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Professional intervention strategies of social work students in practice situations (Professionelle Handlungsstrategien von Studierenden der Sozialen Arbeit in Praxissituationen)
Purpose: This article reports on a scoping review that synthesized literature over the last 15 years on the use of simulations in social work education and training with the aim of identifying trends and important considerations for teaching and learning. Method: This scoping review covering a total of 44 articles examined the characteristics of publications, the purposes for the use of simulations, the simulated roles, the targets of simulations, the theories referred to and key findings/assertions. Results: The scoping review found a heavy North American concentration. Live actor simulations were mostly used for the teaching of practice competencies covering a range of practice skills and settings, with a notable focus on clinical skills and minimal engagement with theory. Discussion: It is argued that the use of simulation-based learning should be informed by a range of practical, theoretical, and philosophical considerations, including the purpose of social work and social work education.
»Sozialpädagogen, Alten- und Krankenpfleger dringend gesucht!« oder «Fachkräftemangel bei der Sozialen Arbeit besonders groß« – dies sind nur zwei von
zahlreichen Headlines der Tagespresse, die auf den enormen Fachkräftemangel
in den vielfältigen Arbeitsfeldern der Sozialen Arbeit verweisen. Wie aus dem
Kurzbericht des Instituts für deutsche Wirtschaft hervorgeht, stellten die sozialarbeiterischen Handlungsfelder im Jahresabschnitt 2021/2022 einen neuen Rekord: Noch nie war die Lücke zwischen qualifizierten Fachkräften und offenen Stellen größer (Hickmann/Koneberg, 2022).
Jutta Harrer-Amersdorffer und Carolin Auner gehen von der Annahme aus, dass die inhaltliche Ausgestaltung der Qualifikation der Fachkräfte in der Sozialen Arbeit hin zur Professionalität als durchaus spannungsreich zu verstehen ist und in Anbetracht des Fachkräftemangels noch stärker in den Fokus rückt. Darauf aufbauend werden die Fragestellungen aufgegriffen, inwieweit sich gegenwärtig Professionalität in der Praxis Sozialer Arbeit erfassen lässt und ob, beziehungsweise inwieweit, eine umfängliche Qualifikation innerhalb des Bachelorstudiengangs Sozialer Arbeit gelingen kann. Abschließend werden daraus Schlussfolgerungen und Reflexionsimpulse für Praxis und Lehre (in) der Sozialen Arbeit abgeleitet.
The article deals with the analysis of the aspects of the study group cohesion and its role in the process of the professional competence formation of the future specialists in the conditions of the higher military educational establishment. The psychological aspects of the rise in effectiveness of study group cohesion within the framework of group organization and its dynamics have been analysed.The psychological determinants of the group cohesion of the study group of a higher educational establishment, which directly influence the level of students’ professional compenence formation in the system “teacher - study group members” have been determined.The results of an empirical study on the use of the author's programme for increasing the cohesion level of a study group to improve the level of professional competence have been revealed taking into consideration the integrative characteristics of individual and interpersonal relationships of future specialists in the process of their professional competence formation.The evidence of the usage of the special programme on rise in effectiveness of study group cohesion which consists of the problem-solving situations and trainings has been presented. The programme is aimed at improving interpersonal relationships in the system “teacher-students” in the conditions of the higher military education establishment.
Previous research has shown that health social workers utilise research
knowledge to a low degree. The present study is based on a survey of
1236 health social workers in Sweden working in several different
organisations providing health care. The survey included closed and
open-ended questions about respondents’ use of and approach to
research knowledge. The results show that health social workers primarily
refer to non-research literature and, while they consider it important to
keep up to date with current research, they do not consider current
research to be highly relevant. The most important sources of knowledge
used in daily practice were work experience, theory, colleagues and
supervision. The main barrier to research knowledge utilisation was lack
of time. Furthermore, insufficient support from organisations and
leadership, a lack of accessibility to research publications and the fact
that research is not adapted to practice/difficult to understand were
identified as challenges. The health social workers identified important
areas for increasing research knowledge utilisation as dedicated time,
support from organisations and leadership, opportunities for further
education, a specially appointed colleague responsible for monitoring
relevant research and support from colleagues.
