1st Edition
The Routledge Handbook of Field Work Education in Social Work
This Handbook provides an authoritative account of international fieldwork education in social work. It presents an overview of advances in research in social work field education through in-depth analyses and global case studies.
Key features:
* Discusses critical issues in teaching social work and curriculum development; health care social work; stimulated learning; field education policies; needs, challenges, and solutions in fieldwork education; reflexivity training; creativity and partnership; resilience enhancement; integrated and holistic education for social workers; student experience; practice education; and ethical responsibility of social work field instructors.
* Covers social work field education across geographical regions (Asia and the Pacific; North and South America; Australia and Oceania; Europe) and major themes and trends from several countries (U.S.A.; Canada; Australia; China; Hong Kong; Sweden; Aotearoa New Zealand; England; Ukraine; Spain; Estonia; Italy; Ireland; Slovenia; Poland; Romania; Greece; Norway; Turkey; and the Czech Republic).
* Brings together international comparative perspectives on fieldwork education in social work from leading experts and social work educators.
This Handbook will be an essential resource for scholars and researchers of social work, development studies, social anthropology, sociology, and education. It will also be useful to educators and practitioners of social work in global institutions of higher studies as well as civil society organisations.
Foreword by Lynne Healy
Introduction: Signature Pedagogy – A Practice Laboratory of Social Work Education
Rajendra Baikady, Varoshini Nadesan, Sajid S.M. and M. Rezaul Islam
Part I: Transforming Practice Teaching: Perspectives from Asia and the Pacific
Chapter 1: Reclaiming a Macro Lens, Recasting Multilevel Practice: Social Work Field Education in Hong Kong
Andrew Pau Hoang, Lo Kai Chung and Lucy Porter Jordan
Chapter 2: Developing Healthcare Social Work Curriculum and
Arranging Field Work Education in China
Johnston H. C. Wong
Chapter 3: Fieldwork Education in Social Work as One Way of Building Bridges Between China and Europe
Staffan Höjer, Honglin Chen, Juha Hämäläinen, Jie Lei, Steven M Shardlow, Zhao Fang
Chapter 4: Fieldwork Education in Social Work: Perspectives of Vietnamese Social Work Students
Huong T Hoang and Hang T Dao
Part II: Strengthening Field Education in Social Work: The North and South American Experience
Chapter 5: Adopting a Trauma-Informed Perspective in the Field Practicum: Current Realities and Future Challenges
Carolyn Knight
Chapter 6: Social Work Field Education in the United States
Carole Cox and Jan Miner
Chapter 7: It’s Time to Deconstruct the Problematic Attitude of ‘Fieldwork’ of ‘Global North’!
Shweta Singh
Chapter 8: Social Work Field Education in Canada
Marion Bogo and Karen M. Sewell
Chapter 9: Integrated and Holistic Education for Social Work: The Special Place of Field Education
Naomi B. Farber, Mariah Moran and Steven Wahle
Chapter 10: When the Going Gets Tough: Case Studies of Challenge and Innovation in Canadian Field Education
Brenda Morris, Sarah Todd and Alicia Kalmanovitch
Part III: Current Realities of Social Work Field Education in Australia and Oceania
Chapter 11: Social Work Field Education in Australia: Concepts, Challenges and 21st-Century Concerns
Helen Cleak
Chapter 12: 'Getting Used to the First Nation Person in the Room’: A Discussion on Field Practice in Australia
Kiel Hennessey, Steven Keed, Rachael Howard, Bindi Bennett, Phillip Pallas, Kylie Agllias
Chapter 13: Aotearoa New Zealand Field Education Practice
Kathryn Hay, Dominic Chilvers and Jane Maidment
Chapter 14: Understanding Simulated Learning and its Relationship to Field Education
Jennifer Boddy, Lise Johns, Christian Frost, Mark Lynch and Fiona Stevens
Chapter 15: Social Work Field Education in Australia: Issues and Trends
Kylie Agllias and Leanne Schubert
Part IV: Social Work Field Education in Europe
Chapter 16: ‘She Subjected Me to Pressure from Everybody in the Team’: Aligning Black African Students’ Experiences of Field Education with Social Workers’ Motivations for Becoming Practice Educators in England
Prospera Tedam and Irine Mano
Chapter 17: Teaching Field Social Work: Views from Ukrainian Academia
Tetyana Semigina
Chapter 18: Professional Placements in Social Work Training in Southern Spain: A Comparison with Other Social Sciences
Roser Manzanera Ruiz and Maria del Valle Medina Rodriguez
Chapter 19: Estonian Undergraduate Social Work Students’ Reflections on the Field Placement: Challenges for the Novice Social Workers
Karmen Toros, Kersti Kriisk and Anne Tiko
Chapter 20: Field Work Education in Social Work in Italy
Annamaria Campanini, Marilena Dellavalle and Giovanni Cellini
Chapter 21: A Critical Review of Practice Education in England
Graham Ixer, Mary Baginsky and Jill Manthorpe
Chapter 22: Hearing the Student Voice: An Evaluation of Students’ Experiences and Learning in Fieldwork Education in University College Dublin, Ireland
Elaine Wilson and Niamh Flanagan
Chapter 23: Fieldwork in Social Work Education in Slovenia: Needs, Challenges and Possible Solutions
Liljana Rihter and Tamara Rape Žiberna
Chapter 24: Prior to Embarking on First Fieldwork Education Exposure: Preparing Social Work Students Through Five Experiential Learning Activities
