Published October 2024
by Katharine Dill, PhD
Marist College
[Editor’s note: Field Finds is a regular feature of Field Educator. These concise literature reviews provide information and guidance to field educators and field instructors. Each review concludes with three discussion questions as inspiration for further thought on the subject matter. This Field Finds is a reprint from Spring 2023.]
This edition of Field Finds explores the concept and implementation of gatekeeping within social work programs—and, more specifically, within social work field education. The review provides suggestions for practice and future research.
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Published October 2023
by Katharine Dill, PhD
Marist College
Natalie Beck Aguilera, DSW
St. Edward’s University
Warren K. Graham, MSW
Stony Brook University
Tanya Voss, MSW
The University of Texas at Austin
[Editor’s note: Field Finds is a regular feature of Field Educator. These concise literature reviews provide information and guidance to field educators and field instructors. Each review concludes with three discussion questions as inspiration for further thought on the subject matter.]
This edition of Field Finds explores the issue of paid internships. The format for this article differs from that of a traditional literature review, in that it includes a combination of peer-reviewed research and grey literature and information. This novel approach was required because of the limited peer-reviewed research on this subject.
In July, the lead author sent out a query on the Council on Social Work Education (CSWE) field directors’ listserv, asking for field directors to contact her to discuss best practices in paid internships. The following review includes the perspectives of and examples from three field directors from across the United States. Critical questions and case studies provide a blueprint for other social work faculty who are interested in generating new ways of engaging in the discussion and implementing paid internships.
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Published April 2023
by Katharine Dill, PhD
Marist College
[Editor’s note: Field Finds is a regular feature of Field Educator. These concise literature reviews provide information and guidance to field educators and field instructors. Each review concludes with three discussion questions as inspiration for further thought on the subject matter.]
This edition of Field Finds explores the concept and implementation of gatekeeping within social work programs—and, more specifically, within social work field education. The review provides suggestions for practice and future research.
The concept of gatekeeping in social work education has been written about, discussed, and debated for many years. A seminal text, Gatekeeping in BSW Programs, edited by Gibbs and Blakeley (2000), remains the blueprint for conceptualizing gatekeeping. The term “gatekeeping” itself conjures up a “gate” that is closed when someone ill-suited is not permitted to move forward in a professional program.Two distinct views of gatekeeping exist in social work education (Gibbs, 2000a & 2000b):
- Students are screened in: A supportive perspective, where students are provided with developmental opportunities to enhance their knowledge, values, and skills throughout the social work program curriculum (Elpers & Fitzgerald, 2013; Gibbs, 2000a; Gibbs & Macy, 2000; Royse, 2000; Sowbel & Miller, 2015; Street, 2021).
- Students are screened out: Students are screened out for entry to a social work program based on stringent admissions criteria, such as GPA or a personal statement (Gibbs, 2000b; Holmstrom, 2014; Homonoff, 2008; Royse, 2000).
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Published October 2022
by Katharine Dill, PhD
Marist College
Emily Murphy, MSW
Mercy College
Editor’s note: Field Finds is a regular feature of Field Educator. These concise literature reviews provide information and guidance to field educators and field instructors. Each review concludes with three discussion questions as inspiration for further thought on the subject matter.
Introduction
This edition of Field Finds explores the existing literature on student mental health challenges in social work and field education. The following themes are discussed: 1) the prevalence of social work students with mental health concerns; 2) social work students’ attitudes toward others with mental illness; 3) complex issues to consider, and 4) strategies for supporting students.
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Published October 2019
by Katharine Dill, PhD
Marist College
Introduction
This review examines the application of a trauma-informed perspective to field education programs and models of supervision. There are many dimensions to this topic. While there is emerging literature on trauma-informed social work supervision and field instruction (Berger & Quiros, 2016; Knight, 2018) there remains minimal exploration of how a trauma-informed model of care can be applied to a social work field education model.
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Published May 2019
by Katharine Dill, PhD
Marist College
Introduction
This literature review explores the concept of deliberate practice and its intersection with social work field education. The concept of deliberate practice is an emerging framework that shows promise in understanding the complexity of learning within field placement settings. Leveraging the tenets of deliberate practice, the field supervisor encourages and amplifies student learning through intentional, goal-oriented supervision and learning. This focused learning is achieved through the provision of balanced feedback that seeks to shape and improve an individual’s mastery of complex skills over time (Ericsson, 2004, 2006; Ericsson, Krampe, & Tesch-Römer, 1993; Ericsson, Roring, & Nandagopal, 2007). While not exhaustive in nature, this brief review underscores the emerging tenets of deliberate practice and links these ideas to the complexity of social work field education.
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Published October 2018
by Katharine Dill, PhD
Marist College
Introduction
The Council on Social Work Education’s Educational Policy and Accreditation Standards state that assessment of students’ competence must involve observation in real or simulated practice situations (Council on Social Work Education, 2015). Observation in “real time” or, as termed in this paper, “observations of practice” can present challenges for both field education coordinators and field supervisors alike. While observing students in field placements seems to be essential, strategies for making this an everyday reality in social work field education can appear elusive. This literature review explores the various dimensions of observation. The review culminates with an analysis of the role of the field supervisor in creating, supporting, and planning for observations.
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Published October 2017
by Katharine Dill, PhD
Marist College
Introduction
This literature review is the second in a series that will be published in each issue of the Field Educator on topics related to field instruction. The reviews will highlight key components of practice, including reflective models of supervision and creating safe learning opportunities for students. Each review will contain three discussion questions. Our hope is that field instructors will use these questions to enhance their professional development, incorporate these brief reviews in their daily practice, and begin to develop a library of resources.
The topic of this literature review—how students navigate the emotional terrain of their emerging engagement with the realities of social work practice—emerged from discussions with field educators, student interns, and academic field liaison staff. The review begins by discussing emerging evidence in this area, and then integrates the specific roles of field supervisors and social work educators in supporting social work interns in navigating the complexities of social work practice. The review begins with discussion questions and concludes with best practice considerations that can be used when training field educators.
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Published May 2017
by Katharine Dill, PhD
Marist College
Introduction
This literature review is the first in a series that will be published in each issue of the Field Educator Journal on topics related to field instruction. The reviews will highlight key components of practice, including reflective models of supervision and creating safe learning opportunities for students. This first review provides a brief overview of field education. Future special-interest topics will include: Indigenous issues, anti-oppressive practice, reflective practice, critical thinking, evidence-informed practice, and the professional development needs of field instructors.
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