After impasses, the adjustment strategies learners can use in simulations differ from the ones that are available in real-life situations. An open question is whether learners with different levels of prior knowledge use different strategies to adjust their behavior and whether the chosen adjustment strategy helps their learning. In addition, it is unclear whether adjustment strategies are stable throughout the learning process. To answer these questions, we conducted two studies that both used a medical education simulation in which a learner collaborated with an agent-based radiologist to diagnose patients. In study 1 we found that the adjustment strategy of further evidence generation was only helpful for learners with intermediate prior knowledge whereas the likelihood of an accurate diagnosis descreased for learners with low or high prior knoweledge. In Study 2, we found three relatively stable clusters: reflective learners, variable learners, and evidence generators, thus offering the potential for adaptive scaffolding.
Case-based learning has a long history in social work education, but has been relatively unaffected by the advances of information and computer technology. The aim of this study is to discuss new, and perhaps more rewarding, forms of decision case learning by using a computer-based simulation, SimChild, that puts the student in the position of a professional social worker assessing a child protection case. Aggregated statistics from the SimChild exercise form the basis for seminars where the students can reflect on their decisions. The study indicates that the simulation promotes reflections and learning insights among students as well as new insights into the importance of more collective and interactive learning.
This article addresses the challenges of sense making in social work practice and presents a descriptive model of peer-aided judgement to facilitate critical debate and knowledge creation. The model is founded in Hammond's Cognitive Continuum Theory and developed in direct application to social work practice. It seeks to expand currently available models of social work judgement and decision making to include processes and outcomes related to informal peer interaction. Building on empirical studies and multiple contemporary literatures, a model of peer-aided judgement is hypothesised, comprising four distinct and interacting elements. By modelling these fundamental aspects of the processes and outcomes of peer-aided judgement, this article provides a tool for illuminating the everyday unseen value of peer interaction in practice and a framework for critical debate of dilemmas and propositions for professional judgement in social work practice. This article concludes by examining some of the implications of the model and its potential use in the further development of theory, methodology and practice.
This article presents data from a focus group study of social workers in the Norwegian Labour and Welfare Administration (NAV) and investigates how social workers perceive and experience the relevance of their education in the transition to their work in NAV. The relevance of education to practical fields became more important after the Bologna Process started in 2000. Research shows a discrepancy between what social workers learn during their professional education and the expectations they face when starting to work in welfare systems. Through analysing our data according to Ryle’s concepts of ‘knowing-that’ and ‘knowing-how’ and Lave and Wenger’s theory of situated learning and communities of practice, we discuss the participants’ experiences of the relevance of their education. Although the participants experienced their social work education as being relevant to their work in NAV, they expressed a need to learn more about how to apply theoretical knowledge during their education. The participants indicated work situations where they felt that their studies had insufficiently prepared them. In response to these findings, we discuss implications for social work education.
Deliberate practice, in the form of ongoing commitment to skill development outside of direct clinical work, has been proposed as a means of enhancing therapist competence and expertise. In this study, a deliberate practice orientation was introduced into the first phase of a counsellor training programme. Students’ experiences of learning and using deliberate practice in relation to the acquisition of counselling skills were investigated using a mixed‐method design. It took time for students to internalise principles of deliberate practice. They reported a wide range of deliberate practice learning activities, both within and beyond the classroom, and regarded these tasks as having made a significant positive contribution to their learning. The findings of the study underscore the value of viewing deliberate practice as an approach to learning that can be articulated in multiple ways. It is important for future research to identify the forms of deliberate practice that are most relevant to enhancing competence within the specific context of therapeutic work.
Since the 1990s, evidence-based practice has become part of social work, grounded in the notion that social work should be a research-based profession. However, recent studies show that social workers struggle with bridging research and practice. This study analysed Norwegian social workers’ use of knowledge in their daily practice, drawing on data from a survey consisting of 2060 social workers in different practice fields as well as qualitative interviews with 25 social workers from social services and child welfare services. Analyses of the quantitative data revealed that clients, work experience, and colleagues were the three most common sources of knowledge among the social workers. The use of knowledge could be divided into two subgroups: (a) theory-oriented and (b) practice-oriented. The qualitative interviews revealed that social workers valued work experience, colleagues, supervisors, and clients as their main sources of knowledge. Lack of time was identified as the main barrier for engaging in research. The findings in this study are contextualised with theories on knowledge production and translation in social work, arguing that field instructors, supervisors, and social work education play an essential role both in facilitating evidence-based practice and, more broadly, in bridging the gap between research and practice.
