Thinking ‘Outside the Box’: A New Approach to Integration of Learning for Practice

Clapton, Gary; Cree, Viviene E.; Allan, Marie; Edwards, Ros; Forbes, Ruth; Irwin, Marie; MacGregor, Cynthia J.; Paterson, W. S. B.; Brodie, Ian; Perry, Richard

doi:10.1080/02615470701379826

Cited by 23 publications

(17 citation statements)

References 7 publications

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“…Students emphasised the gap between class-based learning and real-world issues. This finding is in keeping with the literature (Clapton et al, 2008;Vaicekauskaite et al, 2010;Wrenn & Wrenn, 2009). …”

Section: Discussionsupporting

confidence: 92%

“…A primary outcome for all professions is that future practitioners would be able to integrate their formal knowledge base with fieldwork practice and embed it in this practice (Clapton, Cree, Allan, Edwards, Forbes, Irwin, MacGregor, Paterson, Brodie & Perry, 2008) The central concern is "to bridge the gap between theory and practice, and between classroom and the field", which "has preoccupied social work education since its ery beginning" (Clapton et al, 2008:334;Vaicekauskaite, Algenaite & Vaiciuliene, 2010;Wrenn & Wrenn, 2009). There are few attempts in social work to define what the "integration of theory and practice" entails (Clapton, Cree, Allan, Edwards, Forbes, Irwin, Paterson & Perry, 2006:650).…”

Section: Integration Of Theory and Practice As Conceptual Frameworkmentioning

confidence: 99%

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Integration of Theory and Practice in Social Work: Challenges and Triumphs

Carelse

Dykes

2014

Social Work

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Section: Discussionsupporting

confidence: 92%

Section: Integration Of Theory and Practice As Conceptual Frameworkmentioning

confidence: 99%

Integration of Theory and Practice in Social Work: Challenges and Triumphs

Carelse

Dykes

2014

Social Work

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“…Learning to be a social worker requires significant input from both practitioners and academics, to ensure that social work education balances the tensions between field and academy and maximizes the potential of each (Webber et al, ). Creating opportunities for academics and practitioners to work more closely to support student learning from practice may help develop learning opportunities which reveal that “the gap between theory and practice” is “in fact, an artifice of the educational process itself” (Clapton, Cree, Allan, Edwards, Forbes, et al, :339).…”

Section: Resultsmentioning

confidence: 99%

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

Domakin

Curry²

2017

Child & Family Social Work

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The Frontline programme is a social work qualifying route, in England, featuring a different approach to curriculum design and delivery. Students are based in groups of 4, learning through practicing social work in a statutory child and family social work setting, alongside a Consultant Social Worker (in the role of practice educator). They are also supported by an Academic Tutor who works in partnership with the Consultant Social Worker to facilitate learning. A weekly “unit meeting” is a foundational aspect of the programme, providing opportunities for in‐depth discussion, teaching, and reflection on practice with families. The authors worked together over the first 2 cohorts of the programme and undertook action research to explore the learning opportunities that arise when academic staff and practitioners work side by side to support student learning in this model. Three broad themes were identified which were considered to be significant in helping students to learn which are explored in the paper: Learning through engaging in joint dialogue about practice in a unit meeting The influence of relationships on learning in social work The importance of a connected model of learning which has practice with children and families at its heart

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“…The findings were analysed using a code and retrieve approach in which data was cut up, coded and categorized (Coffey and Atkinson, 1996). A qualitative data package was used (NVIVO 8) to aid this process.…”

Section: Methods Of Analysismentioning

confidence: 99%

Effective Strategies for Communication? Student Views of a Communication Skills Course Eleven Years On

Dixon

2012

British Journal of Social Work

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The ability of social workers to communicate effectively has long been seen as a core skill. Despite this, there has been relatively little research into how communication skills teaching is transferred to practice. This article begins by summarising current knowledge about how communication skills are taught. It then outlines possible difficulties in using a reflective practice model in practice. The model of interviewing skills taught at York University is described. Original research findings are then presented in which qualified social workers who graduated from York University in 1998 were asked to evaluate the training they received Participants in the study were largely positive about the model taught and generally felt that they had adopted it into their own practice. Staff modelling of the theoretical model was highly valued and the effectiveness of the teaching was seen to rest in large part on the skill of the teaching staff. Participants felt that their work environments affected the degree to which they were able to practice the model. Despite this, participants felt that the model had assisted them in evaluating their own responses whilst interviewing service users in practice.

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Thinking ‘Outside the Box’: A New Approach to Integration of Learning for Practice

Cited by 23 publications

References 7 publications

Integration of Theory and Practice in Social Work: Challenges and Triumphs

Integration of Theory and Practice in Social Work: Challenges and Triumphs

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

Effective Strategies for Communication? Student Views of a Communication Skills Course Eleven Years On

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