All Practice Digest

The Summer Summit Model: Maximizing Community Partnerships to Cultivate Policy Practice Field Placements

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Introduction

While competence in policy practice is a necessary element of generalist social work (Council on Social Work Education, 2015), developing field placements in which students have the opportunity to engage in applied policy practice can be challenging. Nonprofit and public agencies, frequently the sites for student field practicums, are limited in the types of political activities in which they may engage (U.S. Office of Special Counsel, 2005). Furthermore, many of these agencies are not informed as to the nonpartisan policy practice activities in which they can be engaged. Additionally, social work education programs may find it difficult to find qualified field instructors at organizations that do engage in policy practice activities. Therefore, students completing social work practicums frequently miss out on opportunities to engage in policy practice as part of their applied social work education.
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Innovating to Keep Pace: A Ten-Year Model for Group Interprofessional Field Placements

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Introduction and Background

Recently, social work field educators were reminded that “the number of students is growing, but the number of quality placements is not keeping pace” (Harriman, 2016, p. 1). With changes in the practice community and the continued growth in social work program enrollment, field education faces pressure to provide high quality placement experiences which meet the Council on Social Work Education’s (CSWE) nine core competencies and prepare students for the real world of contemporary interprofessional social work practice (CSWE, 2008; 2015). CSWE (2008) and Wayne, Bogo, and Raskin (2010) have specified that field education is the “signature pedagogy” of our profession. Bogo (2010; 2015) has noted that field education is the most significant component of the social work curriculum in preparing competent and effective social workers. CSWE (2015) has recognized the need for innovative field instruction programming to meet community needs.
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Expanding Field Placement Possibilities: Considering Public Safety/Service Agencies as Placement Options

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Introduction and Background

The profession of social work has a long history of providing services in agencies that do not have a primary social work focus (Dane & Simon, 1991). This is related to the field of social work being so vast that social workers can ultimately be involved in all stages and situations of life. Social work at times has an image problem of sorts due to this vastness, where the general public may not understand what social workers do. At minimum, they may have a very limited view of social workers, such as equating “social work” with “child protection.” The field of social work is as diverse as the interests of social workers, which means that social workers appear in a wide variety of settings involving direct or indirect work with people. Social workers are often the silent soldiers working in the background anywhere that needs, injustices, or crises exist.
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A Case Study of Photovoice as a Critical Reflection Strategy in a Field Seminar

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Introduction

While Photovoice has been gaining momentum in social work practice, and specifically participatory research methods, it has not been explored as a teaching strategy for critical reflection in the social work discipline. This manuscript seeks to open that discussion by describing the use of Photovoice as a teaching strategy to support student professional identity development and encourage creative critical reflection in a graduate field seminar. A case study of a campus-based MSW field seminar discusses the planning, application, and reflections of implementing this participatory method as a teaching strategy.
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