DOCSLIB.ORG

Social Work Student Perceptions of Group Work and the Presence of Value Themes That Correspond to Group Work Success

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Social Work Student Perceptions of Group Work and the Presence of Value Themes That Correspond to Group Work Success Social Work Student Perceptions of Group Work and the Presence of Value Themes That Correspond to Group Work Success Sandra R. Williamson-Ashe, Ed.D., MSW Norfolk State University [email protected] Kirsten S. Ericksen, Ph.D., MSW Norfolk State University [email protected] Journal of Social Work Values and Ethics, Volume 14, Number 2 (2017) Copyright 2017, ASWB This text may be freely shared among individuals, but it may not be republished in any medium without express written consent from the authors and advance notification ofASWB. Abstract themes reflect the worthiness, success, or failure Often group work is used as a teaching tool in the active engagement process of teamwork. to enhance a students’ experience in group Overall, the small group process is productive, socialization and academic achievement (Kolb, rewarding, and enhances the student’s decision- 1984; Humphrey, 2014). During the 2001-2002 making and problem-solving abilities. Students and 2002-2003 academic years, Baylor College of self-reported that working in a group improved their Medicine administered the Value Teams Survey to a achievement and that working with their peers was cohort of students during their psychiatry clerkship. an important skill. Knowing that students recognize The psychiatric medical science study results the value and importance of group work proves to showed that team learning is perfect for problem- be an advantage for instruction in higher education. solving, communication, and class engagement, The student-acknowledged value themes can be as well as providing clinical information (Levine incorporated into course learning goals in order et al., 2004). This research study explores what to successfully meet the Council on Social Work students report or perceive is valuable from group Education (CSWE) guidelines. work participation. During the spring semester, April of 2015, an amended Value Team Survey Keywords: Group work, student values, peer (VTS) was administered to twenty graduate level collaboration, student success, and group decisions social work students. Evaluating the respondents’ results supports the emergence of two value Introduction themes, “peer value” and “group work value.” This Social work practice and ethical decision- new association of values creates the emerging making are guided by the National Association of values model (EV). “Peer value” themes reflect Social Workers (NASW) Code of Ethics. The guid- relationships, behaviors that are directly affected ing core values for the code of ethics include: ser- by peers, and outcomes related to peer influences vice, social justice, dignity and worth of the person, and their level of importance. “Group work value” importance of human relationships, integrity, and Journal of Social Work Values & Ethics, Fall 2017, Vol. 14, No. 2 - page 43 Social Work Student Perceptions of Group Work and the Presence of Value Themes That Correspond to Group Work Success competence (Code of Ethics, 2015). The Council on student group work challenges (Frykedal & Chi- Social Work Education (CSWE) accreditation stan- riac, 2011) to equal participation from group mem- dards expect that social work students will obtain bers for assignment completion (Peterson & Miller, the appropriate practice skills during their educa- 2004). Often group work is used as a teaching tool tion. It is critical that educators provide an educa- to enhance students’ experience in group socializa- tion that matches the accreditation criteria for social tion and academic achievement (Kolb, 1984; Hum- work education (CSWE, 2008). phrey, 2014). Research has examined the reason Various course group assignments and ex- graduate social work students decide to take ad- periences contribute to the education of social work vanced group work classes and the findings reveal students. Valuable group work student learning ex- three prominent themes. According to Sweifach and periences include the use of case examples (Knight, Heft-LaPorte (2008) students reported the follow- 2014), virtual groups (Davis & Goodman, 2014), ing positive influences: 1-student self-efficacy in and experiential learning (Clements & Minnick, their ability related to group work, 2-help in achiev- 2012; Kolb, 1984). Additionally, developing group ing personal goals (employment opportunities) and guidelines and policies to govern online interac- 3-a previously positive experience with groups or tions and services to clients is a critical online ethi- group work faculty. cal consideration (Voshel & Wesala, 2015). According to Naslund (2013), participation Assignments requiring group work are often and demonstration of respectful behaviors towards given to students in social work. There are conflict- all group members are common themes related to ing results about the effectiveness of participation in group member satisfaction (as cited in Chiriac, groups. Goodman, Knight, & Khudododov (2014) 2014). Peterson and Miller (2004) found there is found students felt unprepared to practice the group a problem in groups where members (students) do work modality due to a lack of group work course not complete their fair share of the work. Learn- preparation. When group work content is delivered ing is a task that requires risk-taking because of the effectively some students have been able to make need to be open to new things (Pleasanton Unified a connection between group work course learning School District, n.d.). This risk-taking necessitates and application to field work (Knight, 2014). Group appropriate levels of stress that can be complicated work is also noted to enhance group socialization in instances where uneven contributions from group experiences