We propose a conceptual framework which may guide research on fostering diagnostic competences in simulations in higher education. We first review and link research perspectives on the components and the development of diagnostic competences, taken from medical and teacher education. Applying conceptual knowledge in diagnostic activities is considered necessary for developing diagnostic competences in both fields. Simulations are considered promising in providing opportunities for knowledge application when real experience is overwhelming or not feasible for ethical, organizational or economic reasons. To help learners benefit from simulations, we then propose a systematic investigation of different types of instructional support in such simulations. We particularly focus on different forms of scaffolding during problem-solving and on the possibly complementary roles of the direct presentation of information in these kinds of environments. Two sets of possibly moderating factors, individual learning prerequisites (such as executive functions) or epistemic emotions and contextual factors (such as the nature of the diagnostic situation or the domain) are viewed as groups of potential moderators of the instructional effects. Finally, we outline an interdisciplinary research agenda concerning the instructional design of simulations for advancing diagnostic competences in medical and teacher education.
Clinical simulations have recently been presented as a promising instructional strategy to overcome the theory-practice gap in teacher education. Taking this into account, this chapter aims to enhance insight into the core ideas underlying the design and construction of simulation-based learning environments. For this purpose, this chapter first presents a general design framework. Next, the construction process and two prototypes of simulation-based learning environments in the context of parent-teacher communication — an online and a face-to-face prototype — are described.
Entering the work of world can involve significant challenges for the beginning practitioner. The transition process from university to work can play an important role in the emerging practitioner’s development as a social worker. The present longitudinal study follows 12 Swedish social work graduates from university and over their first four years in practice. The study provides an insight into how newly educated practitioners may experience the transition from university to the world of work and considers how they can be prepared and supported to meet the challenges of practice within contemporary work contexts. The students were first interviewed just prior to leaving university [see Tham & Lynch (2014). Prepared for practice? Graduating social work students’ reflections on their education, competence and skills. Social Work Education, 33(6), 704–717]. This paper captures the reflections of these students after four months in practice. Feelings of unpreparedness, unorganised, or even ‘chaotic’ perceptions of the workplace and uncertainty about the future were emergent themes, particularly among new practitioners employed in social services. The findings illustrate the vulnerability of these new practitioners and the importance of workplace induction and the provision of adequate support in their new professional roles. © 2017 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
In this special issue we have asked the contributors to make a case for the case study. The guest editors, Jeffrey Longhofer, Jerry Floersch and Eric Hartmann, intergrate ideas from across the disciplines to explore the complexties of case study methods and theory. In education, Gary Thomas explores the importance of ethnographic case studies in understanding the relationships among schools, teachers, and students. Lance Dodes and Josh Dodes use the case study to articulate a psychoanalytic approach to addiction. In policy and generalist practice, Nancy Cartwright and Jeremy Hardie elaborate a model for a case-by-case approach to prediction and the swampy ground prediction serves up to practitioners. Christian Salas and Oliver Turnbull persuasively write about the role of the case study in neuro-psychoanalysis and illustrate it with a case vignette. In political science, Sanford Schram argues for a bottom up and ethnographic approach to studying policy implementation by describing a case of a home ownership program in Philadelphia. Eric Hartman queers the case study by articulating its role in deconstructing normative explanations of sexuality. In applied psychology, Daniel Fishman describes a comprehensive applied psychology perspective on the paradigmatic case study. Richard Miller and Miriam Jaffe offer us important ways of thinking about writing the case study and the use of multi-media. Each contributor brings a unique perspective to the use of the case study in their field, yet they share practical and philosophical assumptions.
Evidence-based practice in social work is an intensely debated topic, with many differing perspectives on how it should be done. However, we know surprisingly little about how social workers actually engage in professional problem solving and about the knowledge base of those processes. To shed light on this topic of social work expertise, we present a novel model of scientific reasoning and argumentation and investigate how experts and novices differ in the reasoning processes they engage in as they are confronted with social work problems. Vignettes were used to capture reasoning processes, and the corresponding verbal data was then analysed. In this study, 26 probation officers and 22 social work students participated. The findings show that experts differ from novices with respect to both their knowledge bases and the epistemic activities in which they engage. Furthermore, a cluster analysis revealed three common problem-solving strategies: evidence-based solution seeking (15 experts and 15 novices), shared problem solving (8 experts) and explanation seeking (1 expert and 7 novices). The results indicate the need to improve the practical problem solving skills of students through situated teaching methods.
