Suitability for practice guidelines for students: A survey of Canadian social work programmes

Barlow, Constance A.; Coleman, Heather

doi:10.1080/0261547022000058206

Cited by 40 publications

(37 citation statements)

References 13 publications

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“…Although the admissions process attempts to assess professional suitability, field placements are generally regarded as the best opportunity for this evaluation (Gibbs, 1994); however, placing too much weight on this one evaluative mechanism may be problematic when field instructors are reluctant to fail students. Many field instructors are concerned that failing students may: reflect poorly on them as instructors, initiate an appeal process wherein the school may not support their decision, and negatively impact the student's career (Barlow & Coleman, 2003). They may also be concerned about the potential trauma experienced by all involved, as Samec (1995) found in a study with psychotherapy supervisors.…”

Section: Gatekeeping By Schools Of Social Workmentioning

confidence: 94%

“…CASWE (2013) accreditation standards require schools of social work to have policies regarding professional suitability. The definition, criteria, and assessment methods and tools used by schools may differ (Miller & Koerin, 1998), thereby contributing to a variety of practice guidelines and approaches across Canada (Barlow & Coleman, 2003).…”

Section: Gatekeeping By Schools Of Social Workmentioning

confidence: 99%

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Social Work Curriculum Review Case Study

Watters¹,

Cait²,

Oba³

2016

cswr

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This paper presents the findings from community focus groups, comprised of social service users, and explores the characteristics of effective social workers. Focus groups were conducted as part of a case study to inform a Master of Social Work (MSW) curriculum review at Wilfrid Laurier University’s Faculty of Social Work. Wilfrid Laurier University has two MSW programs—the MSW Aboriginal Field of Study (AFS) and a non-Aboriginal program. The case for this study was the non-Aboriginal MSW program. Ongoing program evaluation that includes feedback from service users honours the knowledge of marginalized communities, and is an accreditation requirement of the Canadian Association for Social Work Education (CASWE). Four focus groups were conducted with a total of 24 individuals who access programs from human service organizations that provide supportive housing, immigrant, or refugee services in the Kitchener-Waterloo area. Service users identified numerous characteristics of effective social workers, including kindness, cultural awareness, and strong communication skills, as well as the need to articulate and address issues of professional suitability. We conclude by querying whether the typical assessment of MSW students’ suitability for the profession is adequate, and provide the AFS wholistic and comprehensive evaluation as an example of an alternative approach to MSW student assessment.

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Section: Gatekeeping By Schools Of Social Workmentioning

confidence: 94%

Section: Gatekeeping By Schools Of Social Workmentioning

confidence: 99%

Social Work Curriculum Review Case Study

Watters¹,

Cait²,

Oba³

2016

cswr

View full text Add to dashboard Cite

show abstract

“…With a focus on policy and procedural development, this definition is consistent with the Council on Social Work Education's competency based accreditation for social work programs. Gatekeeping policies and procedures, as well as competency based education, can serve to shepherd students through the gates, and as the literature indicates, bar from entry those students who are poor fits with the profession (Gibbs, 1994a;GlenMaye and Oaks, 2002;Barlow and Coleman, 2003;LaFrance et al, 2004;Huff and Hodges, 2010).…”

Section: Gatekeeping Definedmentioning

confidence: 97%

“…Social service agencies expect higher education and schools of social work to prepare students with requisite knowledge, skills, and values to practice competently upon graduation (Barlow and Coleman, 2003). The nucleus of social work values articulated by the National Association of Social Workers (NASW) includes the concepts of service, competence and social justice as well as the need to respect the value of all human relationships.…”

Section: Ethical Issuesmentioning

confidence: 99%

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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“…The social work literature has been consistently clear about the responsibility graduate programs have to safeguard the profession, future clients, and society in general (Barlow & Coleman, 2003;Cole & Lewis, 1993;Lafrance et al, 2004;Leighninger, 2000;Moore & Urwin, 1990;Sowbel, 2012). Accreditation requirements have substantially influenced the role of gatekeeping within baccalaureate programs since the mid-1970s; the requirements exhort social work programs to "not avoid the difficult issue of failing inadequate students" (Cowburn, Nelson, & Williams, 2000, p. 635).…”

Section: Social Work Programsmentioning

confidence: 99%

Gatekeeping in Family Science Programs

Koepke

Barnett²

2014

FSR

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ABSTRACT. Family science programs strive to graduate students who are academically and personally competent to work effectively with families; however, little has been empirically documented about how students' academic and personal competencies are assessed and supported. Guided by Ecological Systems Theory, this study examined the gatekeeping practices of fifty undergraduate and graduate family science programs in the United States. Study findings indicated that the majority of family science programs support and assess their students' academic competencies, whereas fewer programs address students' personal competencies. It will be important for family science programs to consider the entire ecological system of their students to ensure their competence for future clients, institution, family science profession, and society.

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Suitability for practice guidelines for students: A survey of Canadian social work programmes

Cited by 40 publications

References 13 publications

Social Work Curriculum Review Case Study

Social Work Curriculum Review Case Study

Issues and Challenges in Gatekeeping: A Framework for Implementation

Gatekeeping in Family Science Programs

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