and academic achievement (Kolb, members can create additional group tension (Uni- 1984; Humphrey, 2014). According to Peterson & versity of Waterloo, n.d.). For students, stress can Miller (2004), challenges encountered during the heighten senses, so some stress is helpful as it has group work process include a lack of exchange of been found to promote student success (Pleasanton respectful behaviors and a lack of equal contribu- Unified School District, n.d.). tions amongst all group members. Sweifach & Conner (2004) discusses the importance of Heft-LaPorte (2008) report that less than twenty the “teacher as group facilitator” when offering stu- percent of Schools of Social Work require a group dents the opportunity to practice problem-solving work course. In contrast, every social work profes- and decision-making skills while exploring scenar- sional will participate in and facilitate a group dur- ios that determine ethical dilemma value analysis. ing their career (Sweifach & Heft-LaPorte, 2008). With this teaching style students have the option to work in small groups and are encouraged to exam- The Value of Group Work ine their own areas of interest within the group. Not Challenges and benefits continue to emerge surprisingly, some students found the independent in research related to group work in the classroom. mode of learning desirable while others felt the The benefits from group work participation range teacher should be more directive (Conner, 2004, from reported research gains in middle school p. 74). Active group participation while exploring Journal of Social Work Values & Ethics, Fall 2017, Vol. 14, No. 2 - page 44 Social Work Student Perceptions of Group Work and the Presence of Value Themes That Correspond to Group Work Success ethical issues encouraged group members to exam- Group Dynamics ine and develop their own values (Conner, 2004). Baldwin (2000) found that different types of student-labeled groups (happy, difficult) impact the Ethical Decision-making type of self-assessment students gain as a learning Examining and developing values is noted tool in small groups. For example, students partici- to occur as group work participants explore ethi- pating in a “difficult” group reported and self-as- cal issues (Connor, 2004). Some researchers have sessed with de-skilling remarks (noting what they found college students working in groups scored did not know), whereas “happy” group participants higher on exams than working alone; however stu- acknowledged what they had learned (reading, dents also demonstrated an increase in confidence writing skills). The impact of the group dynam- for groups’ wrong answers on the exam (Puncochar ics was apparent from members’ self-assessment & Fox 2004). In the aforementioned study, individ- (Baldwin, 2000); interactions impact students’ self- ual and group accuracy and confidence in responses assessment skills. were examined using several quizzes throughout one semester. The results suggest that group work Baylor College of Medicine Value can “produce the undesirable by product of be- Teams Survey ing highly confident when wrong” (p. 590). Often During the 2001-2002 and 2002-2003 aca- people become overly confident and groupthink can demic years, Baylor College of Medicine adminis- contribute to student’s feelings of accuracy since tered the Value Teams Survey to a cohort of stu- many other group members provide positive en- dents during their psychiatry clerkship, both before couragement (Janis, 1982). and after engaging in a team learning experience Edwards and Addae (2015) suggest using (Levine et al., 2004). The scores from each cohort ethical dilemmas from students’ field placements were compared to one another. The concept was to to practice ethical decision-making. Furthermore, examine students’ perceptions of the value of team they propose that
Load more

Recommended publications
  • SOCIAL GROUP WORK & Historical Development of Social Group Work
    Social Group Work & Historical Development of Group Work SWRK 4010 BY- Dr. Aprajita Upadhyay Assistant Professor Dept. Of Social Work MGCUB, MOTIHARI SOCIAL GROUP WORK SWRK 4010 • UNIT - I: Understanding Concepts of Social Group Work • Classification of Groups; Primary & Secondary Group; Formal & Informal • Social Group Work • Characteristics of Social Group Work • Historical Development of Social Group Work • Social group work is a method of social work which develops the ability of individuals through group activities. It is a different way of helping individuals through group based activities and enhancing - knowledge, understanding and skill. • Social group work is concerned with the social development of individuals. Practice of group work requires a deep knowledge about how humans interact in groups. • Definition • “Social group work is a psycho-social process which is concerned no less than with developing leadership ability and cooperation than with building on the interests of the group for a social purpose.” (Hamilton – 1949). • “Social group work is a method through which individuals in groups in social agency settings are helped by worker who guides their interaction in programme activities so that they may relate themselves to others and experience growth opportunities in accordance with their needs and capacities.” (Trecker – 1955). • “Social group work is a method of social work, which helps individuals to enhance their social functioning through purposeful group experiences and to cope more effectively with their personal, group and community problems.” (Konopka-1963) • Social Group Work is used for the purpose of reducing or eliminating roadblocks to social interaction and accomplishing desirable social goals (Skidmore – 1988) Characteristics of Group Work: • Group work makes use of multiple relationships and a multi-person process (worker to member, worker to group, member to member and member to group) • The group is an instrument for meeting basic needs and strengthening human capacities.
