Marion Bogo
Biographic Data
| ID | 1673323 |
|---|---|
| NAME | Marion Bogo |
| GIVEN NAMES | Marion |
| FAMILY NAME | Bogo |
| SIGNATURE | BOGO M |
| AFFILIATIONS | University of Toronto |
| ORCID | 0000-0003-0261-0323 |
| VERIFIED | Yes |
| TOTAL WORKS | 42 |
| TOTAL CITATIONS | 127 |
| AUTHOR COUNT | 42 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1986 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 6 |
Development and Evaluation of the Objective Structured Clinical Examination when Reporting Child Abuse and Neglect
Provoking Reflection in Action in Experienced Practitioners: An Educational Intervention
Stress experienced during high-risk decision-making may impair performance, but can also be a cue, provoking the move from intuitive and automatic application of expertise to reflective and deliberative approaches. This article reports an exploratory intervention designed to provoke reflection-in-action and, ultimately, to improve practice decision making in experienced clinicians. The intervention combined: classroom-based education on decision-…
Evaluating an embodied mindfulness approach to teach reflective practice to MSW students: A mixed methods case study
Reflection is a key component of practice, supporting social workers to learn from past experiences and navigate the uncertainty and ambiguity that is common within our work. While the benefits of reflective practice are well documented, there remains considerable debate as to how it is taught and evaluated, with variability across the health and social service professions. The authors sought to evaluate an embodied approach to teaching reflectiv…
Supervision of Information Communication Technologies in Social Work Practice: A Mixed Methods Study
The integration of informal information and communication technologies (ICTs) has transformed social work practice, yet the use of ICTs in practice is not commonly discussed in supervision. The aim of this sequential mixed methods study was to understand the factors associated with social workers’ discussion of informal ICT use in supervision, and the considerations that influence these discussions. A logistic regression was conducted using data …
Teaching Note—Preparing Advanced Standing Students for Social Work Practice
There have been longstanding debates about Master of Social Work (MSW) Advanced Standing programs. Many schools of social work offer Advanced Standing status to students with a Bachelor of Social Work (BSW) that allows students to enter directly into a concentrated and specialized second year of the MSW program. There are arguments that BSW programs are not equivalent to the foundational year of the MSW and do not adequately prepare students for …
Social work field instruction: A scoping review
Recognizing that despite what has been termed a ‘crisis’ in field education or practice learning, there exists a robust contemporary empirical literature illuminating a range of issues related to offering quality educational experiences to students in agency and community settings. The aim of this scoping review was to offer an overview and understanding of the contemporary field education empirical literature, focusing specifically on field inst…
Improving Professional Decision Making in Situations of Risk and Uncertainty: A Pilot Intervention
Social workers and other professionals providing mental health services are regularly required to make high-stakes decisions in situations characterised by conflicting demands. To better understand the factors that drive clinical decision making in situations of risk and uncertainty, we used a design-based research framework to pilot a new approach for improving professional decision making. The programme, which combined simulated interviews, a m…
Socialwork: An International Study Examining Social Workers’ Use of Information and Communication Technology
Information and Communication Technologies (ICTs) permeated social work practice before coronavirus disease 2019 (COVID-19). In addition to ICT-based formal services (e.g. e-counselling), social workers used ICTs informally as an adjunct to face-to-face practice. Building on our previous research, our cross-sectional online survey examined social workers’ informal use of ICTs in four countries: Canada, the USA, Israel and the UK. The survey was a…
Tolerating Risk: Professional Judgment in Suicide Risk Assessment
As a leading cause of death among those suffering from mental health problems, suicide is an issue that challenges policy makers, organizations, and practitioners alike. One outcome has been the implementation of standardized decision-making tools, developed through actuarial methods and aimed at limiting risks inherent in professional judgments. However, despite legislative and policy attempts to standardize the outcomes of risk assessment, prof…
Responding to Covid-19: New Trends in Social Workers’ Use of Information and Communication Technology
COVID-19 changed the context for Information and Communication Technology (ICT) use globally. With face-to-face practice restricted, almost all communication with clients shifted to ICTs. Starting in April 2019, we conducted semi-structured interviews with social workers from four agencies serving diverse populations in a large urban centre, with the aim of exploring social workers’ informal ICT use with clients. Approximately 6 weeks after the c…
Cognitive and affective processes: MSW students’ awareness and coping through simulated interviews
