Appraising the Qualities of Social Work Students’ Theoretical Knowledge: A Qualitative Exploration

Van Bommel, M., Boshuizen, H. P. A., & Kwakman, K. (2012). Appraising the qualities of social work students' theoretical knowledge: A qualitative exploration. Vocations and Learning, 5, 277-295. doi:10.1007/s12186-012-9078-9Higher professional education aims to prepare students for entering practice with an adequate theoretical body of knowledge. In constructivist programmes, authentic learning contexts and self-directed learning are assumed to support knowledge learning and the transition from education to practice. Through an in-depth exploration, this case study aimed at defining and assessing the qualities of social work students’ theoretical knowledge at initial qualification. Participants were final-year bachelor’s students (n=18) in a constructivist professional programme of social work. Students’ knowledge concerning a real-life practical case was elicited through an interview and a form of concept mapping. A six-step procedure was used for a qualitative appraisal of students’ knowledge with the assistance of seven expert teachers. During this procedure an instrument for analysing knowledge qualities was developed, comprising 13 aspects representing four features of expert knowledge: extent, depth, structure, and critical control. Results showed that 13 students received high appraisals for their knowledge extent and depth. Only 4 students received high appraisals for knowledge structure and critical control. 5 Students who received overall lower appraisals seemed inhibited to show their knowledge qualities by preoccupations with self-concerns about their own professional role. Conclusion is that the majority of students needs more learning support for knowledge structure and critical control than offered by their constructivist programme. Further research is needed into the personal factors that influence students’ theoretical knowledge learning and which knowledge qualities can be reached by young adults in a four year educational programme.Hogeschool Arnhem Nijmege

Social work and sexuality, working with lesbians and gay men: what remains the same and what is different?

This paper looks at changes in social work practice with lesbians and gay men over the last fifteen years and specifically since the author's publication which addressed social work with lesbians and gay men (Brown, 1998b). The paper considers what the implications of some of those changes are for social work and is what would be described as 'a discussion paper' drawing on the existing literature and documents in the public domain and the author's own practice experience. The demise of the emphasis placed on relationship-based work, the author argues, affects all service users and carers including lesbians and gay men. To reclaim relationship-based social work would also be reclaiming the 'radical'; something that has got lost. To work effectively with lesbians and gay men requires this radical approach as it requires the ability to work with contradictions, to use the law as leverage to meet people's needs to apply knowledge effectively and to utilise competently communication skills in relationship based work

Teaching through the tension: resolving religious and sexuality based schism in social work education

English This article presents an approach to resolving religious and sexuality based schism amongst UK social work students. It explores how this classroom schism mirrored current religion and sexuality based tensions in wider society including social work education and social work services. It also identifies the challenges involved in attempting to resolve such a schism. A teaching model is proposed that examines the limits of any claims to anti-discriminatory practice; that clarifies what is and what is not a social work task in relation to religious texts; and the risks involved for each side of the schism. French Résoudre le clivage religion-sexualité dans la formation en travail social Cet article présente une approche permettant de résoudre le clivage entre la religion et la sexualité chez les étudiants de travail social au Royaume-Uni. Il s’intéresse au clivage observé dans les classes qui reflète les tensions présentes au sein de la société, y compris dans la formation et la pratique du travail social. Il identifie les défis à relever en vue d’atténuer un tel clivage. Un modèle d’enseignement y est proposé dans la ligne d’une pratique antidiscriminatoire. On y clarifie les liens entre le travail social et les textes religieux ainsi que les risques possibles des deux côtés du clivage. Spanish Enseñanza con tensión – la resolución religiosa y la sexualidad basaron una separación en la educación del trabajo social Este artículo presenta un enfoque sobre la religión y la sexualidad basado en estudiantes británicos de trabajo social. En él se explora cómo esta separación en la sala de clase duplicó la religión actual, y la sexualidad se basó en la preocupación de una sociedad más amplia incluyendo la educación del trabajo social y los servicios del trabajo social. También identifica los desafíos para intentar resolver tal separación. Se propone un modelo de enseñanza que examina los límites de cualquier demanda a la práctica anti-discriminatoria; eso aclara cuál es, y cuál no es, la tarea de trabajo social en relación con los textos religiosos y los riesgos implicados para cada lado de la separación