    [Show full text]
  • Handbook EMBEP 2014/2015
    ONE to ONE united in diversity EMBEP European Mentoring and Befriending Exchange Programme 2014/ 2015 HANDBOOK Editor: Gloria Amoruso Main Authors (in alphabetical order): Bernhard Ackermann Gloria Amoruso Sarah Barr Stefania Benedicti Sandra Brown Monia Caponigri José Carlos Cabrera Iain Forbes Maria Mancuso Florian Stenzel Liz Watson Linda Wither Marietta Zille Lectorship (in alphabetical order): Gloria Amoruso Iain Forbes Liz Watson Design: Eva Zahneißen Berlin 2015 This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Dear Reader, We have some common ground: an interest in mentoring and befriending! Preface That was the issue that united the project partners in this initiative: together we formed the European Mentoring and Befriending Programme (EMBEP) - “one-to-one united in diversity”. Organisations that use the one-to-one method operating mentoring and befriending projects in so many different contexts and often working with completely different target groups, can be found in various countries in Europe. Mentoring and befriending approaches can be a solution to many societal problems. They all focus on interpersonal connections and the power of human relationships. Nevertheless, the picture in the various countries is quite different, when it comes to the deployment, public awareness and the public support of mentoring and befriending projects. Often the projects have been developed inde- pendently of each other and there is a lack of opportunity for professional exchange and discussion. Also networking and service structures for mentoring and befriending are unequally established in the different European countries.
    [Show full text]
  • Real Cases Project: Social Work with Groups
    Real Cases Project : Teaching Guide for Social Work with Groups 1 Real Cases Project: Social Work with Groups Shantih E. Clemans, DSW Associate Professor Wurzweiler School of Social Work Yeshiva University 2495 Amsterdam Ave. New York, NY 10033 [email protected] INTRODUCTION A. Overview of this Course within the Social work Curriculum This course is designed to increase students’ knowledge and skill in social work practice with groups. Covered are the generic knowledge and skills that social workers require to work in groups with vulnerable populations. An aim of the course is to assist students in recognizing the efficacy of practice with groups in a variety of clinical and community settings. Emphasis is on the necessary skills for influencing individual change through small groups. Special issues include values and ethics in group work practice and social justice concerns. This is an elective course that builds upon the knowledge and skills acquired in the first year Foundations of Practice courses. A. Relevance of these Case Studies to this Course Each of the three case studies will be used on many levels in this course. For example, aspects of each case will illustrate the need/opportunities for various types of groups such as socialization groups, therapy and counseling groups, support and self help groups, and task groups. The relevance of each of these types of groups will be discussed and explored in detail, specific to the cases; how group work can be helpful to the family members and staff involved in these cases. These cases will show how specific types of groups are indicated with problems such as abuse/neglect, mental illness addiction, depression, physical illness, parenting, and social isolation, and other key issues presented in the cases.