Coding is the core process in classic grounded theory methodology. It is through coding that the conceptual abstraction of data and its reintegration as theory takes place. There are two types of coding in a classic grounded theory study: substantive coding, which includes both open and selective coding procedures, and theoretical coding. In substantive coding, the researcher works with the data directly, fracturing and analysing it, initially through open coding for the emergence of a core category and related concepts and then subsequently through theoretical sampling and selective coding of data to theoretically saturate the core and related concepts. Theoretical saturation is achieved through constant comparison of incidents (indicators) in the data to elicit the properties and dimensions of each category (code). This constant comparing of incidents continues until the process yields the interchangeability of indicators, meaning that no new properties or dimensions are emerging from continued coding and comparison. At this point, the concepts have achieved theoretical saturation and the theorist shifts attention to exploring the emergent fit of potential theoretical codes that enable the conceptual integration of the core and related concepts to produce hypotheses that account for relationships between the concepts thereby explaining the latent pattern of social behaviour that forms the basis of the emergent theory. The coding of data in grounded theory occurs in conjunction with analysis through a process of conceptual memoing, capturing the theorist’s ideation of the emerging theory. Memoing occurs initially at the substantive coding level and proceeds to higher levels of conceptual abstraction as coding proceeds to theoretical saturation and the theorist begins to explore conceptual reintegration through theoretical coding.
Visual research methods are becoming increasingly important for qualitative studies. Within this dynamically expanding field, methods for analysing ‘natural’ video recordings have developed considerably over the past decades. In this article we discuss methodological aspects of general importance for any analysis of this type of video data. Being a fundamentally interpretive method, our first argument is that sequential analysis is always a hermeneutic endeavour, which requires methodical understanding. The second refers to data collection. We stress that, in addition to sequential analysis, the ethnographic dimension of video analysis should be taken into account methodologically. Video analysis requires, thirdly, a systematic account of the subjectivity, both of the actors analysed as well as of the analysts. Our arguments are grounded in extensive data from several studies, including the communicative genre of powerpoint presentations, commemoration rituals and public events. Selected data fragments are presented here to support our claims. Building upon this expertise, we propose further improvement of video analysis methodology by reflecting on our own practice of analysing video in data sessions (i.e. the ‘video analysis of video analysis’).
The author examines holistic competence and its assessment as defined in the Council for Social Work Education (CSWE’s)-EPAS 2015. Draft 3 of CSWE’s EPAS 2015 requires the use of a holistic competency model by accredited BSW and MSW social work programs. The model is an efficient way to assess student competence and overall program outcomes. Yet, this model, based on human resource concepts, is largely unfamiliar in the United States and is discussed minimally in the U.S. social work literature. This article details the goals and purposes of the model with linkage to EPAS 2015 language. Examples of methods of holistic assessment are offered to begin further professional discussion in American social work education. The strengths and limitations of this model are also identified.
Reliable and valid methods to evaluate student competence are needed in social work education, and practice examinations with standardized clients may hold promise for social work. The authors conducted a critical appraisal of standardized client simulations used in social work education to assess their effectiveness for teaching and for evaluating social work students' competence. Following a comprehensive search, 18 studies, including 515 social work students, were examined. The authors extracted data from these studies and study methods and assessed the results. This review found that studies vary in methodological quality; however, using standardized client simulations is well-received by students. Consistent implementation methods and reliable, valid assessment measures are needed to advance this evaluation method for social work.
Coding is the core process in classic grounded theory methodology. It is through coding that the conceptual abstraction of data and its reintegration as theory takes place. There are two types of coding in a classic grounded theory study: substantive coding, which includes both open and selective coding procedures, and theoretical coding. In substantive coding, the researcher works with the data directly, fracturing and analysing it, initially through open coding for the emergence of a core category and related concepts and then subsequently through theoretical sampling and selective coding of data to theoretically saturate the core and related concepts. Theoretical saturation is achieved through constant comparison of incidents (indicators) in the data to elicit the properties and dimensions of each category (code). This constant comparing of incidents continues until the process yields the interchangeability of indicators, meaning that no new properties or dimensions are emerging from continued coding and comparison. At this point, the concepts have achieved theoretical saturation and the theorist shifts attention to exploring the emergent fit of potential theoretical codes that enable the conceptual integration of the core and related concepts to produce hypotheses that account for relationships between the concepts thereby explaining the latent pattern of social behaviour that forms the basis of the emergent theory. The coding of data in grounded theory occurs in conjunction with analysis through a process of conceptual memoing, capturing the theorist’s ideation of the emerging theory. Memoing occurs initially at the substantive coding level and proceeds to higher levels of conceptual abstraction as coding proceeds to theoretical saturation and the theorist begins to explore conceptual reintegration through theoretical coding.
