Professional Suitability for Social Work Practice

Tam, Dora M. Y.; Coleman, Heather; Boey, Kam-Wing

doi:10.1177/1049731511420264

Cited by 12 publications

(23 citation statements)

References 65 publications

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“…Internasjonalt er mye av forskningen om personlig egnethet utført i en utdanningskontekst der man undersøker seleksjonsprosesser i studentopptak, og hvor personlig egnethet blir ansett som én av flere dimensjoner for å beskrive kriterier for kommende profesjonell egnethet (Bradley, 2013;Holmström, 2014;Lafrance & Gray, 2004;Tam, Coleman & Boey, 2012). Michael M.O.…”

Section: Personlig Egnethetunclassified

Det er noe med den personlige egnetheten

Natland¹,

Johannessen²

2020

TFV

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Section: Personlig Egnethetunclassified

Det er noe med den personlige egnetheten

Natland¹,

Johannessen²

2020

TFV

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“…Social work educators develop tools to measure student performance and competence against many of the authentic assessment concepts (Bogo et al, 2002;Tam et al, 2012). However, it is difficult to assess the non-academic elements of social work, such as attitudes, behaviours or beliefs.…”

Section: Original Articlementioning

confidence: 99%

“…For social work students, field education is an important site for learning about professional practice. Social work educators, the professional social work association and practising social workers play a part in ensuring that students are ready for professional practice and, together, they take on a gatekeeping role for the profession (Bogo, Regehr, Hughes, Power, & Globerman, 2002;Lafrance & Gray, 2004;Sussman et al, 2014;Tam, Coleman, & Boey, 2012).…”

Section: Introductionmentioning

confidence: 99%

Social work students’ feedback about students’ suitability for field education and the profession

Zuchowski

Watson

Dickinson

et al. 2019

ANZSWJ

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INTRODUCTION: Many students successfully complete placement, while, for a minority of students, placement may be a time when questions are asked about suitability for placement and professional practice.METHOD: Research undertaken with final year social work students examined their ideas about suitability and unsuitability for field education and practice and presented them with a model developed with field educators in an earlier phase of the research. The aim of the study was to incorporate students’ understanding into the discourse of suitability/unsuitability to further develop a suitability/unsuitability model for collaborative discussions between students, educators and supervisors. Twenty-eight students responded to an online survey.RESULTS: The results show that students identify a critical understanding of self, skills, knowledge, attitudes and contextual factors as important in assessing students’ suitability for field education. Identified indicators of unsuitability included lack of preparedness to learn, lack of capacityto demonstrate an understanding of professional values and ethics and inability to maintain professional boundaries or demonstrate basic practice skills. Students overwhelmingly supported the use of the presented model and made suggestions for further development of the model.IMPLICATIONS: The discussion emphasises the importance of using a pedagogically informed formative assessment strategy in a timely manner to address professional suitability with students.

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“…When new students begin their course of study, they are expected to exhibit a minimal level of the factors that are required to earn them a license when they finish the program. For example, they should be able to exhibit values and ethical awareness to show the ability for sound working relations and the ability for critical thinking and social awareness (Tam & Coleman, 2009).…”

Section: Introductionmentioning

confidence: 99%

Admission and completion of social work programs: Who drops out and who finishes?

Levinger

Segev

2016

Journal of Social Work

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Summary This study explored differences between 389 Israeli students in a Social Work department who finished their studies and 120 students who began, but did not complete their degree. Three groups of variables were compared: demographic variables (gender and age), test scores (on the matriculation and psychometric exams), and assessment of participation in a group interview prior to acceptance. Findings Except for gender, there were no significant differences between the students who finished their studies and those who dropped out. Among the students who completed their degree, only women, who received a higher score on the psychometric test, finished their studies with a higher grade point average. Only the men, who had a higher score on their matriculation exams, ended with a higher grade point average. The results also showed that, for the men, there was a significant positive correlation between the assessment of their performance on the interview and the final grade point average. Furthermore, there were significant correlations between the way the candidates were categorized by the interviewers and the overall assessment they received on this criterion. Applications The results of this study add support to previous research that showed that gender and the scores on the matriculation and psychometric exams are connected to success in social work programs. In addition, it was found that the pre-acceptance group interview can differentiate between those candidates who will complete their studies and those who will not. These findings can hopefully help social work departments improve the procedures they use in their admissions’ mechanisms.

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Professional Suitability for Social Work Practice

Cited by 12 publications

References 65 publications

Det er noe med den personlige egnetheten

Det er noe med den personlige egnetheten

Social work students’ feedback about students’ suitability for field education and the profession

Admission and completion of social work programs: Who drops out and who finishes?

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