The COVID-19 pandemic disrupted social work education, but limited research exists on its long-term toll on field directors. Using a thematic approach, 16 field directors were interviewed to explore the question, “What are the long-term impacts of the COVID-19 pandemic on social work field directors?” Themes that emerged included the power of the field community; a collective sense of fatigue; questions of perceived value; and the need to respond to agency and student challenges. The importance of field directors and issues of parity are discussed. Implications for higher education and the meaning of signature pedagogy are also explored.
Keywords: field directors; COVID-19; qualitative; community; signature pedagogy
Substance use disorders and the mortality rate associated with overdoses are well publicized health crises, yet practitioner biases and lack of experience present barriers to care. Student practicum experiences can assuage these concerns, yet specialized training to treat substance use disorders is lacking. Practicums for behavioral health students provide specialized, applied learning opportunities that are foundational to developing skills and perspectives on the obstacles and opportunities of working with substance use disorders. Understanding treatment needs and training gaps from the perspective of those entering the field contributes a unique perspective. This qualitative project applied thematic analysis to the responses of two focus groups of mental health trainees (N = 18) to elicit lessons learned following a two-semester practicum in substance misuse treatment settings. Three themes emerged: Organizational, Client, and Personal Lessons Learned, which identify actionable steps for training programs and treatment agencies to support new practitioners. Trainees articulated gains in knowledge, attitudes, and skills, and in understanding factors influencing client outcomes.
Keywords: training substance use disorder practitioners; substance use disorder trainees; SUD practitioners; SUD practicum
To assess evolving trends in practicum education, a national exploratory survey (N = 186) was conducted among practicum directors within CSWE-accredited programs. Findings indicate 69% (n = 115)believe unpaid internships are a social justice issue that impedes student success. Most practicum directors (n = 133) report advocating for paid internships, though half (n = 104) report dissatisfaction with departmental support. Practicum directors deliver the signature pedagogy of social work education and are best positioned to identify needs and opportunities for change, yet their offices are often underresourced. Implications for practicum education and the profession, as well as future research recommendations, are presented.
Keywords: practicum directors; practicum education; equity; social justice; paid internships
This article reports findings from a piloted voter engagement assignment from fall 2016 to spring 2018. Students devised voter engagement interventions within their field assignments, targeting micro-, mezzo-, or macro-level systems. Student submissions revolved around three main issues: (a) promoting the interests of disadvantaged and vulnerable groups, (b) ensuring fairness and impartiality in the electoral process, and (c) achieving the social justice objectives inherent in the professional domain. Additionally, the assignment required students to use all the EPAS competencies.
Keywords: voter engagement; civic engagement; field education; political social work; political engagement
We are excited to share that, starting with the Spring 2025 issue, Field Educator will be renamed Applied Learning in Social Work Education. This name change reflects our commitment to ensuring that our title aligns with social work’s dedication to equity, and avoids any unintended racist connotations. In retiring the name Field Educator, we are following the example of several schools of social work that have already transitioned their “field education” programs to “practicum education” programs. Among these institutions are the University of Southern California, New York University, Smith College, Morgan State University, and Simmons University. This change is also in line with the social work profession’s renewed commitment to critically examining and addressing its role in perpetuating discrimination and systemic racism (NASW, 2019). We look forward to continuing our work under this new title, with an ongoing focus on equity and inclusivity in social work education.
[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.
Teen dating violence (TDV) is a public health concern for youth in the United States, with TDV associated with both short- and long-term negative health outcomes. According to the 2021 Youth Risk Behavior Survey (YRBS), 13.9% of surveyed high school students had experienced physical, sexual, or both types of TDV in the preceding year (Clayton et al., 2023). Other studies suggest that the YRBS may be a conservative estimate of prevalence, especially after accounting for psychological and verbal violence (Brar et al., 2023). Exposure to TDV as a teen is associated with outcomes that last well beyond childhood, related to mental health, physical health, educational attainment, and substance use (Reidy et al., 2017; Taquette & Monteiro, 2019).
Episode 4: Service User Perspectives in Social Work Education, Part 2
Field Talks host, Dr. Katharine Dill of Marist College, interviews Dr. Joe Duffy of Queen’s University, Belfast, Northern Ireland for Part 2 of Service User Perspectives in Social Work Education. In this episode, Katharine and Joe discuss key messages from the literature in regard to service user perspectives in social work education. A concept new to social work education in the US, incorporating the perspectives of people with lived experience is now required in United Kingdom social work programs. This Field Talks episode is a conversation that will help you learn about best practices and gaps in knowledge pertaining to this important topic in social work education.
Practicum1 education continually evolves and adapts to meet the needs of our changing and dynamic social work environment. This entails exploring new settings, stepping outside of a traditional view of social work service provision, and considering a myriad of clinical service delivery options to best respond to client needs (Harriman, 2016). In response to the COVID-19 pandemic, practicum offices across the country adapted their operations to enable students to meet practicum requirements. During this time an important call to action was raised, asking practicum educators to consider virtual options for practicum education (De Fries et al., 2021; Rogerson et al., 2020). Educators recognized that a new model of service delivery was critically important, as the use of technology had become increasingly essential to the social work field for pandemic-related responses and to fill gaps in service highlighted during times of crisis. The Council on Social Work Education (CSWE) also adjusted and clarified requirements for virtual placements and supervision, acknowledging the importance of flexibility during this time (CSWE, 2020). In this paper, we define virtual placements as placements in which all or most of the work with clients is conducted virtually. Telehealth is work conducted with clients via a virtual platform, which may occur on- or off-site. Further descriptions of the type of agencies and modes of delivery utilized are discussed below.
