Whiting & Birch (E-Journals)
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An experience based model for practice learning
Get PDFSocial work education in Australia is responding to the changing social, political and economic contexts in which social work is practised. The Bachelor of Social Work program at the University of Newcastle, Australia, aims to educate competent social workers able to deal effectively with the changing challenges of the work environment. This is achieved through an experience based model of social work education. This paper, presented at the 2nd international conference of the Journal of Practice Teaching in Health and Social Work in London in April 2003, provides an overview of some social work education issues in Australia. The experience based learning model employed at the University of Newcastle is described and discussed in relation to social work field education
Developing the relationship between reflective practice and social work values
Get PDFThere has been considerable literature published on reflection yet despite this, very little research on reflection and more importantly, understanding on what is reflection. This article looks at the context of reflection in the way it came into the social work education language and how it is now part of established training in both social work and other professions. Yet despite this we are still no further on in understanding the complex nature of reflection. However, in a small-scale research project the key characteristics of moral judgement were identified as essential to the process of reflection. The author looks at the relationship between reflective practice and social work values and concludes with key guidelines for the practice teacher and student. The concept of reflection and in particular, its application to practice, applies across health professions as well as social work
Working towards culturally sensitive ethical practice in a multicultural society
Get PDFIn the last two decades there has been a lot of theorising about multiculturalism and professional practice. Many practitioners are challenged by cultural diversity daily. Practising from a culturally sensitive ethical perspective in a multicultural society is essential for good practice. Postmodern influences and critical questioning are seen to inform culturally sensitive ethical practice in their encouragement of practitioners’ adoption of multiple belief systems and multiple perspectives and the need to pose questions challenging practice regarding awareness of cultural encapsulation and cultural sensitivity. The development of culturally sensitive ethical practice guidelines within the context of a multicultural society is proposed, firstly, by assessing the cultural sensitivity of the ethics codes and secondly, by balancing culture and ethical codes
Integrating theory and practice
Get PDFThis paper explores the theme of theory for practice in social work education, taking as its focus the application of a theoretical model called the Three-Stage Theory Framework for relating theory to practice during practicebased learning for social work. The article is derived from a research study carried out over a period of six months and presented for academic award in March 2005.The study demonstrates that the Three-Stage Theory Framework does indeed provide a useful resource for student learning which is currently lacking in social work training; that the process of using the Framework has benefits for student learning, for the development of practice teaching and for social work education in university and in practice. The study also shows that the Framework is flexible, developmental and can be used in different ways for a range of learning styles, stages of training and contexts for learning
Social work practice with Arab Muslim women living in Western societies
Get PDFThis article discusses how practice teachers and others involved in social work education can enhance the quality of services being provided to Arab Muslim women living in Western societies. It draws upon the relevant literature, as well as the results of a small-scale survey by the lead author of Arab Muslim women living in the United States. The authors argue that social work learning cannot be separated from the influence of culture, which sometimes includes religious beliefs and practices
Empty space or sacred place? Place and belief in social work training
Get PDFThis paper highlights common errors in social work students’ approaches to faith/spirituality and place whilst on field education placement. It briefly investigates the Christian conception of sacredness and space which often underpins such errors.The issue is exemplified by contrasts between Aboriginal Australian conceptions of place and spirituality and the mutually exclusive conceptions of these spaces, held by many non-Aboriginal welfare practitioners in Australia. This paper suggests some ways in which social workers, including social work students, could engage with spirituality, inclusive of geo-socio-political materiality, in their work, where appropriate, with Indigenous, migrant, refugee or colonial settler populations.The paper engages critically with literature on cultural competence in relation to issues of land, and the identity one gains from connection to land, and spirituality. This paper concludes by identifying key questions for placement students and educators seeking to respond appropriately when interfacing sacred spaces of the ‘other’
A small scale project that involved citizens in the education of social work students during their placement in Northern Ireland
Get PDFThis article outlines my attempt to create a small scale project, with the aim of involving citizens in the education of student social workers whilst on their placement in Northern Ireland. The article outlines the literature on the subject, describes how the project evolved and discusses how citizens were involved in the direct teaching process. The article continues by describing how the teaching input of the citizens was then transferred into educating five students. The article evaluates the educational impact on the students and discusses the value of involving citizens in the education process during placement. This project was part of my dissertation for my Joint Advanced MSc in Social Work, presented to The University of Ulster and Queens University Belfast
Enhancement of the social work field practicum student-supervisor relationship
Get PDFThe supervisory relationship between Field Practicum Supervisor and student is an essential element in helping students to gain and develop the skills necessary for professional growth and development. Although there have been many studies conducted to ascertain the effect of supervisory skills on the supervisory relationship, little research has been conducted to determine communication variables and the effect that they have on the supervisory relationship. As a preliminary this study this inquiry used a pre-experimental design with the goal to determine if a more complex examination of the use of this measure would be justified. This study has implemented a brief summary report, referred to as a Nutshell, which identifies communication variables and gives suggestions for healthy interaction. The study sought to determine whether the implementation of this Nutshell enhanced the supervisory relationship and whether a more complex examination of the use of this measure would be justified. Findings show that students and supervisors reported the model strengthened and improved the supervisory relationship and process. Recommendations for future studies are made
The journey towards professionalism in social work
Get PDFAchieving clear evidence of competent professional practice for social work students is a challenge for social work educators. This issue became more critical in the UK with the onset of the DipSW outcome-based competence framework which, we argue, limited the process of learning and development for students and practice assessor assessments. This article argues that the (unintended) consequence of this approach is a less analytic process for developing practice and consequently, for many students, less well developed assessment and reflective skills. Therefore, the article attempts to explain these issues and offers an example of a process at Brunel University that we believe was significant in helping students develop much better analytical and reflective skills than had happened with the DipSW and is happening with the National Occupational Standards currently. We believe this process enables educators to be more confident about their assessment of students’ ability to practice at an appropriate standard and to make that recommendation