planned Change. Factors Affecting Clients' Need for Change. Identifying the Actors in Planned Change. Phases of the Planned Change Process. Critical Thinking in Planned Change. Decision Making in Planned Change. III. TECHNIQUES COMMON TO ALL SOCIAL WORK PRACTICE. 8. Basic Communication and Helping Skills. Creating an Effective Helping Relationship. Verbal Communication Skills. Nonverbal Communication. Helping Skills. The "I-Statement." Understanding Emotions and Feelings. Responding to Defensive Communication. Elements of Professional Behavior. Making Ethical Decisions. Using Cultural Competence in Helping. 9. Basic Skills for Agency Practice. Report Writing. Letter Writing. Effective Telephone Communications. Using Information Technology. Maintaining Casenotes for Narrative Recording. Problem-Oriented Recording (POR) and the SOAP Format. Managing Time at Work. Controlling Workload. Planning for a Temporary Absence. IV. TECHNIQUES AND GUIDELINES FOR PHASES OF THE PLANNED CHANGE PROCESS. 10. Intake and Engagement. Introduction. Section A. Techniques and Guidelines for Direct Practice. Section B. Techniques and Guidelines for Indirect Practice. 11. Data Collection and Assessment. Section A. Techniques and Guidelines for Direct Practice. Section B. Techniques and Guidelines for Indirect Practice. 12. Planning and Contracting. Section A. Techniques and Guidelines for Direct Practice. Section B. Techniques and Guidelines for Indirect Practice. 13. Intervention and Monitoring. Section A. Techniques and Guidelines for Direct Practice. Section B. Techniques and Guidelines for Indirect Practice. 14. Evaluation and Termination. Section A. Techniques and Guidelines for Direct Practice. Section B. Techniques and Guidelines for Indirect Practice. V. SPECIALIZED TECHNIQUES AND GUIDELINES FOR SOCIAL WORK PRACTICE. 15. Guidelines for Working With Vulnerable Client Groups. The Client Who Is Poor. The Client Who Is a Child. The Client Who Is an Adolescent. The Client Who Is Elderly. The Client Who Is in Crisis. The Client Who Is A Battered Woman. The Client Who Is at Risk of Suicide. The Client with Cognitive Delay. The Client with Brain Injury. The Client with a Serious Physical Disability. The Client Who Is Chemically Dependent. The Client with a Serious Mental Illness. The Client on Psychotropic Medication. The Client Who is Gay, Lesbian, or Bisexual. The Client with an Eating Disorder. The Client Experiencing Grief or Loss. 16. Techniques for Sustaining Social Work Practice. Getting a Social Work Job. Developing Self-Awareness. Stress Management. Coping with Bureaucracy. Dealing with Sexual Misconduct. Avoiding Malpractice Suits. Testifying in Court. Dealing with Managed Care. Giving and Receiving Supervision. Building and Maintaining Mentoring Relationships. Reading, Writing, and Interpreting Professional Literature. Presenting to a Professional Audience. Improving the Social Work Image. Becoming a Leader. Appendix: Using the Cross-Referencing Guide. Author Index. Subject Index.
289 citations
TL;DR: This analysis has identified industries toward which research efforts should be directed to characterize those occupational activities or exposures most responsible for these higher risks.
Abstract: • The overall incidence rates, numbers, and proportions of occupational skin diseases recorded in the Bureau of Labor Statistics Annual Survey of Occupational Injuries and Illnesses, from 1973 through 1984, were reviewed, and a detailed analysis of occupational skin diseases recorded in the 1984 Annual Survey was performed Overall incidence rates and numbers of cases declined from 1973 through 1983, but increased slightly in 1984 The major industrial divisions of agriculture and manufacturing have consistently had the highest rates and numbers of cases, respectively; skin diseases have accounted for almost two thirds of all occupational illnesses within agriculture In the 1984 Annual Survey, 11 industries were ranked in the "Top 15" for both incidence rates and numbers of cases, at the two-digit Standard Industrial Classification level At the four-digit level for manufacturing, four industries were also ranked in the "Top 15" for both indexes This analysis has identified industries toward which research efforts should be directed to characterize those occupational activities or exposures most responsible for these higher risks ( Arch Dermatol 1988;124:1519-1524)
117 citations
TL;DR: Three helpful modalities for defusing violence are discussed and practical ways for social workers to protect themselves are outlined.
Abstract: Mental health and social workers often lack an understanding of the factors leading to violence and how to deal with it. Three helpful modalities for defusing violence are discussed and practical w...
73 citations
"Safety Training in Social Work Educ..." refers background in this paper
...The topics for safety training suggested by field directors in their comments and the experience of the authors in designing a safety curriculum for students provide direction to schools of social work and CSWE in formulating the contents of a safety curriculum....
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...A number of articles provide suggestions for practitioners in preventing or reducing the risk of injury, that could be helpful for schools and CSWE (Kaplan & Wheeler, 1983; Star, 1984; Schultz, 1987; Sheafor, Horejsi & Horejsi, 1991)....
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...Questionnaires were sent to Directors of Field Education of all CSWE accredited BSW, MSW, or combined programs in the United States (µ = 418)....
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...CSWE curriculum policy standards do not address physical safety issues, methods to protect oneself in at-risk situations, or skills for assessing potentially dangerous clients....
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...CSWE needs to respond to the increasing violence against human service professionals by mandating inclusion of specialized content in the curriculum....
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