A National Study of the Field Liaison Role in Social Work Education Programs in the United States and Puerto Rico

Ligon, Jan; Ward, Jim

doi:10.1080/0261547052000333153

Cited by 13 publications

(14 citation statements)

References 10 publications

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“…However, failing a student in a practicum is a complicated task and can present many dilemmas. While the gatekeeping efforts of fi eld instructors and faculty liaisons have been explored in the literature (Furness & Gilligan, 2004;Jenkins, Moore & Dietz, 1996;Lafrance, Gray & Herbert, 2004;Ligon & Ward, 2005;Moore, Dietz & Jenkins, 1998;Moore & Urwin, 1991;Tam, 2004), the same cannot be said of fi eld education coordinators. Emphasis for gatekeeping is placed on fi eld instructors (practice assessors, practice teachers, onsite practice educators) in particular, as well as faculty liaisons (tutors, off-site practice educators).…”

Section: Lessons Learnedmentioning

confidence: 99%

Addressing professional suitability in social work education

Robertson¹

2013

The Journal of Practice Teaching and Learning

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Limited research exists pertaining to field education coordinators' leadership and educational practice in general, or with respect to the specific topic of gatekeeping in social work education. This article presents the results of a Canadian study that investigates the experience and approach of field education coordinators in addressing student professional suitability concerns. This exploratory study consists of a focus group conducted with field education coordinators from across Canada, and an extensive web-based survey questionnaire administered to all current, and some former social work field education coordinators in Canada. In brief, the results of this study reinforce the perception found in social work literature that gatekeeping predominantly falls to the field component of social work education. Findings of the study provide insight into the location of field education within academia; and highlights the important leadership role undertaken by field education coordinators in supporting students, faculty liaisons, field educators, and university administration in addressing concerns related to student professional suitability. Implications for social work education are discussed.

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Section: Lessons Learnedmentioning

confidence: 99%

Addressing professional suitability in social work education

Robertson¹

2013

The Journal of Practice Teaching and Learning

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“…Responding field directors reported agencies were withdrawing as field placement sites due to reduced resources, increased caseloads, and staff who had to document their time as billable units. Ligon and Ward (2005) also found in their qualitative data a stated concern about the increasing impact of managed care shifting the emphasis onto billable units as an increasing pressure on field placement agencies. Bedard's (1998) survey included the item "There is a lack of institutional support for field instruction in the university" and found that 43% agreed or strongly agreed.…”

Section: Literature Reviewmentioning

confidence: 95%

“…Burke, Condon, and Wickell (1999) found in their sample of 66 social work programs that 38% reported faculty members were field liaisons, and that all field liaisons (both faculty and other) made a mean average of 2.9 field visits per year. Ligon and Ward (2005) surveyed MSW field liaisons who reported a mean average of 2.2 field visits per semester. The most common recommendation for improvement of the liaison position noted by Ligon and Ward's respondents was to "Initiate more structure and create standards for field education" (p. 240).…”

Section: Literature Reviewmentioning

confidence: 99%

“How do you do it?”: MSW Field Director Survey.

Dalton

Stevens²,

Maas-Brady

2011

ASW

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This paper reports on a survey of MSW field directors in the United States. Results indicate that in some areas there is similarity between field programs, such as field training and orientation, and the student placement process. There was great variety between field programs in the areas of student field requirements, student field credits, and field liaison faculty status. Most field programs report adequate resources but a significant minority report a lack of resources. The benefits of increasing specificity of mandated standards at the cost of lessened program flexibility is discussed.

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“…Olson-Morrison et al, (2019) and Anderson et al, (2019) reiterate this call for faculty to undertake the liaison role and where this is not possible Anderson et al, (2019) and Clark & Remmers (2019) advocate for comprehensive and/or standardize training for liaisons. While there is limited research and literature focused on the role of liaison the importance of the role in social work field education is acknowledged in much of which does exist (Anderson et al, 2019;Clark & Remmers, 2019;Cleak & Venville, 2018;Faria et al, 1988;Ligon & Ward, 2005;Olson-Morrison, et al, 2019;Tully, 2015). Clark & Remmers (2019) highlight the importance of the liaison role and the integral part it plays in supporting both student and field educator.…”

Section: Signature Pedagogy and Importance Of The Liaison Personmentioning

confidence: 99%