Published October 2014
by Marcie Fisher-Borne, PhD
North Carolina State University
Jodi K. Hall, PhD
North Carolina State University
Willa Casstevens, PhD
North Carolina State University
Abstract: This article presents initial results of an Institutional Review Board (IRB)-approved case study exploring ways students may benefit from completing a capstone project within field practicum and research course sequences. The capstone project consists of an evaluation research project developed and completed during the final two semesters of a student’s MSW program. To assess perceived benefits, the authors surveyed graduating students (N = 59) at the end of their year-long project (n = 39 respondents; response rate 66%). In addition, qualitative data was obtained from written self-assessment exercises (n = 14). Lessons learned can contribute to improving pedagogy and enriching students’ field experiences.
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Published April 2013
by Patty Hunter, LCSW
California State University, Chico
Caitlin Hollis, MSW
University of Southern Mississippi
Abstract: This study discusses the results of a survey completed by 228 accredited social work programs describing their international field placement opportunities. Responses were aggregated to identify the number and frequency of international placements, the countries where placements occurred, the model used to develop international placements, and the supervision and monitoring of international placements. The benefits and challenges to offering international social work placements are identified, and sustainable resources for promoting the development of international placements are discussed. The information is intended to aid in the future development of international field placements and to encourage collaborative efforts to increase access to such placements.
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Published April 2013
by Alex Colvin, PhD
Prairie View A&M University
Abstract: Using the Campinha-Bacote model of cultural competence, this paper examines the integration of measures for enhancing internship students’ knowledge, values, and skills for work with culturally diverse groups. The paper focuses on four constructs (cultural awareness, cultural knowledge, cultural encounter, and cultural desire) within the model to help field educators move students beyond cultural recognition toward the formation of culturally competent identities. The paper further identifies skill-based interventions, which are aligned with the Educational Policy and Accreditation Standards (EPAS) competencies and practice behaviors to aid the internship student in preparing for professional social work practice.
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