The aim of this paper is to develop a better understanding of the concept of meta-competence
as it applies in social work. Eighteen social work students took part in a five-scenario Objective Structured Clinical Examination adapted for social work consisting of a 15-minute interview followed by a 15-minute reflective dialogue following structured questions designed to elicit dimensions of meta-competence. Ninety reflections were transcribed and analyzed revealing variation in students’ ability to conceptualize practice, to
intentionally use self, and to learn from reviewing their practice. Also, each metacompetence was found to be grounded in a similar structure, that of a continuum with reflections ranging from in-depth, rich, textured discussions to those that are more superficial, scant, and concrete. Variation in students’ ability to conceptualize practice and use diversity concepts was found, related to students’ emotional reactions. Some students described becoming emotionally ‘dysregulated’ and therefore unable to use knowledge in
practice. Implications include the importance of articulating the inter-relationships and links between concepts and practice when teaching and assisting students to develop emotional self-regulation.
Higher professional education aims to prepare students for entering practice with an adequate theoretical body of knowledge. In constructivist programmes, authentic learning contexts and self-directed learning are assumed to support knowledge learning and the transition from education to practice. Through an in-depth exploration, this case study aimed at defining and assessing the qualities of social work students' theoretical knowledge at initial qualification. Participants were final-year bachelor's students (n = 18) in a constructivist professional programme of social work. Students' knowledge concerning a real-life practical case was elicited through an interview and a form of concept mapping. A six-step procedure was used for a qualitative appraisal of students' knowledge with the assistance of seven expert teachers. During this procedure an instrument for analysing knowledge qualities was developed, comprising 13 aspects representing four features of expert knowledge: extent, depth, structure, and critical control. Results showed that 13 students received high appraisals for their knowledge extent and depth. Only 4 students received high appraisals for knowledge structure and critical control. 5 Students who received overall lower appraisals seemed inhibited to show their knowledge qualities by preoccupations with self-concerns about their own professional role. Conclusion is that the majority of students needs more learning support for knowledge structure and critical control than offered by their constructivist programme. Further research is needed into the personal factors that influence students' theoretical knowledge learning and which knowledge qualities can be reached by young adults in a 4 year educational programme.
Tobias Ruttert kommt in der vorliegenden Studie zu dem Ergebnis, dass aus der Sicht sozialpädagogischer Fachkräfte ein großer Teil des identitätsbezogenen, introspektiven Abgleiches anhand des Kriteriums „gekonnte Beruflichkeit“ erfolgt, weshalb insbesondere handlungs- und erfahrungsbezogene Elemente von besonderer Bedeutung sind. Darüber hinaus verfügen die Professionellen über ein ausgeprägtes, kritisch-reflexives Professionsbewusstsein. Vor diesem Hintergrund ist einer vermeintlichen Identitätsproblematik sozialpädagogischer Fachkräfte, wie es der Diskurs suggeriert, vehement entgegenzutreten.
Der Autor
Tobias Ruttert arbeitet als Lehrkraft für besondere Aufgaben am Institut für Erziehungswissenschaft der Westfälischen Wilhelms-Universität Münster.
Cornelia Rüegger analysiert, wie Sozialarbeitende im Ausgangspunkt der Fallarbeit ein Wissen darüber entwickeln, was den Fall und seine Problematik ausmacht und welcher Hilfe es bedarf. Auf der Basis von Gesprächsanalysen wird deutlich, wie in der Interaktion mit der Klientel das Wissen zum Fall hervorgebracht, relationiert und in Kategorien der Profession und der Organisation überführt wird. Dabei sticht die Selektivität bezüglich der verarbeiteten Informationen ebenso hervor wie die Bedeutung organisational vorgegebener Relevanzen. Zudem zeigen sich Taktiken der Gesprächsführung, um trotz des störungsanfälligen Redens über das Problem den Aufbau der Arbeitsbeziehung zu begünstigen.