    [Show full text]
  • Tavistock and Portman E-Prints Online
    CORE Metadata, citation and similar papers at core.ac.uk Provided by Tavistock and Portman E-Prints Online Tavistock and Portman E-PRINTS Online BOOK CHAPTER Original citation: Rustin, Margaret (2008) Work discussion. Some historical and theoretical observations. In: Work discussion. Learning from reflective practice in work with children and families. The Tavistock Clinic Series . Karnac Books, London, pp. 3-21. ISBN 1855756447, 9781855756441 © 2009 Rustin, Margaret This version available at: http://taviporttest.da.ulcc.ac.uk/ Available in Tavistock and Portman E-Prints Online: March 2010 The Trust has developed the Repository so that users may access the clinical, academic and research work of the Trust. Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Users may download and/or print one copy of any article(s) in Tavistock and Portman E-Prints Online to facilitate their private study or for non-commercial research. You may not engage in further distribution of the material or use it for any profit-making activities or any commercial gain. You may freely distribute the URL (http://taviporttest.da.ulcc.ac.uk/) of Tavistock and Portman E-Prints Online. This document is the published version of the introduction of ‘Work discussion. Some historical and theoretical observations.’ It is reproduced here with the kind permission of Karnac Books.com. You are encouraged to consult the remainder of this publication if you wish to cite from it. CHAPTER ONE Work discussion: some historical and theoretical observations Margaret Rustin espite its rather prosaic and literal nomenclature, work dis- cussion as a component of professional education and prac- Dtice has flourished in varied contexts since it began to figure as a systematic element in advanced training courses in the mid- and late 1960s.
    [Show full text]
  • Advancing the Shared Care Approach Between Primary Care & Specialist
    Advancing the Shared Care Approach between Primary Care & Specialist Mental Health Services A guidAnCe PAPeR Prepared for the HSE National Vision for Change Working Group Uses: This is our master full colour logo which should appear on a white backround. A Vision for Change ADVANCING MENTAL HEALTH IN IRELAND Advancing the Shared Care Approach between Primary Care & Specialist Mental Health Services A guidAnCe PAPeR Prepared for the HSE National Vision for Change Working Group FOREWORD A Vision for Change recognises the essential role high quality, community based mental health played by our colleagues in Primary Care in the care. In a busy practice and complex fast provision of mental health care in Ireland. 90% of moving environments, simple protocols and mental health presentations remain in a primary straightforward engagement are the most care context and account for over 5 million powerful tools. occasions of care each year. This document endorses the use of electronic Chapter 7 of Vision introduces a number of communication and while this is still in models for collaboration with a preference for development in the health context in Ireland, the Shared Care model. This can improve service we felt it was important to anticipate the access, efficient use of specialist mental health widespread use of ICT tools which can greatly care services and facilitate early discharge enhance the delivery of services in a timely and and return to primary care. The importance of comprehensive way. maintaining the physical health of long term A survey conducted in the preparation of this mental health service users is also supported document greatly informed the work and took through this shared care approach.
    [Show full text]
  • Standards for Social Work Practice with Groups
    First edition Adopted October 7, 1998 STANDARDS Revised October 21, 1999 FOR Second edition Adopted June 12, 2005 SOCIAL WORK PRACTICE (Copyedited July 15, 2010 & October 1, 2015) WITH GROUPS Copyright 1999, 2000, 2006, 2015 by IASWG, Inc. Second Edition IASWG, Inc. 101 West 23 rd Street, Suite 108 NY, NY 10011 iaswg.org INTERNATIONAL ASSOCIATION FOR SOCIAL WORK WITH GROUPS, INC. The Standards were written by the Practice Committee, An International Professional Organization Paul A. Abels, Chair, 2000-2003, Charles D. Garvin, Chair, 2003-2005. (IASWG, Inc.) The Standards are available from the IASWG website, www.iaswg.org. They may be purchased in quantities from IASWG. Single copies may be copied or obtained from IASWG for personal use at no cost. Quantities may be copied under certain conditions. Contact IASWG directly or see the website for details. INTERNATONAL ASSOCIATION FOR SOCIAL WORK WITH Overview of the Standards GROUPS, INC. An International Professional Organization Various comprehensive perspectives of social work practice provide a broad (IASWG) underpinning of the values and knowledge bases of social group workers’ practice. Values and types of knowledge that have particular relevance for group work practice are addressed in Section I. Sections II through V identify the required knowledge and major worker tasks and skills in each of the phases of group work practice, from planning to ending. These sections are structured around the STANDARDS FOR SOCIAL WORK understanding that groups change and evolve over time, thus requiring PRACTICE WITH GROUPS changes in the worker’s tasks and responsibilities. For example, certain worker actions enable group members to start to work together in a new Second Edition group; other actions enable members who have already developed relationships to engage in work to achieve the purpose of the group.
