Social Work Students ‘Juggling’ Field Placement

Hemy, Melanie; Boddy, Jennifer; Chee, Phyllis; Sauvage, Deborah

doi:10.1080/02615479.2015.1125878

Cited by 35 publications

(29 citation statements)

References 44 publications

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“…An increasing number of students are being asked to complete internships as part of their undergraduate education and training (Lierman et al, 2017;NACE, 2017). While the benefits of internship are well established (Astin & Sax, 1998;Binder et al, 2015;Carnevale et al, 2015;Lierman et al, 2017;Madison et al, 2017;Narayanan et al, 2010;O'Connor et al, 2011), associated financial and scheduling conflicts are noted (Brough et al, 2015;Hemy et al, 2016;Johnstone et al, 2016;Mitchell & Leachman, 2015;Newman et al, 2007). The University of Northern Colorado undergraduate human services program requires completion of a 450-clock hour internship.…”

Section: Discussionmentioning

confidence: 99%

“…Literature suggests that those concerns have merit. Interns have been found to experience high levels of stress, anxiety, health-related problems, and interpersonal conflicts (Brough, Correa-Velez, Crane, Johnstone, & Marston, 2015;Hemy, Boddy, Chee, & Sauvage, 2016;Johnstone, Brough, Crane, Marston, & Correa-Velez, 2016). Financially, students report that internships interfere with their ability to maintain the necessary employment required to pay tuition and basic living expenses (Brough et al, 2015;Johnstone et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Escalating tuition costs and decreased availability of financial assistance add to the financial strain (Mitchell & Leachman, 2015;Newman, Dannenfelser, Clemmons, & Webster, 2007). This is exacerbated by the preponderance of unpaid internships in the human services and other social and behavioral sciences (Brough et al, 2015;Crain, 2016;Gardner, 2010;Hemy et al, 2016;Johnstone et al, 2016;Lierman et al, 2017). It is additionally troubling that women are more likely to have unpaid internships than men (Crain, 2016;Gardener, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…It is additionally troubling that women are more likely to have unpaid internships than men (Crain, 2016;Gardener, 2010). These stressors are even more significant for nontraditional students who are dealing with higher levels of financial, employment, family and other responsibilities (Carnevale, Smith, Melton, & Price, 2015;Hemy et al, 2016;Zosky, White, Unger, & Mills, 2004).…”

Section: Introductionmentioning

confidence: 99%

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Undergraduate Internships: Conflicting Interests

Greene

2019

JET

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Internships are becoming an important component in undergraduate programs across a wide range of disciplines. Escalating financial and scheduling conflicts have been found to force students to make difficult decisions regarding participation. This mixed methods case study was conducted in a human services undergraduate program that requires a 450-clock hour internship. It was hypothesized that a majority of students would recommend either a shorter internship, or elimination of the requirement entirely. The opposite was found. A significant majority (X 2 [2, n = 86] = 47.53, p < .001) believed that the 450-clock hour internship was the appropriate length. This was consistent for females and non-traditional students, two at-risk groups for financial and scheduling conflicts. Qualitative responses suggested that students found successful ways to address the financial and scheduling concerns. This study provides support that students believe in the benefits of internship, even when facing financial and scheduling conflicts.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Undergraduate Internships: Conflicting Interests

Greene

2019

JET

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“…The skills required for effective placement experiences have been examined (McCafferty, 2018) and there has been an increasing interest in international placement experiences Zuchowski, Gopalkrishnan, King, & Francis, 2017). The negative effects of field education on students have been explored with the compulsory nature of placements being shown to be a burden, placing inordinate stress on students and potentially limiting optimal placement learning (Gair & Baglow, 2018;Hemy, Boddy, Chee, & Sauvage, 2016). Recommendations from Gair and Baglow's (2018) Australian study included increasing government financial support for tertiary students and greater flexibility in the social work curriculum, especially around field education.…”

Section: Literature Reviewmentioning

confidence: 99%

"There is competition": Facing the reality of field education in New Zealand

Hay

2018

ANZSWJ

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INTRODUCTION:Anecdotal evidence of increasing competition for field education placements has raised concerns about the availability of quality learning opportunities for students and so it was considered timely to examine stakeholder perspectives. METHOD:In late 2014, 15 tertiary educators from 11 tertiary institutions and 31 social work students from three Aotearoa New Zealand tertiary institutions engaged with the researcher in individual or focus group interviews on aspects of quality field education. FINDINGS:Overall, the tertiary educators revealed considerable pressure on them to secure quality student placements due to competition with other tertiary providers, limited placement opportunities in some locations, high workloads and inadequate funding. Students recognised these pressures but questioned whether the educators are adequately supported by the tertiary institution. Placement availability was also affected by organisations experiencing funding pressures, placement fatigue, limited space and physical resources, and high workloads.CONCLUSIONS: These qualitative findings raise questions for all the key stakeholders in field education: tertiary institutions, educators, social service organisations, the professional associations, the regulatory body and students. The findings from this study signal the need for a comprehensive, sector-wide examination of the social work field education context in Aotearoa New Zealand.

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A Look in the Mirror: Unveiling Human Rights Issues Within Social Work Education

Smith

Goins

Savani

2020

J. Hum. Rights Soc. Work

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Using a convergent parallel mixed-methods design, this study explored the financial effect of the field practicum requirement on BSW students. This project was conducted at a mid-sized university in the Southwest region of the United States where current and recent field students responded to surveys and social work field instructors and faculty participated in interviews. The study describes financial burdens and reveals human rights issues affecting nontraditional and underserved students that have answered the call to a career of serving the most vulnerable in society. This study fills a gap in the literature and provides recommendations for further research and anti-oppressive approaches for the academy to employ in the education of future social work professionals.

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Social Work Students ‘Juggling’ Field Placement

Cited by 35 publications

References 44 publications

Undergraduate Internships: Conflicting Interests

Undergraduate Internships: Conflicting Interests

"There is competition": Facing the reality of field education in New Zealand

A Look in the Mirror: Unveiling Human Rights Issues Within Social Work Education

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