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Publisher: Whiting and Birch   (Total: 3 journals)

Groupwork     Full-text available via subscription   (Followers: 2, SJR: 0.142, h-index: 4)
J. of Practice Teaching and Learning     Full-text available via subscription   (Followers: 2, SJR: 0.127, h-index: 2)
Social Work & Social Sciences Review     Open Access   (Followers: 13, SJR: 0.167, h-index: 5)
Journal Cover   Journal of Practice Teaching and Learning
  [SJR: 0.127]   [H-I: 2]   [2 followers]  Follow
    
   Full-text available via subscription Subscription journal
   ISSN (Print) 1759-5150
   Published by Whiting and Birch Homepage  [3 journals]
  • Hic sunt dracones: Here be dragons! Difficulties in mapping the demand for
           social work placements in New Zealand
    • Authors: Kathryn Hay, Neil Ballantyne, Karin Brown
      Pages: 24 - 43
      Abstract: Anecdotal evidence suggests that the growth in demand for social work field placements in New Zealand is outstripping supply and impacting on placement quality. However, to date, no systematic study of placement demand or supply in New Zealand has been published. Our study sought to identify the number of students placed during 2012, their placement setting (government or non-government), whether they were supervised by a Registered Social Worker (RSW), and whether they had on-site supervision. It combined secondary analysis of the annual reports of recognised programmes to the Social Workers Registration Board with a survey of seven tertiary institutions. We found that students placed in government settings were three times more likely to experience on-site supervision by an RSW, but that the majority of placements were in non-government settings. The study also uncovered significant problems with the integrity of the annual report data collected and recommendations for improvements are outlined in this article.


      PubDate: 2015-02-21
      Issue No: Vol. 13, No. 1 (2015)
       
  • Competence units or holistic assessment: The language may be different but
           the challenges continue
    • Authors: Clare Stone
      Pages: 44 - 56
      Abstract: When public attention is focused upon the profession of social work, a typical response has been to change initial training and the learning outcomes by which students are assessed. Although social work education has employed competency frameworks for two decades the incompetence discourse and the concern about graduates’ ability to undertake competent social work practice continues. Empirical research problematized the competence phenomenon to explore practice educators’ experiences of using competency units and their perspectives of competence for social work. This paper draws upon findings from that research to explore the concept of holistic assessment and to suggest that educators need to reconsider the epistemological principles of assessment for social work practice.


      PubDate: 2015-02-21
      Issue No: Vol. 13, No. 1 (2015)
       
  • Valuing experience in a baccalaureate social work class on human behavior
    • Authors: Trevor G. Gates
      Pages: 76 - 85
      Abstract: Social problems are best understood through active engagement in the community, experiences that bring to light the social problems at hand. Social work education lends itself especially to practical application and experience, as addressing social welfare problems can never be entirely theoretical. Experiential education offers social work students such an opportunity, and the social work field experience offers social work students an opportunity for applied learning.
      Kolb’s theory of experiential adult learning, which argues that adults learn through concrete experiences, reflective observation, abstract conceptualization, and active experimentation, provides a useful framework for understanding the importance of experiential learning in social work education. In this paper, I discuss Kolb’s contribution to adult learning theory, particularly how his theory built upon previous conceptual frameworks for understanding the adult learner. I also apply Kolb’s theory to my own learning and social work education practice. Finally, I reflect upon how my own learning experiences inform my understanding of Kolb’s experiential learning theory and my current perspective as a social work educator in a baccalaureate social work human behavior class in the United States.


      PubDate: 2015-02-21
      Issue No: Vol. 13, No. 1 (2015)
       
  • Reviews
    • Authors: Jonathan Parker, Lynne Rutter
      Pages: 86 - 89
      Abstract: Reviews of: Learning in the Round: Concepts and contexts in work-based learning
      by Patrick Smith and Chris Kemp with Teresa Moore and Roger Dalrymple. Cambridge: Cambridge Academic, 2013,
      ISBN 9781903499757 and Social Work Education and Practice: Scholarship and innovations in the Asia Pacific. Edited by Bala Raju Nikku and Zulkarnain Ahmad Hatta. Brisbane, Australia: Primrose Hall. ISBN 9781304779137
      PubDate: 2015-02-21
      Issue No: Vol. 13, No. 1 (2015)
       
  • Editorial Learning and translation
    • Authors: Jonathan Parker
      Pages: 3 - 4
      Abstract: Editorial to volume 13(1)
      Issue No: Vol. 13, No. 1
       
  • Planting the seeds for someone else’s discussion: Experiences of
           task supervisors supporting social work placements
    • Authors: Ines Zuchowski
      Pages: 5 - 23
      Abstract: Field Education is pivotal to social work education and requires supervision by a qualified social worker. Student placements with external social work supervision are becoming more prominent, but are generally considered outside the norm and have attracted limited research attention. This paper presents the experiences of task supervisors who supported social work placements, a subset of data from a larger research exploring the experiences of key stakeholders in placements with external or off-site social work supervision in Australia. Task supervisors’ perspectives have rarely been considered in research, leaving their contributions to social work education underexplored. The thematic analysis highlighted three dominant themes: the roles between task supervisors and external supervisors were not always clarified; task supervisors were actively engaged in the supervision of students, but did not necessarily have a relationship with the external or off-site supervisor; and task supervisors were not always involved in the student placement assessment. Participants emphasised the positives of placements with external supervision, but also raised a number of challenges.


      Issue No: Vol. 13, No. 1
       
 
 
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