    [Show full text]
  • Handbook of Social Work with Groups
    HANDBOOK OF SOCIAL WORK WITH GROUPS Handbook of Social Work with Groups Edited by CHARLES D. GARVIN LORRAINE M. GUTIÉRREZ MAEDA J. GALINSKY THE GUILFORD PRESS New York London © 2004 The Guilford Press A Division of Guilford Publications, Inc. 72 Spring Street, New York, NY 10012 www.guilford.com All rights reserved No part of this book may be reproduced, translated, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without written permission from the Publisher. Printed in the United States of America This book is printed on acid-free paper. Last digit is print number: 987654321 Library of Congress Cataloging-in-Publication Data Handbook of social work with groups / edited by Charles D. Garvin, Lorraine M. Gutiérrez, Maeda J. Galinsky. p. cm. Includes bibliographical references and indexes. ISBN 1-59385-004-2 (hardcover : alk. paper) 1. Social group work. I. Garvin, Charles D. II. Gutiérrez, Lorraine M. (Lorraine Margot) III. Galinsky, Maeda J. HV45.H26 2004 361.4—dc22 2003027525 About the Editors Charles D. Garvin, PhD, is Professor Emeritus at the School of Social Work of the University of Michigan. He is the author or coauthor of such books as Contemporary Group Work, In- terpersonal Practice in Social Work, Social Work in Contemporary Society, and Generalist Practice: A Task-Centered Approach, and is coeditor of The Handbook of Social Work Di- rect Practice and Integrating Knowledge and Practice: The Case of Social Work and Social Science, among other works. He has also written journal articles and book chapters about many social work topics, especially group work.
    [Show full text]
  • Practice Guidelines for Group Psychotherapy
    PRACTICE GUIDELINES FOR GROUP PSYCHOTHERAPY THE AMERICAN GROUP PSYCHOTHERAPY ASSOCIATION SCIENCE TO SERVICE TASK FORCE 2007 TABLE OF CONTENTS Preface ......................................................................................................................... Page 2 Introduction.................................................................................................................. Page 3 Text: Science to Service Task Force Members................................................................... Page 6 Creating Successful Therapy Groups......................................................................... Page 7 Therapeutic Factors and Therapeutic Mechanisms.................................................... Page 12 Selection of Clients.................................................................................................... Page 19 Preparation and Pre-Group Training.......................................................................... Page 25 Group Development................................................................................................... Page 30 Group Process ............................................................................................................ Page 36 Therapist Interventions .............................................................................................. Page 41 Reducing Adverse Outcomes and the Ethical Practice of Group Psychotherapy............................................................................... Page 47 Concurrent Therapies................................................................................................
    [Show full text]
  • Collaborative Group Work in the Primary Classroom: a Psychoanalytically Informed Exploration
    Collaborative group work in the primary classroom: a psychoanalytically informed exploration. Rachel Edmondson Institute of Education University of London Submitted for the degree of Doctor of Education 1 Abstract Collaborative group work in the primary classroom is considered to hold academic and social benefits for pupils, in providing opportunities for them to develop thinking through interaction with others. It is widely recognised, however, that teachers find it challenging to incorporate group work into classroom practice because of the difficulties pupils often experience with this form of learning. The aim of this research is to explore psychoanalytic theory as a way of thinking about the emotions, both conscious and unconscious, that might circulate in the group and affect the ability of group members to achieve the explicit task that has been set. I present four case studies of group work, involving children in a Year 5 class; each study illuminates aspects of the emotional difficulty children might experience, for example, the tensions of belonging to a group, the frustrations of learning with others and the anxieties that might be stirred. I argue that teachers and educational leaders would benefit from attending to the emotional significance of group learning, rather than invest in the ‘fantasy’ that suggests affect and cognition can be kept separate in encounters with learning and with others. Acknowledgements: I am indebted to the children of the study and their teacher for their willingness to be involved. I would also like to thank Tamara Bibby, my supervisor, for her help and support through this research process and the ways in which she has challenged and widened my perspective on primary education.
