Issues and Challenges in Gatekeeping: A Framework for Implementation

Abstract

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.

Hic sunt dracones: Here be dragons! Difficulties in mapping the demand for social work placements in New Zealand

“…From the perspective of social service agencies, competing placement requests from different TEIs can add pressure to organisations already under strain, leading some to manage demand by aligning themselves with particular TEIs, thus limiting the range of placement opportunities for others. Agencies expect that TEIs will prepare students with a beginning level of competence before entering placement (Elpers & FitzGerald, 2013). However, curriculum differences between institutions may sometimes serve to advantage some TEIs over others, depending on the perceptions and preferences of individual agencies.…”

Suitability for Professional Practice: Assessing and Developing Moral Character in Social Work Education

“…Furthermore, it may be timely to re-conceptualise characteristics previously defined as 'nonacademic' selection criteria as 'academic' criteria (Elpers and FitzGerald, 2012). Removing the traditional distinction between academic and non-academic criteria needed for entry has the advantage of bringing all such assessments within the procedurally safe 'academic judgement' zone, without precluding openness and transparency about what is being assessed, whilst further strengthening entry standards in line with recent Reform expectations.…”

“…However, as Currer (2009) recognises, a duty of care is owed to applicants (as well as to service users and carers) in respect of the cost of training if they are unlikely to be successful. In addition, it is important to remember that despite the significance of the social justice contribution made by the expansion of higher education, entry to the professions is not a 'right' (Dillon, 2007;Elpers and FitzGerald, 2012):…”

The role of practice educators in initial and post qualifying social worker education

“…Outside of the UK the term often used for a practice educator is 'field educator' and the learning opportunity is called 'field education' rather than placement or practice learning placement which are preferred terms in England. Regardless of the title used, the practice educator, in partnership with the awarding institution, is situated as important in the training and 'gatekeeping' for the social work profession (Bogo, Regehr, Hughes, Power, & Gioberman, 2002;Miller & Koerin, 2001) to ensure that only those 'fit to practise' do graduate (Elpers & FitzGerald, 2013;HCPC, 2012a:4).…”