Carolyn Knight

The Process of Field Instruction: BSW and MSW Students' Views of Effective Field Supervision.

This article reports on the results of two surveys that asked BSW and MSW students to evaluate the supervision provided by their field instructors at two points during their practicum. Students responded to a variety of questions pertaining to the supervisory assignments and activities of their field instructor. The author discusses the relationship between supervisory skills and students’ perceptions of enhanced learning. Early in the practicum, activities reported as most helpful to students were those that introduced them to the agency and clarified expectations of their performance. At the end of their experience, students perceived as most helpful those activities which helped them to be self-critical and to link classroom and field learning.

Evidence-Guided Practice: Integrating the Science and Art of Social Work:

Social work educators and practitioners have had an ongoing debate whether the profession is primarily a science or an art. The pendulum has swung back and forth, with the current tilt toward scientific explanations and formulations. Evidence-based practice is the most symbolic manifestation of this tilt. The authors propose an alternative approach to practice that integrates, rather than separates, the art and science traditions. Evidence-guided practice incorporates research findings, theoretical constructs, and a repertoire of professional competencies and skills consistent with the professions values and ethics and the individual social workers distinctive style. Major assumptions, as well as challenges, associated with the model are identified. A case example illustrates major concepts of the model.

The Skills of Teaching Social Work Practice in the Generalist/foundation Curriculum: Bsw and Msw Student Views

BSW and first-year MSW students from one school of social work were surveyed to determine the impact of specific classroom teaching skills on their views of their instructor’s effectiveness. Findings show the importance of instructor knowledge about student experiences in the field and ability to help students apply their classroom learning to their field practice. The results also underscore the importance of instructors’ ability to organize student learning and serve as role models of social work professionals. Implications of the findings are discussed as well as suggestions for future study.

Gender-Sensitive Curricula in Social Work Education: A National Study.

Abstract In March 1988, the author surveyed all accredited graduate and undergraduate social work programs to determine the extent to which gender-sensitive material has been incorporated into curricula. Results suggest that a number of womens issues, particularly domestic violence and sexism, received coverage in the social work curriculum. Several other issues, most notably lesbianism, reproductive rights, and sexism in social work, typically were not addressed in required social work course content. Virtually none of the schools required students to take a course focused exclusively on womens issues; few offered such a course. Finally, the data suggest that the presence of a strongly feminist faculty was associated with the degree to which an institution covered womens issues.

Working with Survivors of Childhood Trauma

Abstract Survivors of childhood trauma are disproportionately represented in the clinical population. However, evidence suggests that therapists often are not prepared to provide appropriate treatment or to anticipate and manage the effects this work has on them. In this article, the nature of trauma is described and the unique features of and challenges associated with working with survivors of childhood trauma are identified. The supervision needs of clinicians who work with trauma survivors are identified and supervisory skills that support the therapist in the work are presented.

A Comparison of Advanced Standing and Regular Master’s Students’ Performance in the Second-Year Field Practicum

The author surveyed field instructors of second-year graduate students to ascertain the instructors’ assessments of their students’ preparedness for and skill in social work practice. The variable of interest was traditional second-year or advanced placement status. Results indicate that, with few exceptions, there were no differences in field instructors’ evaluations based on status; those that existed favored advanced placement students. The implications of the findings for the continuing debates over advanced placement and an articulated continuum regarding the bachelor’s versus master’s social work degree are discussed.

Indirect Trauma: Implications for Self-Care, Supervision, the Organization, and the Academic Institution

In this article, the nature of what is referred to in this article as indirect trauma, or the ways in which clinicians are affected by their work with survivors of childhood trauma, is examined. Based upon current research and theory, three manifestations of indirect trauma are identified and discussed: secondary traumatic stress, vicarious traumatization, and compassion fatigue. Factors that may mitigate or increase the risk of experiencing indirect trauma are then presented. The implications that indirect trauma has for self-care strategies, as well as for clinical and trainee supervision, the organization, and the academic institution are presented in light of relevant research. Case examples are employed throughout to illustrate key concepts.

Therapeutic Use of Self: Theoretical and Evidence-Based Considerations for Clinical Practice and Supervision

This article examines therapeutic use of self in light of theoretical considerations and recent empirical findings. Two different sets of behaviors are distinguished: transparency and self-disclosure. The article examines how the supervisor can promote supervisees’ understanding of and engagement in therapeutic use of self as well as how the supervisor can use herself or himself to enhance the supervisory alliance and model appropriate use of self with clients. Case examples illustrate the ethical, theoretical, and evidence-based considerations that should guide use of self in practice and supervision.

Where Have All the Teachers Gone? The Selling Out of Social Work Education

This article addresses a significant challenge in social work education: the move to emphasize research and the downgrading of teaching and practice. We argue that this is a disturbing trend that has the potential to diminish the education of social work students. Grant-funded research has become the end all of social work education. We propose that the profession needs to endorse the scholar-teacher-practitioner that will be able to combine scholarship, teaching, and practice so that students will benefit from teachers who bring their scholarship and practice into the classroom. Further, we argue that teaching requires a great deal of investment and the focus on grant-funded research ignores the investment needed for teaching.

Graduate Social Work Students' Experiences with Group Work in the Field and the Classroom.

For decades, group work scholars have described a discrepancy between student preparation for group work practice and opportunities to work with groups in the field practicum and professional practice. Educators in related disciplines such as counseling and psychology have expressed similar concerns. This article reports findings of a study of MSW students in a program that includes a practice methods specialization in group work. The purpose was to determine the prevalence of group assignments among all students regardless of their method specialization. A majority of all respondents reported substantial opportunities to practice group work and receive appropriate supervision. Opportunities for majors in group work were significantly greater than for their non-group work counterparts. However, a majority of all students did not feel classes prepared them for group practice. Findings suggest social work must renew its commitment to preparing all students for this practice modality.