Der Autor
Cornelia Rüegger ist wissenschaftliche Mitarbeiterin am Institut für Professionsforschung und Entwicklung, Hochschule für Soziale Arbeit FHNW, Olten Schweiz. Sie forscht und lehrt zu den Themen Diagnostik bzw. Fallverstehen in der Sozialen Arbeit, Gestaltung von Arbeitsbeziehung, klinische Sozialarbeit, Kindes- und Erwachsenschutz.
Motivational interviewing (MI) continues to evolve and be disseminated for use with different social work target populations. It places high importance on the relationship between the practitioner and the client, utilizing very specific communication skills to enhance relationships and promote clients’ advocating for their own change. This chapter focuses on the practice theory of MI. It describes the clinical components of MI to further illuminate its theoretical underpinnings. Quite to the contrary of critiques that MI is an atheoretical practice, MI represents a fundamental theoretical shift in thinking about client behaviour change. To fully understand MI’s underlying practice theory, one should understand the skills used in MI. The MI spirit consists of four aspects: partnership, acceptance, compassion, and evocation. In addition to demonstrating the MI spirit in clinical interactions, MI practitioners also attend to change talk.
Purpose: This article presents a scoping review that synthesized empirical studies on simulation in social work (SW) education. The review maps the research examining characteristics of simulation studies in SW education and emerging best practices.
Methods: Using Arksey and O’Malley’s scoping review framework to develop the methodology and following the PRISMA-ScR checklist, we selected 52 studies for this review.
Results: Most studies were published in North America, and included quantitative (37%), qualitative (31%), and mixed methods (33%). Simulation was used to teach generalist and specialized practice with interprofessional practice as the highest area of specialization. Simulation was also used for assessment purposes, and the OSCE was a commonly reported method. We identified several facilitators and barriers to using simulation effectively for teaching and assessment.
Conclusions: Our analysis permitted us to identify emerging best practices that can be used to guide teaching. Implications for SW research, teaching, and practice are discussed.
The book is addressed to investigators with some knowledge of and familiarity with research methodswho are keen to learn more about the grounded theory method [GTM]. The method is located against general research issues, such as the nature of doctoral and other research, discussions on epistemology and ontology, and the initial motivations for undertaking a specific research project. The key features of GTM are discussed and exemplified using numerous examples taken from several of the author’s many successful PhD students. The focus is on distinguishing the core and essential features of the method, from those that can be regarded as “accidental.” The author’s concept of Methodological Sensitivity is introduced to explain how insightful research is often dependent on researchers’ adapting one or more methods to their specific project and context. The grounded theory method is illustrated through several examples taken from PhD theses supervised by the author; also the derivation of a grounded theory is drawn from more than 100 published GTM papers. The book includes chapters devoted to discussions of the concept of abduction and abductive logic, now seen as central to GTM, set against an overview of different forms of reasoning—i.e. induction and deduction. Other chapters include personal accounts of GTM-in-use by four successful PhD candidates and a guide that summarizes ways in which issues around GTM can be taken into account and addressed both by researchers (not only PhD students) and by assessors and evaluators (PhD examiners, journal editors, reviewers, and those refereeing research proposals).
Newly graduated social workers often experience their first period as professionals as challenging. Complexity is a word frequently used to describe not only the newcomers' situation, but also social work in general. The present study is based on life mode interviews with social workers who started their careers in child protection services, focusing on their daily lives as newly graduated professionals. Theoretically, the study draws on theories of situated participation in communities of practice and narrative theory. In order to explore aspects of complexity in professional work, thematic analysis was used. Four aspects of the participants' accounts of their daily work were found to be prominent: multiplicity, uncertainty, professional divergence and emotional strains. In addition, the article discusses how being a newcomer intersects with these aspects of the professional conduct. The article provides useful knowledge for the educators who prepare students for their professional lives, as well as for those who guide and support the newcomers at the workplaces. © © The Author 2017. Published by Oxford University Press on behalf of The British Association of Social Workers. All rights reserved.
