All Practice Digest

Developing an MSW Field Practicum Model in a Forensic Setting

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Introduction

This article describes the Graduated Forensic Learning Model (GFLM), a systematized structured process for onboarding advanced Master of Social Work (MSW) students who serve as interns in a forensic inpatient psychiatric program located on a California state prison campus. The California Healthcare Facilities-Psychiatric Inpatient Program (CHCF-PIP) located in Stockton, formerly the Department of State Hospitals-Stockton, is an adult male correctional institution. CHCF-PIP and the MSW program at California State University-Stanislaus partnered to provide enriching educational experiences to MSW students desiring clinical training. The GFLM uses a gradual or progressive learning approach where students are expected to demonstrate an increase in knowledge, skills, and values during their field practicum. The GFLM relates specifically to CHCF-PIP, however, its utility and applicability is transferable to other social work contexts particularly since literature about onboarding students in field placement agencies is so scant.

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From Good to Great: An Innovative Bridge Program Developing Professionalism and Self-Reflection in Social Work Students Entering the Field

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Introduction

Professional education lies at the heart of social work and serves as the basis for the field’s commitment to developing professional social workers. A vital part of that commitment is field education. According to the 2008 Educational Policy and Accreditation Standards of the Council on Social Work Education (CSWE), field education is the signature pedagogy of social work education. Signature pedagogy is a central form of instruction and learning to socialize students to perform the role of the practitioner (CSWE, 2008, p. 8). Field education serves this specific purpose of linking classroom theory to practice. One of the most pressing challenges in recent years for many undergraduate and graduate programs is the shift in student demographics as it relates to student populations who seek degrees in social work. An increasing number of social work students in recent decades are first-generation college students, who often may lack some of the expected social awareness skills needed to be successful in the field (Toutkoushian, Stollberg, & Slaton, 2018).

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Bridging the Divide Between Practice and Academia: An Integrated Model of Field Education

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Introduction

Field education is often seen as the vehicle by which theory is integrated with practice. Through field education, students are able to link the traditional classroom curriculum with real-life practice. If field is the place where curriculum meets practice, why do the worlds of practice and academia seem so far apart? Why do field instructors feel disconnected from social work faculty? In this brief article, we will argue that field departments have a unique and exciting opportunity to bridge the worlds of practice and academia and make unique and meaningful connections between these two worlds. Specifically, we will look at the role of field in facilitating student, agency, and faculty participation in field placements with an enhanced curricular focus (ECF).

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Developing Community Among Social Work Field Seminar Students: Lessons Learned from the Online Classroom

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Introduction

As social work programs respond to the needs of today’s students, pedagogical strategies must be examined. Transitioning to online course delivery or online programs can help meet students’ needs; however, it is important to ensure this shift addresses student anxieties and does not overlook the need to develop a sense of community and connection between students in an online classroom. Students express apprehension regarding the internship in general, along with uncertainty related to navigating necessary technology, and the ability to develop relationships with faculty and peers online. The BSW program at the University of Southern Indiana responded to their students’ needs by developing an online synchronous field seminar course. This paper will share information on how the course was developed and structured, as well as tools for managing student apprehension and creating high levels of student engagement and connectivity.

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