    [Show full text]
  • Group Skills in Social Work Professor Name: Dr
    SHIPPENSBURG UNIVERSITY BACHELOR OF SOCIAL WORK PROGRAM Course: SWK 275: Group Skills in Social Work Professor Name: Dr. Jen Clements COURSE DESCRIPTION SWK 275 Social Work Skills for Working with Groups This course expands the assessment and intervention skills learned in SWK270 (a prerequisite) to working with groups. Students will learn how group theories should inform their developing of group leadership skills. The course emphasizes the planning, facilitating, and evaluating of groups often used in social work practice. Prerequisite: SWK270 BSW PROGRAM MISSION The mission of the Shippensburg University BSW program is to provide comprehensive preparation for competent entry level social work practice and/ or graduate study. This program includes (1) a curriculum grounded in the generalist approach; (2) a special emphasis on the respect for diversity and human rights; and (3) involvement and leadership in the practice community from the local to the global. DEFINITION OF THE GENERALIST APPROACH A generalist social worker uses critical thinking and self-awareness to draw on the profession’s knowledge, core values and skills to engage in ethical practice. Practice activities include assessment, prevention and intervention with client systems (individuals, families, groups, organizations and communities) across diverse populations. These activities are informed by research and focus on client strengths. Generalist social work is grounded in a liberal arts foundation and guided by a systems approach that emphasizes person-in-environment; professional social work values; empowerment; and commitment to social and economic justice and human rights. BSW PROGRAM GOALS 1. To prepare students to use the generalist approach to become a competent entry-level social work practitioner and/or to prepare students for graduate study in social work.
    [Show full text]
  • Shared Care Services (Fostering Division) 119 Eastern Avenue, Redbridge, Ilford, Essex - IG4 5AN
    SHARED CARE Working in Partnership Statement of Purpose Shared Care Services (Fostering Division) 119 Eastern Avenue, Redbridge, Ilford, Essex - IG4 5AN … a specialist fostering agency for children and young people with disabilities and complex medical needs February 2021 SHARED CARE Working in Partnership Company information – status & constitution Legal Status: Shared Care Services Ltd is a Private Limited Company Registration No: 4704680 Year of Registration: 2003 Registered Manager: Mohammad Alam Siddiqui, BA(H) Social Work, MA in Social Work, NVQ Level 5 Diploma in Leadership for Health & Social Care and Children and Young People Services, Specialist Post Qualifying Graduate Diploma In Social Work With Children And Families Responsible Individual: Owais Ur Rehman Khan, BA (Hons) in Social Work, MA in Social Work, Post Qualifying Award in Social Work- (PQ) Part I & Registered Manager Award (RMA) Organisation details Office: 119 Eastern Avenue, Redbridge, Ilford, Essex-IG4 5AN Telephone 02082525252 Email: [email protected] Website: www.sharedcare.co.uk Statement of Purpose Policy No SCS/FD/3.0 Date of Issue 23-10-2010 Shared Care Service Ltd (Fostering Division) Revision 10 19.02.2021 Page 2 of 23 SHARED CARE Working in Partnership Contents 1. Introduction 2. National legislative and policy framework 3. Policy Statement 4. Aims 5. Objectives 6. Confidentiality and Conflicts of Interest 7. Principles and standards of care 8. Children's Guide 9. Services provided 10. Management of the service 11. Protecting children from harm 12. Working in partnership for provision services 13. Provision of Leisure, Sport, Cultural and Religious Activity 14. Recruitment of foster carers 15. Approval and assessment process 16.
    [Show full text]
  • A Social Workers Guide to Working in Schools
    A Social Workers Guide to working in Schools This guide is aimed at helping social work students make the most of their school placement. 1 Preface This guide was compiled by past social work students who undertook their placement in a school. We hope that the information provided in this guide is useful to students and that their experience in a school setting is enjoyable and productive. Maria Canatselis & Megan Willis Adelaide, July 2012 2 Contents A checklist for when you start your placement 4 Important documents to guide you 6 A social workers role in a school context 8 Group work 9 Community work 11 Advocacy 12 Raising awareness of social issues 13 Social skill programs 14 Role modelling 16 Case management 17 Counselling 19 Useful websites for activities 20 Social work theories 21 Meetings undertaken with social workers in the education department and other agencies 22 Psychosocial assessment template (appendix one) 25 3 A Checklist of things to do when you first start your placement 1. Establish with your field teacher (supervisor) which day you are going to be having your weekly meetings. 2. Discuss your learning goals with your field teacher, will you be able to achieve them? 3. If you think you are not going to achieve your goals, you can always change them. 4. Find out exactly what role your field teacher has planned for you, does it fit in with a social workers role? If not, then make your own suggestions as to what you would like to do. 4 A Checklist of things to do when you first start your placement 5.
    [Show full text]