scholarly journals THE USE AND VALUE OF A CHILD ASSESSMENT TOOL (CAT) IN SOCIAL WORK CHILD ASSESSMENTS

2021 ◽  
Vol 57 (4) ◽  
pp. 443-454
Author(s):  
Andiswa Mlotshwa ◽  
Maud Mthembu
Keyword(s):  
Social Work ◽  
Assessment Tool ◽  
Social Work Students ◽  
Child Assessment ◽  
Structured Interviews ◽  
Child Participation ◽  
Fourth Level ◽  
Child Friendly ◽  
Child Assessments ◽  
Method Approach

The integration of child-friendly tools during child counselling facilitates effective communication and child participation. However, the use of child-friendly tools in generalist child counselling remains sparse. This paper presents social work students’ perceptions of using a child assessment tool (CAT). While the study adopted a mixed-method approach, this paper reports the findings drawn from the study's qualitative findings. Data collection included individual semi-structured interviews with purposively sampled fourth-level student social workers. The results indicated that using the CAT created a child-friendly environment that facilitated effective child communication and participation during assessments. Using the CAT addresses barriers to child participation during child assessment.

Everyday sexuality in social work field placement

2020 ◽  
pp. 002087282090156
Author(s):  
Maya Lavie-Ajayi
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Emotional Reactions ◽  
Service Users ◽  
Theoretical Discussion ◽  
Structured Interviews ◽  
Field Placement ◽  
Research Attention ◽  
Field Placements ◽  
Work Settings

Little research attention has been given to exploring manifestations of sexuality in social work field placement. Based on a thematic analysis of 17 semi-structured interviews with Israeli social work students, this study gives empirical depth to our understanding of the ways in which sexuality, as a concept, emerges in interactions between social work students on field placements and service users. The analysis identified seven issues and four emotional reactions that commonly manifested in these discussions and encounters. The findings expand the existing theoretical discussion regarding the notion of ‘everyday sexuality’ in social work settings.

scholarly journals Applying anti-oppressive approach to social work practice in Africa: reflections of Nigerian BSW students

2020 ◽  
Vol 2 (3) ◽  
pp. 197-213 ◽  
Author(s):  
Solomon Amadasun ◽  
Tracy Beauty Evbayiro Omorogiuwa
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Structured Interviews ◽  
Content Type ◽  
Social Work Educators ◽  
Work Education ◽  
Practical Implications

Purpose As the next generation of social workers in a continent bedecked by oppressive customs, it is cardinal that the voices of social work students be heard. This study aims to share the reflections of Nigerian BSW students about anti-oppressive approach to professional practice. Design/methodology/approach Drawing on a qualitative approach, semi-structured interviews were conducted among fourth-year social work students at one of the elite universities in the southern region of Nigeria. Findings Results reveal that, although willing to challenge oppressive practices, social work students are ill-equipped to apply anti-oppressive approach to social work practice in Nigeria. Research limitations/implications This study makes an important contribution to the field and to the existing literature because the findings have broader implications for social work education in Nigeria. Practical implications In enforcing the suggestions of this study, it is expected that social work education will become able to produce competently trained students who are only knowledgeable about anti-oppressive social work but are equally prepared to address Nigeria’s myriad oppressive practices that have long undermined the nation’s quest for social development. Social implications The application of the anti-oppressive approach to social work practice is integral to ridding society of all forms of overt social injustice and other forms of latent oppressive policies. Originality/value Suggestions are offered to Nigerian social work educators toward ensuring that students are not only well equipped in the understanding of anti-oppressive social work but also ready to apply this model to professional social work practice following their graduation.

scholarly journals What influences practice educators in determining appropriate learning opportunities for social work students on their final practice learning placement?

2018 ◽  
Vol 15 (1) ◽  
pp. 39-62
Author(s):  
Claire Bates
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Social Work Students ◽  
Learning Opportunities ◽  
Structured Interviews ◽  
Education Practice ◽  
The Uk ◽  
Work Education ◽  
The Voice ◽  
Practice Education

Abstract: Within social work education in the UK practice education has been subject to regular and substantive change and continues to have the potential to be fragmented as a result of practice learning taking place in a variety of organisations and settings as well as students having on site and off site practice educators. In this pilot research study individual semi structured interviews were used to gather data from 6 experienced practice educators who supervised students across both the statutory and voluntary sector, including those practicing independently as ‘off site’, to establish what influences practice educators when determining appropriate learning opportunities for social work students on their final placement. Findings indicated that practice educators draw on a variety of influences to determine appropriate learning opportunities for final year social work students, not relying on a single tool or mechanism. The research was undertaken in order to hear the voice of Practice educators and develop a better understanding of the process of supervising students on placement and to work towards enhancing future practice.Keywords: practice education; practice educator; social work education; placements; pcf; learning opportunities

scholarly journals Intercultural Experiences Prior to the Educational Program: Occupational Therapy and Social Work Students

