Gatekeeping: A Model for Screening Baccalaureate Students for Field Education

Moore, Linda S.; Urwin, Charlene A.

doi:10.1080/10437797.1991.10672164

Cited by 55 publications

(30 citation statements)

References 14 publications

(11 reference statements)

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“…Social work programs provide gatekeeping functions at admission (McClelland et al, 1991;GlenMaye and Oakes, 2002;Fortune, 2003), in field (Moore and Urwin, 1991;Weaver, 2000;Bogo et al, 2004;Furman et al, 2004;Wayne, 2004;Homonoff, 2008), and at graduation (Koerin and Miller, 1995;Miller and Koerin, 1998). Further, university admission standards, graduation criteria, and codes of student conduct impose an external and additional layer of gatekeeping (Cobb and Jordan, 1989;Cole andLewis, 1993, Urwin et al, 2006).…”

Section: Introductionmentioning

confidence: 94%

Issues and Challenges in Gatekeeping: A Framework for Implementation

Elpers

Fitzgerald

2013

Social Work Education

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Social work educators' role in gatekeeping within BSW and MSW academic programs continues to be a concern and challenge for the profession. Social work programs are the entry point in which students develop the required competencies to practice within the field. The social work literature on gatekeeping is extensive and expansive. The literature reviews and addresses the importance and need for gatekeeping as well as challenges in implementing gatekeeping within social work programs. This paper reviews the literature on gatekeeping in social work programs, discusses the legal issues pertinent to gatekeeping, and identifies the challenges faced by social work programs in implementing gatekeeping procedures. The paper suggests an integrated conceptual framework using the Council on Social Work Education's Educational Policy and Accreditation Standards (EPAS) for competencies in gatekeeping in social work programs.

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Section: Introductionmentioning

confidence: 94%

Issues and Challenges in Gatekeeping: A Framework for Implementation

Elpers

Fitzgerald

2013

Social Work Education

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“…The earliest efforts are noted by the charity organization societies and the Settlement House movement of the late 1800s where early gatekeeping strategies took place in the form of supervision and matching volunteers to work with specific populations or social issues based on the knowledge and strengths of the worker (Moore & Jenkins, 2000;Moore & Urwin, 1991).…”

Section: Literature Reviewmentioning

confidence: 99%

Experiences of Social Work Educators Working With Students With Psychiatric Disabilities or Emotional Problems

Mazza¹

2015

Journal of Social Work Education

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Social work educators have an ethical responsibility to graduate students who are academically, behaviorally, and professionally prepared to enter the social work profession. Although a student's suitability to the profession is not necessarily hindered because of the effects of a psychiatric disability or an emotional problem, sometimes it is. Meanwhile, little is known about how social work educators perceive and understand their work with students who experience these types of vulnerabilities. Qualitative face-to-face interviews were conducted with 26 full-time social work educators from 22 accredited social work programs. The findings indicate that these educators experience a combination of personal, ethical, and programmatic challenges during their work with students affected by or recovering from psychiatric disabilities or emotional problems.

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“…judging student competency and suitability (Cobb & Jordan, 1989;Cole, 1991;Cole & Lewis, 1993;Gelman & Wardell, 1988;Gibbs, 1994;Madden, 1992;Moore & Urwin, 1991). However, little attention has been given to accommodating students with disabilities who apply for or are already enrolled in social work programs.…”

Section: Please Scroll Down For Articlementioning

confidence: 99%