Social workers engage with and hold the emotional context of clients, while managing their own cognitive and affective reactions. As such, the importance of attending to social work students’ emotional reactions in the classroom to effectively prepare them for field education and practice has been recognized. A greater understanding of cognitive and affective processes and how to teach students to be increasingly self-aware can better equip futur…
The health social work competency rating scale: Development of a tool for education and practice
Integrating contextual competency frameworks into health social work education and practice can bolster student training and staff supervision strategies. This article describes the iterative development of a Health Social Work Competency Rating Scale (HSWCRS), generated using a competency framework tested through simulation and an iterative research process with healthcare social workers. A modified Delphi method consisting of an e-mail question…
Canadian Social Work Field Education During a Global Pandemic: A Comparison of Student and Field Instructor Perspectives
The COVID-19 pandemic has significantly affected all aspects of social work education, including field education. The Transforming the Field Education Landscape (TFEL) partnership conducted two national online surveys to determine the impacts of the pandemic on social work field education. The first survey explored the perspectives of students and received responses from 367 Bachelor of Social Work (BSW) and Master of Social Work (MSW) students. …
Simulation in Social Work Education: A Scoping Review
Purpose: This article presents a scoping review that synthesized empirical studies on simulation in social work (SW) education. The review maps the research examining characteristics of simulation studies in SW education and emerging best practices. Method: Using Arksey and O’Malley’s scoping review framework to develop the methodology and following the PRISMA-ScR checklist, we selected 52 studies for this review. Results: Most studies were publi…
Students’ conceptualization of culture and diversity with a simulated client
Teaching students about culture and diversity in social work practice is a complex and important task for social work educators. In this study, we assessed students’ conceptualization of culture and diversity factors following a simulated interview. Participants (N = 57 MSW students) completed a reflection questionnaire post-simulation and we conducted thematic analysis of the data. Three themes emerged: 1) culture and diversity impacted the inte…
Clients and case managers as neoliberal subjects? Shaping session tasks and everyday interactions with severely mentally ill (SMI) clients
This article explores how multiple contexts – professional knowledge (e.g. case management), institutional practices (e.g. New Public Management), and mental health policies and legislations (e.g. Mental Health Act) – under neoliberal governance (re)produce ways social workers interact with their clients in moment-to-moment interactions. It is part of a larger process and outcome research project on cross-cultural social work practice in outpatie…
Enactments of racial microaggression in everyday therapeutic encounters
Ruptures, including racial microaggressions, are inevitable in therapy. Because they are subtle and subject to alternative explanations, identifying and illustrating racial microaggressions have been challenging. To critically reflect on such ruptures and ultimately repair the alliance with clients, scholars urge the significance of studying “how” racial microaggressions emerge and become visible in psychotherapy. Drawn from transcripts of actual…
Cognitive and Affective Elements of Practice Confidence in Social Work Students and Practitioners
Confidence has been identified as both a positive outcome of social work education and as a factor which in excess (defined as overconfidence) can lead to diagnostic error. This study sought to better understand the nature of professional confidence and investigate factors that might be associated with confidence in performance in a clinical interview among social work students and experienced social work practitioners. In this study, thirty-seve…
Field Education for Clinical Social Work Practice: Best Practices and Contemporary Challenges
Suicide risk assessments: Examining influences on clinicians’ professional judgment
Professional judgment in complex clinical situations such as the assessment of suicide risk encompasses a multifaceted cognitive understanding of the substantive issues, technical expertise, and emotional awareness. This experimental design study investigated the degree to which the previous work-related experiences of clinicians and their preexisting emotional state influence professional judgment regarding acute risk in patients presenting with…
Acting Like It Matters: A Scoping Review of Simulation in Child Welfare Training
Simulation-based training is often used to prepare health practitioners and is increasingly employed to train child welfare workers. This scoping review systematically searched the published and grey literature for studies that evaluated training for child welfare practitioners and used simulation methods that included standardized actors. Three studies met inclusion criteria, all documenting improvement in participants' use of specific skills. O…
Illuminating Students’ Pre-Practicum Conceptual and Emotional States: Implications for Field Education
