Marion Bogo

FIELD EDUCATION AS THE SIGNATURE PEDAGOGY OF SOCIAL WORK EDUCATION

In its EPAS, CSWE (2008) identifies field education as the signature pedagogy (Shulman, 2005b) of social work education. This article analyzes the field education– signature pedagogy fit. It finds congruence in selected organizational arrangements that are pervasive and routine, and disparities with respect to expectations about public student performance, peer accountability, the view of adaptive anxiety, and accountable talk. This article asserts that practicum effectiveness could be enhanced by a broader application of Shulmans criteria through a greater emphasis on group structures for learning/teaching in the field.

Clinical Supervision in Social Work

Abstract In social work, supervision is valued as a crucial activity for professional learning and development. Over time, an extensive body of literature has developed that is largely theoretical and practice-oriented. The development of an empirical body of knowledge for supervision has been slow with most approaches supported solely by anecdotal accounts. An extensive review of the empirical studies on supervision conducted in the past decade was undertaken. Two separate streams of inquiry were found; one focused on supervision of professional staff and one focused on field education of students. This body of research is reviewed in two companion papers. Recent studies of supervision of staff are largely descriptive and exploratory yielding limited knowledge for evidence-based supervision. Organizational and professional issues related to the dearth of studies are discussed.

Field Instruction in Social Work

Abstract A review of recent literature on field education revealed an extensive body of knowledge consisting of theoretical, educational, and empirical work. This paper reviews 40 studies on field education undertaken in the past five years. A number of relevant themes emerged from this review related to the context of field education, processes of field instruction, assessment of student learning and competence, training field instructors, and international practicum. Despite methodological limitations, these studies are building towards evidence-based field education practices.

Evaluating a Measure of Student Field Performance in Direct Service: Testing Reliability and Validity of Explicit Criteria.

This study examines the reliability and validity of a measure to evaluate student field performance. Results demonstrated a consistent factor structure with excellent internal consistency, however, there was inadequate consistency between ratings of individual students in their first and second field education experiences. The measure had some predictive validity in that it could differentiate between students identified as having difficulty in Year 1 of the program, but not in Year 2. Scores were significantly associated with academic grades. Implications for future instrument development and the process of evaluation are considered.

Toward New Approaches for Evaluating Student Field Performance: Tapping the Implicit Criteria Used by Experienced Field Instructors

Abstract This study determined the reliability of ratings and consistency of descriptions generated by experienced field instructors using only their acquired practice wisdom as a framework to evaluate students. Ten field instructors independently divided 20 student vignettes into as many categories as necessary to reflect various levels of student performance, described their categories, and ranked the individual vignettes within each category. The independently generated categories and their descriptions were very similar across instructors, and the inter-rater reliability was very high both for the placement of vignettes into categories (0.77) and the rankings (0.83).

A TEACHING MODEL TO UNITE CLASSROOM AND FIELD

Abstract Integration of theory and practice is always an objective of professional education. In reality, social work students frequently experience a discontinuity when they move from the classroom into the practicum. Many concepts learned in the classroom seem difficult to apply in practice and appear irrelevant to learning practice skills. A teaching model that can be presented both in the classroom and field is described in this article. Students can apply this model, which is relevant to both micro and macro settings, in diverse practice situations.

INTERESTS, ACTIVITIES, AND SELF-IDENTIFICATION AMONG SOCIAL WORK STUDENTS: TOWARD A DEFINITION OF SOCIAL WORK IDENTITY

Recent studies have suggested that the career interests of many social work students are inconsistent with the traditionally defined concept of social work identity. The current study conceptualized, operationalized, and developed measures of the prevalence of various interests, preferred activities, and self-identifications associated with social work identity among graduate social work students at the University of Toronto. Reliable dimensions of social work interests and activities were identified. Four distinct subgroups with particular patterns of interests were found: (1) policy and research, (2) private and direct practice with voluntary clients, (3) traditional social work, and (4) undifferentiated. Subgroup membership was related to self-identification and preferred service fields. Although the majority of the students chose “social worker” as their primary identification, significant numbers close “clinical social worker” or “therapist.” Self-identification was significantly correlated with pref...

Interorganizational Relationships Between Schools of Social Work and Field Agencies: Testing a Framework for Analysis.

Factors associated with effective interorganizational relationships between a school of social work and field agencies were explored in a survey of 62 randomly selected field educators. The study examined the relationships between three categories of agencies and the university on four dimensions: commitment to education; organizational supports and resources; interpersonal relations; and collaborative and reciprocal activities. Findings revealed that agencies with formal agreements with the university had more complex student programs and more reciprocal activities than other types of sampled organizations. Strengths and distinctive contributions of the different types of organizations to the university and to field education are illuminated.

Confidence and Professional Judgment in Assessing Children's Risk of Abuse

Objective: Child welfare agencies have moved toward standardized risk assessment measures to improve the reliability with which child’s risk of abuse is predicted. Nevertheless, these tools require a degree of subjective judgment. Research to date has not substantially investigated the influence of specific context and worker characteristics on professional judgment in the use of risk assessment measures. Method: This research utilized standardized patients performing in scenarios to depict typical child welfare cases. Ninety-six workers interviewed two ‘‘families,’’ completed risk assessment measures, and then participated in interviews regarding their subjective views of their decision making and performance. Results: There was considerable variability in risk appraisals. Confidence in risk assessment performance was related to age, acute level of stress, and the worker’s perceived ability to engage family members. Confidence in risk assessment was further related to case variables. Confidence was not related to level of risk assessed. Conclusion: The variation in risk assessment appraisals in this study, despite at times high rates of worker confidence in their appraisals, speaks to the need for ongoing consultation and increased decision support strategies even among highly skilled and trained workers.

REVISITING FIELD EDUCATION STANDARDS

This article examines the historical development, rationale, and implementation of selected field education accreditation standards. Those reviewed include the number of required field hours, the role of the field liaison, and employer-based placements. Archival data and field education literature from the Council on Social Work Education demonstrate a lack of empirical evidence to support the contribution of these standards to student outcomes. Programs are encouraged to develop new field models, test, and empirically evaluate student achievement of educational outcomes. The critical examination of the status of field education can lead to greater effectiveness, an unfreezing of the status quo, and better experiences for students.