Development of social work values and ethics in a Greek field placement
In: Ethics and social welfare, Band 10, Heft 4, S. 378-389
ISSN: 1749-6543
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In: Ethics and social welfare, Band 10, Heft 4, S. 378-389
ISSN: 1749-6543
In: Journal of social work education: JSWE, Band 28, Heft 3, S. 330-340
ISSN: 2163-5811
In: The Journal of Social Studies Research: JSSR, Band 44, Heft 1, S. 51-59
ISSN: 0885-985X
As social studies receives less instructional time in elementary classrooms, elementary pre-service teachers (PSTs) observe little social studies instruction in their field placements. Social studies integration is one way to counteract the devaluation of social studies in elementary schools. This multiple case study examines the extent to which nine elementary PSTs were able to integrate social studies into lessons during an alternative field placement, an integratedSTEM camp. The findings show variance across and within participants in their ability to integrate social studies in a quality way. Implications for elementary social studies methods course instructors are discussed.
In: Social work education, Band 31, Heft 1, S. 90-109
ISSN: 1470-1227
In: International social work, Band 62, Heft 5, S. 1371-1383
ISSN: 1461-7234
International field placements have become increasingly common in Australian social work programmes. This article looks at the models of organising international placements, in sending or receiving social work students. Four such models are identified: informal linkages for individual students, linkages between Australian social work programmes, formalised university to university agreements and formalised university to agency agreements. Although there appears to be a preference for formalised ongoing relationships between institutions in different countries, drawing on all four models as appropriate and feasible will enable everyone involved in international placements to achieve the most positive practice possible.
In: Journal of social work education: JSWE, S. 1-10
ISSN: 2163-5811
In: Journal of social work education: JSWE, Band 48, Heft 3, S. 479-499
ISSN: 2163-5811
SSRN
Working paper
In: Journal of social work education: JSWE, Band 45, Heft 1, S. 131-137
ISSN: 2163-5811
In: The British journal of social work, Band 51, Heft 2, S. 505-523
ISSN: 1468-263X
Abstract
Field placements provide social work students with opportunities to learn to handle ethical difficulties in a professional manner. In many developed countries, field staff are generally employed to supervise social work students' field placements. 'Code of Ethics' and other ethics documents have also been developed to guide students' professional activities. However, there is a lack of field staff, 'Code of Ethics' and other ethics documents in China, which may lead to ethical difficulties amongst students during their field placements. Based on the interviews of twenty-four social work students who completed field placements in 2016 at a university in China, this research revealed that students encountered many ethical difficulties in field placements. They tried to handle the difficulties in the beginning, but gradually adapted to the difficulties passively due to the lack of support. Most students also reported that they adhered to social work values and ethics in field placements and learned from field placements. The findings suggested that social work profession associations, Departments or Schools of Social Work, social work agencies and social work academia in China need to collaborate to create a more professional and supportive environment for students' field placements.
In: Journal of social work education: JSWE, Band 53, Heft 4, S. 714-726
ISSN: 2163-5811
In: Social work education, Band 36, Heft 8, S. 893-904
ISSN: 1470-1227
In: The Journal of Practice Teaching and Learning, Band 15, Heft 3, S. 88-96
ISSN: 1759-5150
This practice note focuses on work undertaken at a UK university to support social work students with additional needs when on their field placement. Following a brief introduction, it will provide an overview of social work field placements, illustrate some of the complexities surrounding field placements when social work students have additional needs, and highlight some of the work undertaken. It will conclude with some areas for further development and recommendations. It is hoped that the Practice Note will generate discussions about the importance of supporting social work students with additional needs when on placement and share good practice.
In: Australian social work: journal of the AASW, Band 68, Heft 4, S. 515-531
ISSN: 1447-0748
In: Journal of social work education: JSWE, Band 48, Heft 1, S. 75-91
ISSN: 2163-5811