Pre-practicum student reflections were studied using an Objective Standard Clinical Examination adapted for social work. One hundred and nine students conducted simulated interviews and immediately wrote answers to reflective questions. Reflections were studied using descriptive qualitative methodology. Three patterns emerged: students rely primarily on their personal and/or professional experience rather than theoretical knowledge; they are easi…
Perfect Opportunity Perfect Storm? Raising the Standards of Social Work Education in England
Government plans to reform social work in England, led by the Social Work Reform Board, have resulted in far-reaching changes to social work education. These include establishment of The College of Social Work and adoption of its Professional Capability Framework, and transfer of regulation to the Health and Care Professions Council whose Standards of Proficiency competences gate-keep the threshold to practice. A critical scrutiny of the literatu…
Response to the Concerns Raised by Burgess, Barcham and Kearney about 'Perfect Opportunity--Perfect Storm? Raising the Standards of Social Work Education in England
We welcome the opportunity provided by the Editors of the BJSW to debate the points raised by Burgess and her colleagues (2014, 7) and further clarify our paper (2014, 6). As we indicated in the original paper, its aim was first to generate a critical analysis of the recent changes in social work education in England, and second to support our analysis with documentary evidence in light of our concern that aspects of the social work education cha…
The Implicit Curriculum in Social Work Education: The Culture of Human Interchange
This article focuses on the culture of human interchange, which is included as a component of the implicit curriculum in the current EPAS. It presents the use of the implicit curriculum concept in teacher and medical education as a context for its application to social work education. The authors argue that professional behaviors taught in the explicit curriculum of the classroom need to be consciously reinforced in the many venues and through th…
Confidence and Professional Judgment in Assessing Children’s Risk of Abuse
Objective: Child welfare agencies have moved toward standardized risk assessment measures to improve the reliability with which child’s risk of abuse is predicted. Nevertheless, these tools require a degree of subjective judgment. Research to date has not substantially investigated the influence of specific context and worker characteristics on professional judgment in the use of risk assessment measures. Method: This research utilized standardiz…
Evaluating an Objective Structured Clinical Examination (OSCE) Adapted for Social Work
Objectives: To evaluate an objective structured clinical examination (OSCE) adapted for social work in a lab course and examine the degree to which it predicts competence in the practicum. Method: 125 Masters students participated in a one-scenario OSCE and wrote responses to standardized reflection questions. OSCE performance and reflections were rated on previously standardized scales, competence in field was evaluated using the online practice…
Changing Times: Understanding Social Workers' Motivation to Be Field Instructors
Renewing the profession of social work is historically dependent on social work practitioners volunteering to be field educators for students placed in their agencies. During the past decade, with massive funding cuts to social and health services and changes in professional practice, the availability of field instructors has been threatened. This article reports on social workers' motivations to become field instructors. The findings from qualit…
Moving Beyond the Administrative: Supervisors' Perspectives on Clinical Supervision in Child Welfare
This study contributes to the emerging knowledge base of child welfare supervision. An exploratory study examined the beliefs, practices, and experiences of 51 child welfare supervisors in Ontario, Canada. Eight focus groups were held with supervisors from a range of settings cross the province. The study identified a number of interwoven factors at the organizational, supervisory, and practice level that affect the nature of supervision offered.…
The Implicit Curriculum in Social Work Education: The Culture of Human Interchange
This article focuses on the culture of human interchange, which is included as a component of the implicit curriculum in the current EPAS. It presents the use of the implicit curriculum concept in teacher and medical education as a context for its application to social work education. The authors argue that professional behaviors taught in the explicit curriculum of the classroom need to be consciously reinforced in the many venues and through th…
Critical Issues in Cross-Cultural Counseling Research: Case Example of an Ongoing Project
Cross-cultural counseling practice is characterized by a proliferation of opinions without empirical substantiation. Most research in this area is based on survey or analog studies that do not address practice issues in terms of outcome or actual clinical process. The authors examine issues in cross-cultural counseling and research, using illustrations from an ongoing study.El consejo intercultural se caracteriza por medio de la generación de opi…
Cognitive and Affective Elements of Practice Confidence in Social Work Students and Practitioners
