Published October 2013
by Bronwyn Cross-Denny, PhD
Sacred Heart University
Janna C. Heyman, PhD
Fordham University
Yvette M. Sealy, PhD, MPH
Fordham University
Dana B. Marlowe, PhD
Fordham University
Jill Cretella, MSW
Fordham University
Abstract: In both the classroom setting and field practicum, social work students begin to develop competence in practice with diverse populations. Field instructors play a critical role in educating students on diversity issues and preparing students to practice without bias. A cross-sectional study was conducted to better understand social attitudes of field instructors participating in a Seminar in Field Instructor (SIFI) training (N=88). The field instructors had generally positive attitudes. Results indicated that field instructors’ comfort level and demographic variables were predictors of social attitudes. Implications for social work field instruction are discussed.
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Published October 2013
by Kirsten Havig, PhD
University of Oklahoma - Tulsa
Abstract: This qualitative study examines field instructors’ perceptions of social work practice that promotes social justice. The author conducted 17 in-depth interviews with qualified field instructors using grounded theory methods to elicit perceptions of the meaning of social justice among field instructors and pedagogical strategies related to empowering students in the promotion of social justice. Findings reflect field instruction goals and tasks based on the lived experiences of social work practitioners providing the practicum experience. This study offers a framework for social work field instruction that employs exposure to diverse clients and manifestations of injustice, focused discussion, and role modeling as educational strategies. It also provides a theoretical frame, rooted in empowerment, for field instruction that centers on student values socialization, validation through experience, building critical thinking skills, and emphasis on the reflexive action.
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