The Implicit Curriculum in Social Work Education: The Culture of Human Interchange

The Inside Story: A Survey of Social Work Students' Supervision and Learning Opportunities on Placement

“…There is also an expectation that students develop an ability to think reflectively, and cultivate concepts, such as the "use of self" and "professional demeanour" (Bogo & Wayne, 2013), but creating and preserving the space for reflective practice can be compromised by the prevailing discourse of managerialism found in practice (Chinnery & Beddoe, (2011).…”

Engaging MSW Students in Faculty Research: Students’ Perspectives of Involvement in a Program Evaluation

“…Although not a required part of social work education, engaging students in faculty research enhances the implicit curriculum as faculty are able to model professional behaviors of research practice, as suggested in Educational Policy and Accreditation Standards 3.2-Faculty (Bogo & Wayne, 2013, CSWE, 2015. However, few models for teaching research to social work students have involved direct engagement in such practices.…”

Partners in practice: Developing integrated learning opportunities on the Frontline child and family social work qualifying programme

“…Traditionally, qualifying programmes have followed a similar pattern, whereby the major responsibility for providing academic content lies with the university, and practice skill development occurs on placement (Crisp & Hosken, ). Bogo and Wayne argue that this division of tasks arises as a consequence of an “educational culture” within which we have become socialized into an expectation that the university will deliver academic teaching, and skills development occurs on placement (Bogo & Wayne, :10). This may partly explain why the predominant focus has been on linking theory and practice in classroom‐based teaching, with less emphasis on supporting integration of learning on placement with practice educators (Clapton, Cree, Allan, Edwards, Irwin, et al, ; Crisp & Hosken, ; Lee & Fortune, ).…”