Confidence has been identified as both a positive outcome of social work education and as a factor which in excess (defined as overconfidence) can lead to diagnostic error. This study sought to better understand the nature of professional confidence and investigate factors that might be associated with confidence in performance in a clinical interview among social work students and experienced social work practitioners. In this study, thirty-seve…
Perfect Opportunity Perfect Storm? Raising the Standards of Social Work Education in England
Government plans to reform social work in England, led by the Social Work Reform Board, have resulted in far-reaching changes to social work education. These include establishment of The College of Social Work and adoption of its Professional Capability Framework, and transfer of regulation to the Health and Care Professions Council whose Standards of Proficiency competences gate-keep the threshold to practice. A critical scrutiny of the literatu…
The Development of an Online Practice-Based Evaluation Tool for Social Work
Objective: This paper describes the development of a practice-based evaluation (PBE) tool that allows instructors to represent their student’s clinical performance in a way that is sufficiently authentic to resonate with both instructors and students, is psychometrically sound, and is feasible in the context of real practice. Method: A new online evaluation tool was designed to address several of the problems associated with previous methods of e…
Consultation in social work education in the international context
Socialwork: An International Study Examining Social Workers’ Use of Information and Communication Technology
Information and Communication Technologies (ICTs) permeated social work practice before coronavirus disease 2019 (COVID-19). In addition to ICT-based formal services (e.g. e-counselling), social workers used ICTs informally as an adjunct to face-to-face practice. Building on our previous research, our cross-sectional online survey examined social workers’ informal use of ICTs in four countries: Canada, the USA, Israel and the UK. The survey was a…
Illuminating Students’ Pre-Practicum Conceptual and Emotional States: Implications for Field Education
Pre-practicum student reflections were studied using an Objective Standard Clinical Examination adapted for social work. One hundred and nine students conducted simulated interviews and immediately wrote answers to reflective questions. Reflections were studied using descriptive qualitative methodology. Three patterns emerged: students rely primarily on their personal and/or professional experience rather than theoretical knowledge; they are easi…
Social work education and practice: Planning for the future
In planning for the future, schools of social work need good-quality information about current and future anticipated changes which affect the nature of social work practice. A wide variety of methods are available to conduct “futures studies” to assist schools with this planning. This article reviews the international literature on futures studies in social work and concludes that a high-quality study requires substantial funding, the meaningful…
Clients and case managers as neoliberal subjects? Shaping session tasks and everyday interactions with severely mentally ill (SMI) clients
This article explores how multiple contexts – professional knowledge (e.g. case management), institutional practices (e.g. New Public Management), and mental health policies and legislations (e.g. Mental Health Act) – under neoliberal governance (re)produce ways social workers interact with their clients in moment-to-moment interactions. It is part of a larger process and outcome research project on cross-cultural social work practice in outpatie…
Creating Effective University-Field Partnerships: An Analysis of Two Interorganization Models for Field Education
In an effort to address the dynamics between university and field settings this paper presents a conceptual framework that can be used to explore the differences between interorganization models for field education. The framework includes four key components. These are ensuring a commitment to education, offering strong organizational supports and resources, building effective collaborative relations, and developing effective communication and re…
Field instruction based on a social development practice model: The example of Sri Lanka
Improving Professional Decision Making in Situations of Risk and Uncertainty: A Pilot Intervention
Social workers and other professionals providing mental health services are regularly required to make high-stakes decisions in situations characterised by conflicting demands. To better understand the factors that drive clinical decision making in situations of risk and uncertainty, we used a design-based research framework to pilot a new approach for improving professional decision making. The programme, which combined simulated interviews, a m…
Tolerating Risk: Professional Judgment in Suicide Risk Assessment
As a leading cause of death among those suffering from mental health problems, suicide is an issue that challenges policy makers, organizations, and practitioners alike. One outcome has been the implementation of standardized decision-making tools, developed through actuarial methods and aimed at limiting risks inherent in professional judgments. However, despite legislative and policy attempts to standardize the outcomes of risk assessment, prof…
Canadian Social Work Field Education During a Global Pandemic: A Comparison of Student and Field Instructor Perspectives