Elena Cabiati and Fabio Folgheraiter
Chapter 25: Reflexivity Development Demonstrated in Examples of Field Placements of Social Work Students
Navrátil Pavel and Navrátilová Jitka
Chapter 26: Experiences on Social Work Field Work Education in Romania
Béla Szabó, Ágnes Dávid-Kacsó and Éva László
Chapter 27: Reflexivity as a Pivotal Component of Fieldwork in Social Work Education
Jarosław Przeperski and Małgorzata Ciczkowska-Giedziun
Chapter 28: Unconventional Practice Placements: Creativity, Partnership and New Professional Opportunities in an Italian Experience of Social Work Field Education
M.L. Raineri, F. Corradini. C. Landi, P. Limongelli
Chapter 29: Construction and Evaluation of Knowledge in Social Work from the Evidence of Professional Internships in Spain
Enrique Pastor Seller
Chapter 30: Character Strengths and Virtues for Competent Fieldwork Education: Perspectives of Undergraduate Students from Two University Departments of Social Work in Greece
Eleni Papouli, Sevaste Chatzifotiou and Charalampos Tsairidis
Chapter 31: Supervision about Culture and Culture in Supervision: International Field Placement
Gurid Aga Askeland and Elsa Døhlie
Chapter 32: Resilience Enhancement in Social Work Field Education
Monika Punová
Chapter 33: Social Work Field Instruction in Turkey: Challenges, Problems and Based Implications
Cemre Bolgün and Buğra Yildirim
Part V: Social Work Field Education under Covid-19
Chapter 34: The Self-directed Practicum: An Innovative Response to COVID-19 and a Crisis in Field Education
Beth Archer-Kuhn, Angela Judge-Stasiak, Lorraine Letkemann, Jennifer Hewson and Jessica Ayala
Chapter 35: Covid-19 Pandemic: A Threat or an Opportunity to Fieldwork Education in England?
Paula Beesley
Chapter 36: Performance of Volunteering and Work Duties during the Pandemic of Covid-19 in the Czech Republic: Lived Experience of Social Work Students
Marie Špiláčková, Kateřina Glumbíková, Veronika Zegzulková, Iva Tichá and Pavlína Rabasová
Conclusion: Technological Advancement and Changing Landscape of Social Work Practice – Challenges Ahead of Next-Generation Practitioners
Rajendra Baikady, Varoshini Nadesan, Sajid S.M. and M. Rezaul Islam
Biography
Rajendra Baikady is U.R.C. Special Post-Doctoral Fellow and Senior Research Associate at the Department of Social Work and Community Development, University of Johannesburg, South Africa.
Sajid S.M. is a senior social work educator and Professor of Social Work at Jamia Millia Islamia, New Delhi, India.
Varoshini Nadesan is Lecturer and Postgraduate Supervisor at the Department of Social Work and Community Development, Faculty of Humanities, University of Johannesburg, South Africa.
M. Rezaul Islam is Professor in Social Work at the Institute of Social Welfare and Research, University of Dhaka, Bangladesh.
‘Fieldwork is a key component of social work education and so a book that introduces students, practitioners, and academics to fieldwork with a global lens is timely and extremely welcomed. Introducing the readers to current practices and concerns from Europe, North and South America, Australia, and Oceania this handbook gathers key issues shared by the international community to provide effective and innovative fieldwork. As an international profession it is crucial that social work students receive up to date, relevant and innovative information that will inform their training and their future practice and to make connections with the global community of social workers and link its practice with current thinking and debates. As this book includes voices from many countries and perspectives it invites readers to think both locally and globally about undertaking the linkage of practice with theory as a crucial element of fieldwork. Informed by theory and evidence-based practice this timely and much need book identifies the challenges and its future directions. In pursuit of social justice practice this book makes an important contribution to 21st-century fieldwork for the education of social workers across the globe. I thoroughly recommend its inclusion into the global and national social work curricula.’
Carolyn Noble, Professor of Social Work, Australian College of Applied Psychology, Sydney, Australia
‘This Handbook is an impressive and important contribution to promote sustainable futures of field work education. It actualises the complexity of becoming social worker across entangled local, national, and global contexts. The reading awakened memories and questions from my own field placement as a student and teacher for international field work education. How had textbooks prepared me to work towards anti-oppression, capacity building, hope and creativity? What did I know about the geopolitical history of my place(ment)? How could I practice critical reflexivity to un-learn privilege and change oppressive structures? This book demonstrates the richness and multiple forms of social work, where structural privilege and marginalization, but also resistance and innovation, shapes spaces for field work education. As a contribution to global social work education, I warmly recommend it to be read through the lens of glocality, a fusion of local and global, that promotes seeing the many contributions as interlinked across communities and regions in the world.’
Mona B. Livholts, Professor of Social Work, University of Helsinki, Finland; Executive Board Member European Association of Schools of Social Work, EASSW
