Student and Field Instructor Perceptions of Field Placements in Child Welfare

1997 ◽  
Vol 15 (2) ◽  
pp. 61-77 ◽  
Author(s):  
Diane Elias Alperin
Keyword(s):  
Child Welfare ◽  
Field Placements ◽  
Instructor Perceptions ◽  
Field Instructor

Field Instructor Perceptions in Group Supervision

2007 ◽  
Vol 26 (1-2) ◽  
pp. 61-80 ◽  
Author(s):  
Tamara Sussman ◽  
Marion Bogo ◽  
Judith Globerman
Keyword(s):  
Group Supervision ◽  
Instructor Perceptions ◽  
Field Instructor

FIELD EDUCATION: STUDENT AND FIELD INSTRUCTOR PERCEPTIONS OF THE LEARNING PROCESS

2005 ◽  
Vol 41 (1) ◽  
pp. 131-145 ◽  
Author(s):  
Jaclyn Miller ◽  
Pamela J. Kovacs ◽  
Leslie Wright ◽  
Jacqueline Corcoran ◽  
Amy Rosenblum
Keyword(s):  
Learning Process ◽  
Field Education ◽  
Education Student ◽  
Instructor Perceptions ◽  
Field Instructor

scholarly journals Competency Curriculum Intervention: Student Task Self-Efficacy and Attitudes in Child Welfare

2017 ◽  
Vol 18 (2) ◽  
pp. 490-506
Author(s):  
Barbara Pierce ◽  
Taekyung Park
Keyword(s):  
Child Welfare ◽  
Perceived Competence ◽  
Mentoring Programs ◽  
Field Placement ◽  
Field Placements ◽  
Child Welfare Agencies ◽  
Welfare Work ◽  
Curriculum Intervention ◽  
Msw Students ◽  
Competency Based

Three cohorts of BSW and MSW Title IV-E and NCWWI student scholars (n= 125) were educated using a university-agency developed competency-based curriculum and field placement. In order to determine if this curriculum and field placement would improve perceived competence and attitudes toward child welfare work, pre and post-field placement surveys were used. Statistically significant change was demonstrated for most competencies. Attitudes toward child welfare work demonstrated no change from the favorable attitudes students had before entering their field placements. There were no statistically significant differences between BSW and MSW students. Students who had higher perceived competence endorsed motivation and intent to remain in child welfare. Based on the findings, we recommend key strategies to keep up the morale of BSW and MSW graduates in child welfare agencies: transition-to-work initiatives by schools, mentoring programs by agencies, manageable caseloads, and the application of skills and knowledge learned. 

Graduate and Undergraduate Field Placements in Child Welfare: Is There A Difference?

1996 ◽  
Vol 2 (1) ◽  
pp. 109-124 ◽  
Author(s):  
Diane Elias Alperin
Keyword(s):  
Social Work ◽  
Child Welfare ◽  
Social Services ◽  
Social Work Education ◽  
Social Work Educators ◽  
Field Placements ◽  
Similarities And Differences ◽  
Service Departments ◽  
Partnership Agreement ◽  
Work Education

A continuing theme in social work education has been on defining the educational continuum between BSW and MSW degrees. While some authors have focused on the existence of continuity or discontinuity in the curriculum, recent research studies have identified similarities and differences in graduate and undergraduate field placements. Both social work education and the profession of social work have recently focused their attention on the field of child welfare, in an effort to attract more professional social workers to the field. Part of this effort has resulted in a “New Partnership Initiative” between social service departments and social work educators to aid in the reprofessionalization of public social services. The current study was undertaken, in part, to gather information on undergraduate and graduate field placements in child welfare in one state with such a partnership agreement.

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