The COVID-19 pandemic has significantly affected all aspects of social work education, including field education. The Transforming the Field Education Landscape (TFEL) partnership conducted two national online surveys to determine the impacts of the pandemic on social work field education. The first survey explored the perspectives of students and received responses from 367 Bachelor of Social Work (BSW) and Master of Social Work (MSW) students. …
Students’ conceptualization of culture and diversity with a simulated client
Teaching students about culture and diversity in social work practice is a complex and important task for social work educators. In this study, we assessed students’ conceptualization of culture and diversity factors following a simulated interview. Participants (N = 57 MSW students) completed a reflection questionnaire post-simulation and we conducted thematic analysis of the data. Three themes emerged: 1) culture and diversity impacted the inte…
Enactments of racial microaggression in everyday therapeutic encounters
Ruptures, including racial microaggressions, are inevitable in therapy. Because they are subtle and subject to alternative explanations, identifying and illustrating racial microaggressions have been challenging. To critically reflect on such ruptures and ultimately repair the alliance with clients, scholars urge the significance of studying “how” racial microaggressions emerge and become visible in psychotherapy. Drawn from transcripts of actual…
Development and Initial Evaluation of the Cyber-Counseling Objective Structured Clinical Examination (Cosce)
Objectives: This study developed and validated the Cyber-Counseling Objective Structured Clinical Examination (COSCE), a method and tool used to assess the competence level of trainees and professionals who practice cyber-counseling. Method: The COSCE’s development involved the creation of a cyber-counseling performance rating scale and two simulated client scenarios, and the recruitment and training of three raters. The COSCE was tested on six m…
Evaluating a Scale to Measure Student Competencies in Macro Social Work Practice
This article outlines the development of an evaluation tool for measuring student competency in macrolevel social work practice. Researchers followed a multistage process that incorporated the wisdom of experienced field instructors in identifying key competencies for practice, ranking performance levels in each competency, and evaluating the reliability and validity of the scale. The resulting Macro Practice-Based Evaluation tool includes six sk…
Field Instructor Competence in Group Supervision: Students' Views
Group supervision is recommended in the literature as an efficient method for field education, especially in the context of reduced agency resources for field instruction. This qualitative interview study explored the experiences of 18 MSW students who received group supervision as the primary method of field instruction. The competence of the field instructor to manage group supervision emerged as the crucial element leading to the perception of…
Collaboration in adaptation of knowledge for social work education for practice: A Canada/Japan experience
Field instruction based on a social development practice model: The example of Sri Lanka
Consultation in social work education in the international context
Collaboration in adaptation of knowledge for social work education for practice: A Canada/Japan experience
Creating Effective University-Field Partnerships: An Analysis of Two Inter-Organization Models for Field Education
In an effort to address the dynamics between university and field settings this paper presents a conceptual framework that can be used to explore the differences between inter-organization models for field education. The framework includes four key components. These are ensuring a commitment to education, offering strong organizational supports and resources, building effective collaborative relations, and developing effective communication and r…
Creating Effective University-Field Partnerships: An Analysis of Two Interorganization Models for Field Education
In an effort to address the dynamics between university and field settings this paper presents a conceptual framework that can be used to explore the differences between interorganization models for field education. The framework includes four key components. These are ensuring a commitment to education, offering strong organizational supports and resources, building effective collaborative relations, and developing effective communication and re…
Social work education and practice: Planning for the future
In planning for the future, schools of social work need good-quality information about current and future anticipated changes which affect the nature of social work practice. A wide variety of methods are available to conduct “futures studies” to assist schools with this planning. This article reviews the international literature on futures studies in social work and concludes that a high-quality study requires substantial funding, the meaningful…
Changing Times: Understanding Social Workers' Motivation to Be Field Instructors
Renewing the profession of social work is historically dependent on social work practitioners volunteering to be field educators for students placed in their agencies. During the past decade, with massive funding cuts to social and health services and changes in professional practice, the availability of field instructors has been threatened. This article reports on social workers' motivations to become field instructors. The findings from qualit…
