Download a PDF of this article

The development of competence in the professional practice of social work is a primary objective of all social work programs. Field education is the “signature pedagogy” of the profession (Council on Social Work Education, 2008). It offers students pivotal learning opportunities through which knowledge can be integrated and applied to practice, and competence in practice skills can be developed. Indeed, it has been identified as the most significant component of the social work curriculum in preparing competent, effective, and ethical social workers (Bogo, 2006). However, field education faces a significant challenge in finding supervisors and internships for students. This paper describes the efforts of the Factor-Inwentash Faculty of Social Work, University of Toronto to encourage students to make a commitment to the training of future generations of social workers.

(more…)

Download a PDF of this article

According to the National Survey on Drug Use and Health (NSDUH), among persons 17 and older, one in eleven or 8.6% of the population has been diagnosed with a substance use disorder (Center for Behavioral Health Statistics and Quality [CBHSQ], 2013). Screening, Brief Intervention and Referral to Treatment (SBIRT) is a comprehensive and integrated public health approach to the delivery of early intervention and treatment services for persons with, and at risk of developing, substance use disorders (Substance Abuse and Mental Health Services Administration [SAMHSA], 2015). The use of screening and brief intervention for alcohol use, specifically SBIRT, has been well established in the literature as a primary means in helping individuals recognize and change unhealthy patterns of use (SAMHSA, 2015). This article will suggest ways that SBIRT training can be integrated into the curriculum of social work classroom and field education.

(more…)

Download a PDF of this article

Field education for social work students is one of the most critical components of their training and educational experience. In fact, the Council on Social Work Education (CSWE) has identified field education as the “signature pedagogy” of social work (CSWE, 2008; Wayne, Bogo, & Raskin, 2010). Inherent in the training of students is the expectation that students will receive professional and appropriate supervision and guidance from field instructors (Knight, 2001). It is important for social work programs to provide support and training for all field instructors to ensure the success of the students, retain outstanding field instructors and continue to create high quality practicum experiences (Globerman & Bogo, 2003; Murdock, Ward, Ligon, & Jindani, 2006).

(more…)

Download a PDF of this article

The following is an address that was delivered by Dr. Nai Ming Tsang, a leading Chinese field educator, to a group of approximately 45 social work field instructors at the Department of Applied Social Sciences (APSS) at Hong Kong Polytechnic University. —Editor’s note.

(more…)

Download a PDF of this article

Abstract: Simmons School of Social Work inaugurated a remote field review during the spring of 2012 to replace one traditional face-to-face (F2F) field visit. The field education department surveyed its field instructors and liaisons and some students to ascertain their response to this change; this article reports the findings of these surveys.

(more…)

Download a PDF of this article

Abstract: Over a million Guatemalans have immigrated to the United States; they are the sixth largest Hispanic group in the country (Motel & Patten, 2012). This article seeks to provide a background for social work students so that they can be culturally competent in engaging with Guatemalan clients. The author examines the violence and poverty that drive Guatemalans to emigrate, as well as the pressures and trauma of immigration into the U.S.A. and the unique strengths of Guatemalan culture, including their traditions and religious beliefs.

(more…)

Download a PDF of this article

Abstract: The authors examine the potential uses of Relational Cultural Theory for strengthening the many relationships inherent in field education, pointing to three main elements of Relational Cultural Theory: mutual engagement, mutual empathy, and mutual empowerment. The authors give examples of field education situations in which each of these elements plays a role.

(more…)

Download a PDF of this article

The Council on Social Work Education (CSWE) designates field education as the signature pedagogy of social work education in its Educational Policy and Accreditation Standards (EPAS, 2008). The EPAS present a competency-based approach to social work education with measurable outcomes to evaluate the integration of knowledge and practice skills. Across many professions, the Objective Structured Clinical Examination (OSCE) has been used for several decades in a variety of settings as an assessment tool for educators to assess gaps between clinical instruction, to gather data for curriculum changes, and to identify the effectiveness of teachers and trainers (Ali et al., 1999; Anderson et al., 1991; Eliot et al., 1994; Regehr, Freeman, Hodges, & Russell, 1999; Reznick et al., 1998; Sloan et al., 1997; Warf, Donnelly, Schwartz, & Sloan, 1999). In addition, the OSCE can help to improve student confidence and to predict educational outcomes (Ytterbert et al., 1998).

In response to the lack of reliable measures of observed practice, several researchers (Bogo, 2010; Lu, Miller, & Chen, 2002) have adapted the Objective Structured Clinical Observation (OSCE) for application to social work in establishing reliable and concrete criteria for evaluating students’ actual practice performance and implementation of core skills (Bogo, Regehr, Logie, Katz, Mylopoulos, & Regehr, 2011)

(more…)

Download a PDF of this article

For the past fourteen years, Simmons School of Social Work students have had the opportunity to build leadership skills through participation in the Urban Leadership Certificate Program (ULP).  The ULP is a unique initiative that aims to empower social workers as leaders who can promote change on a broader level while they are intervening to assist individuals, families, and groups.  One major component of ULP instruction is the Urban Leadership Project, an assignment that requires students to develop and carry out a plan to address a service delivery obstacle in their Advanced Year clinical internship.  The Urban Leadership Project provides students with a challenging and rich learning experience. Their leadership learning both parallels and enhances the development of more traditional clinical practice skills.  This article will provide an overview of the ULP, describe the Project assignment, and discuss field educators’ potential impact on students’ leadership learning.
(more…)

Download a PDF of this article

Psychodrama is a psychotherapeutic technique that aims to guide patients in expressing their life experiences through dramatic enactments. It is a clinical technique that can also enhance clinical skill learning. According to Avrahami (2003), psychodrama focuses on a “protagonist,” or drama character, to explore life issues, conflicts, unfinished business, and maladaptive behaviors in front of a group of learners or patients. Psychodrama has been shown to be successful because it is action-oriented (Dayton & Nicholas, 2009) and offers discussions of each session between the therapist and the protagonist (played by a client) (Avrahami, 2003; Drakulic, 2010). Jenkyns (2008) suggests that psychodrama can be used as a supervisory tool, as it is a “projective work” approach that encourages professionals to act or observe the enactment of life situations relevant to clients (p. 99).  Hinkle (2008) calls this a “parallel learning” process in that a counseling professional learns through the enactment group and appreciates learning from the client’s perspective (p. 401). This article illustrates the experiential use of psychodrama techniques to provide internship orientation and its educational impact on an MSW intern ^[1]. We analyzed the intern’s notes and the supervisor’s responses for evidence that using psychodrama could provide interns the means to conduct self-reflective learning to prepare them for placement.

(more…)

Download a PDF of this article

Over the past few years, Generation Y, also called “Millennials,” has been of great interest to individuals and organizations. Many social work students come from this generation. In the United States, Canada, and many other countries, Millennials are considered to be those who were born between 1980 and 1996 (Howe & Strauss, 2000). The dramatic changes in technology, education, and forms of connection, combined with the distinct world events particular to this generation, have left preceding generations of social work educators striving to understand what this may mean in the context of social work education.  I have often heard the following comments when I ask colleagues to describe how they experience young adults: “They are entitled; they want to be given leadership positions without earning them; they can’t get off their cell phones and computers; and they are disconnected, sheltered, and checked out.” Social work literature focused on shaping a profile of the “Millennial experience” can help social work educators further our thinking

(more…)