2020 ◽  
Author(s):  
Sylvie Tétreault ◽  
Carine Bétrisey ◽  
Camille Brisset ◽  
Alida Gulfi ◽  
Martine Schaer ◽  
...  
Keyword(s):  
Social Work ◽  
Occupational Therapy ◽  
Health Beliefs ◽  
Intercultural Competence ◽  
Social Work Students ◽  
Structured Interviews ◽  
First Year Students ◽  
French Speaking ◽  
Professional Contexts ◽  
Intercultural Experiences

In the health and social professions, including occupational therapy and social work, interactions and exchanges with people are essential. Populations encountered by professionals in these fields are becoming increasingly diverse in terms of age, origin, language, health status, and socio-economic background. Sometimes, professionals can have potential misinterpretations regarding intentions and actions, health beliefs and practices, or verbal and non-verbal communication. To overcome obstacles related to practice in a context of diversity, universities must develop students’ intercultural competence. Scientific literature stresses the importance of encountering diversity to improve awareness and sensitivity and to bring attention to biases and prejudices. Considering students’ intercultural experiences before their formation could be a basis to achieve this educational goal. The present study aims to document this topic. Semi-structured interviews with 51 first-year students from two educational institutions in French-speaking Switzerland were conducted to capture the participants’ descriptions of these experiences in private or professional contexts. The interviews were transcribed and submitted to a thematic analysis approach. A thematic map was generated and three main themes emerged: (1) perception of diversity; (2) communication challenges; and (3) transformation of attitudes toward the “Other.” They are described and discussed in terms of developing intercultural competence. Recommendations regarding intercultural education emerge from these findings.

Microaggression, Macroaggression, or Mistake? Exploring BSW Students’ Perspectives

2020 ◽  
Vol 25 (1) ◽  
pp. 197-219
Author(s):  
Ashley Davis ◽  
Rebecca G. Mirick
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Real Life ◽  
Social Work Students ◽  
Power Dynamics ◽  
Structured Interviews ◽  
Diverse Backgrounds ◽  
Recent Graduates ◽  
Work Education ◽  
Taking Action

Social work students from marginalized backgrounds commonly experience microaggressions in social work education. This qualitative study explored how BSW students and recent graduates from diverse backgrounds perceived microaggressions in social work classrooms. Through semi-structured interviews, participants (N=20) responded to five vignettes of microaggressions based on real-life examples. They shared their perception of whether each example was a microaggression and why, as well as their expectation for how an instructor should address these incidents. A thematic analysis was carried out with the transcribed interviews. Although participants felt prepared to identify microaggression, there was disagreement about whether each vignette was an example of a microaggression. Four themes arose in their criteria: intention, marginalization, stereotyping, and power dynamics. Three themes arose in their expectations for faculty responses: taking action, repairing the relationship, and preventing future microaggressions. Implications for social work education are discussed.

scholarly journals A Study of the Information Literacy Needs of Social Work Graduate Students at a mid-sized Canadian university

2018 ◽  
Vol 3 (2) ◽  
pp. 3
Author(s):  
Jelena Magliaro ◽  
Sharon Munro
Keyword(s):  
Social Work ◽  
Graduate Students ◽  
Technology Acceptance ◽  
Information Literacy ◽  
Assessment Tool ◽  
Social Work Students ◽  
Essential Components ◽  
Social Work Programs ◽  
Assurance Process ◽  
Graduate Social Work

This study consists of an analysis of the information literacy (IL) needs and levels of 44 social work graduate students at a mid-sized Canadian university using the Technology Acceptance Model.  Students completed a quantitative questionnaire that included supplementary open-ended questions.  Results showed that students who received a library tour and/or in-class library instruction were more knowledgeable and confident about library resources and services. The study clearly demonstrates that information literacy sessions should be essential components of graduate education. A comprehensive literature review of information literacy studies focusing on social work students is also provided, along with the current graduate social work modified Beile Test of Information Literacy for Education (B-TILED) assessment tool (Beile O’Neil, 2005).  The authors recommend that information literacy surveys in Canada include the relevant required elements for the Institutional Quality Assurance Process (IQAP) and program learning outcomes.  Given the lack of a Canadian national document for information literacy standards, such surveys should also reflect the components of ACRL’s new Framework for Information Literacy for Higher Education.  This study can serve as a model for replication at other universities, particularly those that are part of the Ontario Council of University Libraries and that have graduate social work programs. 

