Social work practice education and training during the pandemic: Disruptions and discoveries

Kourgiantakis, Toula; Lee, Eunjung

doi:10.1177/0020872820959706

Cited by 38 publications

(41 citation statements)

References 6 publications

(11 reference statements)

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“…Besides strengthening the emphasis on age within social work education by infusing the gerontological focus into the existing curriculum (Beltran & Miller, 2020), prospective social workers should be better equipped with knowledge and skills in transnational practice to withstand global social interdependencies and deal with transnational social problems, for example, COVID-19 (Flynn, 2020). However, less was known about how social work practice could be effectively taught online (Kourgiantakis & Lee, 2020). Smoyer et al (2020) consolidated some lessons learned after conducting a survey of undergraduate BSW social work students about their experiences with remote learning during COVID-19.…”

Section: Journal Of Gerontological Social Workmentioning

confidence: 99%

Responses to COVID-19 in Major Social Work Journals: A Systematic Review of Empirical Studies, Comments, and Editorials

Cheung

2021

Research on Social Work Practice

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Purpose: The main objective of this study was to provide a comprehensive overview of the latest studies on COVID-19related social work issues. Method: This systematic review aimed to collect, review, and synthesize all COVID-19related papers published in 43 major social work journals, a year after the first known case was reported. Results: The final sample ( n = 256) consisted of 85 research articles and 171 in other formats. All the studies involved a total of 46,195 research participants. The majority of papers (75.4%) could be accessed freely online. Service users including families, students, older adults, caregivers, refugees, patients, health care workers, etc. were either researched or discussed. Discussion: Gerontological social work was one of the fields that received ample attention. Papers published in the Journal of Gerontological Social Work yielded the highest number of citations. Academics and social workers came up with innovative ways of practicing and researching during the pandemic.

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Section: Journal Of Gerontological Social Workmentioning

confidence: 99%

Responses to COVID-19 in Major Social Work Journals: A Systematic Review of Empirical Studies, Comments, and Editorials

Cheung

2021

Research on Social Work Practice

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“…We know that social students normally take time to adjust to university demands so we can anticipate that COVID-19 has made the transition even more challenging (Stanley and Bhuvaneswari, 2016;Vungkhanching et al, 2016). As social work educators, we are forced to think creatively and adapt technology to meet our pedagogical goals (Kourgiantakis and Lee, 2020). The adaption is also echoed by Mclaughlin et al (2020), who state that COVID-19 'sparked opportunities for innovation, creativity, and humanistic endeavours in meetings the needs of the students and moving forward in delivering social work education remotely and virtually ' (p. 975).…”

Section: Implications For Working and Learning Under The Conditions Of The Covid-19 Pandemicmentioning

confidence: 99%

Working and learning from home during COVID-19: International experiences among social work educators and students

Wallengren-Lynch

Dominelli

Cuadra

2021

International Social Work

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This research seeks to explore the experiences of social work educators and students working and learning from home. The findings, from an international survey sample of 166 educators and students, showed that the respondents faced issues with private and personal boundaries, felt the impact of working and learning from home on both physical and emotional levels, and experienced challenges to what was expected of them. The respondents primarily used two types of coping mechanisms to manage these challenges. These findings contribute to a broader discussion of the impact of working and learning from home and are relevant for education administrators responsible for their employees’ and students’ well-being.

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“…Due to strict lockdown measures, face-to-face and practice education were suspended (Jonge et al, 2020), and lecturers were required to redesign their courses to fit an online format (Kourgiantakis & Lee, 2020). All courses were provided online by schools of social work in the US, Netherlands, Hungary, Canada, the United Arab Emirates, Greece and Australia.…”

Section: Introductionmentioning

confidence: 99%

“…Research data about social work education during the pandemic in other countries remains limited. Some social work programmes and field settings have employed virtual platforms in order to develop core competencies (Kourgiantakis & Lee, 2020). However, using online platforms and other digital tools has been stressful for lecturers who are used to teaching social work face-to-face.…”

Section: Introductionmentioning

confidence: 99%

“…The field instructors have disrupted traditional classroom pedagogy, and shifted to technologically supported e-learning to minimize interference with the students' education (Azman et al, 2020). These instructors utilized creative solutions, including implementing simulation learning plays (Tortorelli et al, 2021), a volunteer call-based companion coordination project that connects social work students with those people in need of social interaction (Morris et al, 2020), a virtual practice Friday, adapted to build social work practice competencies online and a redesigned course on cross-cultural social work practice using simulation-based learning (Kourgiantakis & Lee, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Key Competencies in Social Work through Field Placement

Gusak¹,

Volhyna²

2021

JCSW

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Field placement is considered a core component of social work education. However, it requires regular personal contacts with individuals, groups and communities. These contacts have been limited in the time of the COVID-19 pandemic. A central question is how to organize field placement during the lockdown to develop key competencies in social work. To answer this question, we employ the students’ reports, competency-based self-evaluation tools, students’ assessment of the field placement (led by the University’s education quality assurance centre) and assessment of students’ performance by the field placement supervisors and university instructors. This paper presents the achievements and challenges of teaching and mastering key competencies in social work at the School of Social Work of the National University of Kyiv-Mohyla Academy from different perspectives: students, placement agencies and the University itself. While almost all competencies have been taught and learned, those related to individual casework were the most difficult to achieve. The flexibility of the social work profession is also discussed in this paper. Future social workers should be flexible and meet the people's needs in different contexts, including lockdown. The findings have implications for students, schools of social work and field placement agencies.

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Social work practice education and training during the pandemic: Disruptions and discoveries

Cited by 38 publications

References 6 publications

Responses to COVID-19 in Major Social Work Journals: A Systematic Review of Empirical Studies, Comments, and Editorials

Responses to COVID-19 in Major Social Work Journals: A Systematic Review of Empirical Studies, Comments, and Editorials

Working and learning from home during COVID-19: International experiences among social work educators and students

Key Competencies in Social Work through Field Placement

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