The Impact of Managed Care on Field Instruction

Raskin, Miriam S.; Blome, Wendy Whiting

doi:10.1080/10437797.1998.10778932

Cited by 33 publications

(5 citation statements)

References 14 publications

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“…The issue of resources both within and without the educational institution was found to impact the field component. The changing practice environment was found by Raskin and Blome (1998) to have impacted the availability of field placements. Responding field directors reported agencies were withdrawing as field placement sites due to reduced resources, increased caseloads, and staff who had to document their time as billable units.…”

Section: Literature Reviewmentioning

confidence: 99%

“How do you do it?”: MSW Field Director Survey.

Dalton

Stevens²,

Maas-Brady

2011

ASW

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This paper reports on a survey of MSW field directors in the United States. Results indicate that in some areas there is similarity between field programs, such as field training and orientation, and the student placement process. There was great variety between field programs in the areas of student field requirements, student field credits, and field liaison faculty status. Most field programs report adequate resources but a significant minority report a lack of resources. The benefits of increasing specificity of mandated standards at the cost of lessened program flexibility is discussed.

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Section: Literature Reviewmentioning

confidence: 99%

“How do you do it?”: MSW Field Director Survey.

Dalton

Stevens²,

Maas-Brady

2011

ASW

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“…Recent changes in fieldwork settings brought about by restricted models of health care, most notably managed care (Berkman, 1996;Raskin & Blome, 1998;Urdang, 1999), have eroded the ability of many field supervisors to attend to questions…”

Section: Literature Reviewmentioning

confidence: 99%

What We Bring to Practice

Msw

et al. 2003

Journal of Teaching in Social Work

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This article describes "What We Bring to Practice," an innovative seven-week course designed to help students confront difficult questions about professional use of self. The course content concerns emotional reactions evoked by the client in the therapist, a phenomenon traditionally known as countertransference, and requires students to explore the basis of these reactions. In many public agencies supervision has become mainly administrative, allowing little time for reflection or guidance in dealing with difficult client situations. This course gives fourth semester MSW students tools for examining their reactions to clients and provides a model of peer supervision that they can carry with them into their careers. The article describes the background on teaching professional use of self in social work, describes the teaching meth-

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“…Educators struggle to find the best methods for infusing necessary knowledge and skills that address current needs, while remaining faithful to the profession's values, knowledge, and skill base. Over the past few years, social work educators have been encouraged to include specific knowledge and skills in educational curricula to ensure competency in this new service delivery environment (Kadushin, 1997;Raskin & Blome, 1998;Rosenberg, 1998;Shera, 1996;Strom-Gottfried, 1997;Volland et al, 1999).…”

Section: Social Work and Current Models Of Service Deliverymentioning

confidence: 99%

“…Other literature has suggested that social work education might include knowledge of managed care models and privatization (Brooks & Riley, 1996;Kadushin, 1997;Raskin & Blome, 1998;Strom-Gottfried, 1997;Volland et al, 1999), outcomes research (Corcoran & Gingerich, 1994;Strom-Gottfried, 1997;Volland et al, 1999), documentation (Brooks & Riley, 1996;Raskin & Blome, 1998;Volland et al, 1999), needs-based assessments (Brooks & Riley, 1996;Kadushin, 1997;Raskin & Blome, 1998;Strom-Gottfried, 1997;Volland et al, 1999), and case management strategies (Volland et al, 1999). Volland et al (1999) propose this can be accomplished if field instruction and classroom education become better integrated.…”

Section: Social Work and Current Models Of Service Deliverymentioning

confidence: 99%

Perceptions of Field Instructors: What Skills are Critically Important inManaged Care and Privatized Environments?

Kane¹,

Hamlin²,

Hawkins³

2000

ASW

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P Pe er rc ce ep pt ti io on ns s o of f F Fi ie el ld d I In ns st tr ru uc ct to or rs s: : W Wh ha at t S Sk ki il ll ls s A Ar re e C Cr ri it ti ic ca al ll ly y I Im mp po or rt ta an nt t i in n M Ma an na ag ge ed d C Ca ar re e a an nd d P Pr ri iv va at ti iz ze ed d E En nv vi ir ro on nm me en nt ts s? ?Abstract: There is an increasing demand for social work practitioners to work in managed care and privatized environments. In an attempt to build social work curriculum and identify important competencies needed in contemporary service environments, researchers investigated South Florida field instructors' (N=79) perceptions of necessary knowledge and skill to work in environments affected by privatization and managed care. This study's findings indicate that field instructors (98%) identified documentation as the most critically important skill for any social work position. Additionally, respondents identified intervention evaluation (95%), timefocused and needs-based assessments strategies (94%), and evaluation of progress through outcome measures (94%) as other critically important skills for current and future practitioners.

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The Impact of Managed Care on Field Instruction

Cited by 33 publications

References 14 publications

“How do you do it?”: MSW Field Director Survey.

“How do you do it?”: MSW Field Director Survey.

What We Bring to Practice

Perceptions of Field Instructors: What Skills are Critically Important inManaged Care and Privatized Environments?

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