scholarly journals A Cross Comparative Study to Examine Beliefs and Attitudes regarding Food and Eating between Food and Nutrition and Social Work Students

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Colleen McMillan ◽  
Janet Madill
Keyword(s):  
Eating Disorders ◽  
Social Work ◽  
Curriculum Development ◽  
Social Work Students ◽  
Attitudes And Beliefs ◽  
Cultural Expectations ◽  
Food And Nutrition ◽  
Eat 26 ◽  
Method Approach ◽  
Beliefs And Attitudes

Background: Little is known regarding attitudes and beliefs toward eating disorders by students interested in working with this population. This study aims to understand similarities and differences between food and nutrition and social work students regarding their attitudes and beliefs toward food and eating, and how these findings may inform curriculum development prior to graduation as well as practice in the field.Methods and Findings: Using a mixed-method approach, 14 social work (SW) and26 food and nutrition (FN) students completed the Eating Disorders Attitudes Questionnaire (EAT-26) and participated in focus groups. After viewing 33 photographs of 11 different foods displayed as small, normal, and large portions according to Canada’s Food Guide, students categorized portions followed by their rationale. Different symptoms of disordered eating emerged; choices by FN students were informed by clinical knowledge and internal tension, whereas choices by SW students were based on external influences including industry, family, and cultural expectations. Language was noticeably different; FN students used clinical language creating distance between themselves and the photos, versus SW students who spoke from a personal and affective standpoint.Conclusions: Understanding attitudes and beliefs concerning food and eating by students planning to work with eating disorder clients raises questions of possible professional competencies and curriculum development prior to entering this practice area.

scholarly journals How well does the preparation for practice delivered at the university prepare the student for their first practice learning opportunity in the Social Work Degree?

2012 ◽  
Vol 6 (3) ◽  
pp. 62-81
Author(s):  
Christine Walton
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Essential Elements ◽  
Structured Interviews ◽  
Learning Opportunity ◽  
North East ◽  
Starting Point ◽  
The Social ◽  
Framework Approach ◽  
The University

This paper sets out to consider the requirement that social work students studying for the Degree in Social Work should be prepared for and assessed as ready and fit to practice before undertaking their first practice learning opportunity. The purpose of the study is to examine the essential elements of good preparation and to evaluate how well the teaching and assessment has prepared students in the South Yorkshire and North East Midland partnership from the perspective of their practice assessors.This qualitative study involved two key stages. Firstly, a focus group eliciting views from practice assessors on what the purpose and content of preparation for practice should be. Secondly, semi-structured interviews with practice assessors considering how well prepared for practice the first group of Social Work Degree students had been. Interviews were transcribed and data analysed using a ‘framework’ approach. Three major themes emerged, the communication of information on the preparation between student and practice assessor, the ability of students to relate their previous learning to practice and the understanding students demonstrated of the social work task and role.All practice assessors were positive about the benefits that preparation at the universities could have for practice but the majority of students did not share information on their preparation with their practice assessor. From this project it has been possible to make recommendations concerning the content of preparation but most importantly the importance of requiring that information on the content and learning in preparation should be shared by students with their practice assessor as the starting point for making direct links into their first practice learning opportunity.

Lost in Translation or a Work in Progress? Developing Desistance-Informed Youth Justice Practice in the Welsh Context

2020 ◽  
Author(s):  
John Deering ◽  
Jonathan Evans
Keyword(s):  
Assessment Tool ◽  
Work Practice ◽  
Social Work Practice ◽  
Small Sample ◽  
Structured Interviews ◽  
Youth Justice ◽  
Practice Model ◽  
Case File ◽  
Justice Practice ◽  
Lost In Translation

Abstract This article draws upon empirical research conducted within a Welsh Youth Offending Service (YOS) in 2017–2018. It captured staff responses to the introduction of AssetPlus, an assessment tool intended to complement a corresponding move to desistance-informed practice. Given that YOSs are now expected to develop practice underpinned by desistance theories, the article focuses on how desistance theories were interpreted and translated into one YOS. It was concluded that the introduction of the new practice model suffered from inadequate planning and AssetPlus assessment did little to enhance this shift. In an exercise in Utopianism, the views of practitioners and managers were sought on what constituted ‘ideal’ practice with children in conflict with the law. The researchers found some evidence of support for holistic child-centred social work practice that addressed contextual factors. The study was conducted with a small sample of practitioners and operational managers, involving seven semi-structured interviews, two focus groups (a total of eighteen respondents), case file analysis, document reading and observation. Given the size of the sample, the findings are not regarded as generalisable, but rather as raising important issues and pointers for further research.

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