There has been a call for social work programs to better prepare students for field education. This qualitative study examined an innovation titled “Practice Fridays” developed to enhance competence in MSW students in a classroom setting. Students (N = 57) described what they learned through this simulation-based learning activity and the processes that facilitated their learning. For students, there was an enhancement in knowledge, skills, professional judgment, and self-awareness and this was attributed to observed practice, focused feedback, and guided reflection. Findings suggest that holistic competence can be developed in the classroom when using holistic teaching methods. These findings support simulation as an innovative method of teaching holistic competence in the classroom to prepare students for field learning.
Reflection has gained increasing attention in theory, practice and education in social and behavioral sciences. In this study, we systematically review empirical research on the concept of reflection within educational contexts in social work, psychology and teacher education to discern trends regarding the educational purposes attributed to reflection. Based on an inductive analysis of 42 relevant studies, we found that reflection is attributed diverse -and sometimes opposing-educational purposes. Furthermore, we distinguished three dimensions to which these purposes are primarily related: a personal, interpersonal and socio-structural dimension. Our findings illustrate both a conceptual and an empirical complexity and openness of reflection as an educational notion. Based on these results, we argue for the explicit articulation of the value and theoretical bases underpinning one's conceptualization of reflection when it is operationalized both in research and in practice.
A revised edition of the classic analysis of social work as a discourse between three aspects of practice: social order, therapeutic and transformational perspectives. It explores social work's struggle to meet its claim to achieve social progress through interpersonal practice.
Continuing professional development (CPD) has become a defining issue in twenty-first century social work. There is widespread consensus in favour of CPD. But what is it? Are there discernible international trends? What are the barriers to participating in CPD? What do social workers think about and want from CPD? This book seeks to answer these questions. Based on a survey and interviews with social work practitioners, CPD in social work offers a unique insight into the possibilities and challenges of CPD and the issues it presents for newly qualified and experienced social workers in practice. Combining the perspectives of social workers and their managers with international research, assures its global appeal. It offers possible directions for the future of post qualifying social work education, making it essential reading for practitioners, educators, managers and policy-makers.
Soziale Arbeit ist ohne Macht nicht zu denken - Theorie und Praxis sind durchdrungen von vielfältigen Machtprozessen und - Wirkungen. Auf der Basis für die Soziale Arbeit relevanter Machtteorien werden Macht-Analyse-Instrumente vorgestellt, die eine kritische Reflexion und damit einen ethisch verantwortlichen und professionellen Umgang im Kontext der Sozialen Arbeit zu beschreiben.
Despite the recent movement towards greater research use in many areas of social work, criticisms persist that decision making in practice is seldom informed by sound research evidence. Discourse about the research-to-practice gap in social work has tended to focus on the feasibility of evidence-based practice for the profession, but has rarely drawn from the broader knowledge utilisation literature. There are important understandings to be gained from the knowledge utilisation field, which spans more than six decades of interdisciplinary research.This article introduces the wider knowledge utilisation literature to a social work audience. It considers the potential of this body of literature to facilitate research use in social work, as well as conceptual issues that may be hindering it from informing improvements to research utilisation in practice.
It is a surprising fact that social work is not conceived as a scientific discipline in many countries and especially in the United States. It is surprising because the extent of academic social work programs and the scientific output of people working at schools of social work are significant. And it is surprising anyway if social work is conceived as a profession that by definition is linked to scientific knowledge. This article presents a characterization of the debate on social work science that has been led in the German-speaking countries. As a consequence of this debate and following the philosophy of science as developed by Mario Bunge, it introduces some basic propositions on how to conceive social work as a science, namely as a transdisciplinary action science (Handlungswissenschaft)1 and outlines the target of building a consolidated knowledge base of social work as well as the challenges related to this goal.
An important part of learning processes in the professional development of
counselors is the integration of declarative knowledge and professional experience. It was
investigated in-how-far mental health counselors at different levels of expertise (experts,
intermediates, novices) differ in their availability of experience-based knowledge structures. Participants were prompted with 20 client problems. They had to explain those
problems, the explanations were analyzed using think-aloud protocols. The results show
that experts’ knowledge is organized in script-like structures that integrate declarative
knowledge and professional experience and help experts in accessing relevant information
about cases. Novices revealed less integrated knowledge structures. It is concluded that knowledge restructuring and illness script formation are crucial parts of the professional learning of counselors.
Editor's Note. Three years ago, I invited Robert (Bob) Gephart to write a "From the Editors" column designed to help authors improve their chances of success when submitting qualitative research to AMJ. Judging from the increasing number of quali- tative studies that have been accepted and pub- lished in AMJ since that time, I would like to think that his article, "Qualitative Research and the Academy of Management Journal," has had a pos- itive impact. Continuing in this tradition, I asked Roy Sud- daby—an excellent reviewer (and author) of quali- tative research—to tackle another "big issue" that the editorial team has noticed with respect to qual- itative submissions to AMJ: overly generic use of the term "grounded theory" and confusion regard- ing alternative epistemological approaches to qual- itative research. Like Bob before him, Roy has, I believe, produced an analysis that will greatly ben- efit those who are relatively new to qualitative re- search or who have not yet had much success in getting their qualitative research published. Hope- fully, Roy's analysis will help even more authors to succeed, thus allowing AMJ and other journals to continue to increase the quality of insights pro- vided by rich qualitative studies of individual, or- ganizational, and institutional phenomena. Sara L. Rynes
Evaluating the effectiveness of social work education has become a topic of major interest in the UK in the wake of a succession
of child-care tragedies that have undermined confidence in the profession. However, many key aspects of social work education
remain under-researched and/or contested and our knowledge of how students acquire and develop professional expertise remains
limited. This paper reports on the first part of a longitudinal study aimed at developing evidence-based knowledge in this
area by considering student perceptions at different stages of their social work education at Queen's University Belfast.
Focusing on the strengths and limitations of preparatory teaching, and their first experience of practice learning, this article
considers the impact of demographic factors, including age, gender and experience, on how students experience the learning
process. The findings indicate a significant level of disjunction between academic and practice learning and suggest that
better integration between these two domains of learning is needed if social work students are to be more effectively prepared
for the challenges they are likely to encounter in practice.
Language: English:
Provides an overview on the development of expertise beginning from novice status to high levels in various domains and through various stages of learning. The underlying idea of the contributions is that the path that leads through school and/or university to professional life comprises a process of continually transforming the repertoire of knowledge that makes up one's expertise.
Contents:
(A) Introduction. (1)H. P. A. Boshuizen, R. Bromme, and H. Gruber: Introduction: On the long way from novice to expert and how traveling changes the traveler. (B) Initial Education: Acquiring knowledge to become an expert. (2) J. Strasser and H. Gruber: The role of experience in professional training and development of psychological counselors. (3) R. Bromme et al.: The case of plant identification in biology: When is a rose a rose? (4) R. Stark et al.: Overcoming problems of knowledge application and transfer.
(C) Gaps and transitions: Accumulating experience to become a professional. (5) H. P. A. Boshuizen: Does practice make perfect? (6) J. A. R. Arts, W. H. Gijselaers, and M. S. R. Segers: Fostering managerial problem solving. (7) K. J. A. H. Prince and H. P. A. Boshuizen: From theory to practice in medical education. (8) H. H. Tillema: Embedding and Immersion as key strategies in learning to teach. (D) Workplace and organization: Enculturation to become an expert professional. (9) E. Ropo: Teaching expertise. (10) M. W. J. Van De Wiel, K. H. P. Szegedi, and M. C. D. P. Weggeman: Professional learning: Deliberate attempts at developing expertise. (11) P. R.-J. Simons and M. C. P. Ruijters: Learning professionals: Towards an integrated model. (12) A. Etelaepelto and K. Collin: From individual cognition to communities of practice. (13) C. Harteis and H. Gruber: Competence-supporting working conditions. (14) T. Palonen et al.: Network ties, cognitive centrality, and team interaction within a telecommunication company. (L.F.T. - ZPID)
Lee S. Shulman builds his foundation for teaching reform on an idea of teaching that emphasizes comprehension and reasoning, transformation and reflection. "This emphasis is justified," he writes, "by the resoluteness with which research and policy have so blatantly ignored those aspects of teaching in the past." To articulate and justify this conception, Shulman responds to four questions: What are the sources of the knowledge base for teaching? In what terms can these sources be conceptualized? What are the processes of pedagogical reasoning and action? and What are the implications for teaching policy and educational reform? The answers — informed by philosophy, psychology, and a growing body of casework based on young and experienced practitioners — go far beyond current reform assumptions and initiatives. The outcome for educational practitioners, scholars, and policymakers is a major redirection in how teaching is to be understood and teachers are to be trained and evaluated.
This article was selected for the November 1986 special issue on "Teachers, Teaching, and Teacher Education," but appears here because of the exigencies of publishing.