Critical Issues in Cross-Cultural Counseling Research: Case Example of an Ongoing Project
Cross-cultural counseling practice is characterized by a proliferation of opinions without empirical substantiation. Most research in this area is based on survey or analog studies that do not address practice issues in terms of outcome or actual clinical process. The authors examine issues in cross-cultural counseling and research, using illustrations from an ongoing study.El consejo intercultural se caracteriza por medio de la generación de opi…
Field Instructor Competence in Group Supervision: Students' Views
Group supervision is recommended in the literature as an efficient method for field education, especially in the context of reduced agency resources for field instruction. This qualitative interview study explored the experiences of 18 MSW students who received group supervision as the primary method of field instruction. The competence of the field instructor to manage group supervision emerged as the crucial element leading to the perception of…
Moving Beyond the Administrative: Supervisors' Perspectives on Clinical Supervision in Child Welfare
This study contributes to the emerging knowledge base of child welfare supervision. An exploratory study examined the beliefs, practices, and experiences of 51 child welfare supervisors in Ontario, Canada. Eight focus groups were held with supervisors from a range of settings cross the province. The study identified a number of interwoven factors at the organizational, supervisory, and practice level that affect the nature of supervision offered.…
Achieving Competence in Social Work through Field Education
Introduction * Context * Professional Practice * Competence * Perspectives on Student Learning * Facilitating Student Learning * Principles and Methods * Approaches and Formats * Evaluation of Competence * Toward Multiple Approaches Appendix: Evaluation Tools References
Field Education as the Signature Pedagogy of Social Work Education
In its EPAS, CSWE (2008) identifies field education as the signature pedagogy (Shulman, 2005b) of social work education. This article analyzes the field education– signature pedagogy fit. It finds congruence in selected organizational arrangements that are pervasive and routine, and disparities with respect to expectations about public student performance, peer accountability, the view of adaptive anxiety, and accountable talk. This article asser…
Confidence and Professional Judgment in Assessing Children’s Risk of Abuse
Objective: Child welfare agencies have moved toward standardized risk assessment measures to improve the reliability with which child’s risk of abuse is predicted. Nevertheless, these tools require a degree of subjective judgment. Research to date has not substantially investigated the influence of specific context and worker characteristics on professional judgment in the use of risk assessment measures. Method: This research utilized standardiz…
The Development of an Online Practice-Based Evaluation Tool for Social Work
Objective: This paper describes the development of a practice-based evaluation (PBE) tool that allows instructors to represent their student’s clinical performance in a way that is sufficiently authentic to resonate with both instructors and students, is psychometrically sound, and is feasible in the context of real practice. Method: A new online evaluation tool was designed to address several of the problems associated with previous methods of e…
Development and Initial Evaluation of the Cyber-Counseling Objective Structured Clinical Examination (Cosce)
Objectives: This study developed and validated the Cyber-Counseling Objective Structured Clinical Examination (COSCE), a method and tool used to assess the competence level of trainees and professionals who practice cyber-counseling. Method: The COSCE’s development involved the creation of a cyber-counseling performance rating scale and two simulated client scenarios, and the recruitment and training of three raters. The COSCE was tested on six m…
Evaluating an Objective Structured Clinical Examination (OSCE) Adapted for Social Work
Objectives: To evaluate an objective structured clinical examination (OSCE) adapted for social work in a lab course and examine the degree to which it predicts competence in the practicum. Method: 125 Masters students participated in a one-scenario OSCE and wrote responses to standardized reflection questions. OSCE performance and reflections were rated on previously standardized scales, competence in field was evaluated using the online practice…
Evaluating a Scale to Measure Student Competencies in Macro Social Work Practice
This article outlines the development of an evaluation tool for measuring student competency in macrolevel social work practice. Researchers followed a multistage process that incorporated the wisdom of experienced field instructors in identifying key competencies for practice, ranking performance levels in each competency, and evaluating the reliability and validity of the scale. The resulting Macro Practice-Based Evaluation tool includes six sk…
The Implicit Curriculum in Social Work Education: The Culture of Human Interchange
This article focuses on the culture of human interchange, which is included as a component of the implicit curriculum in the current EPAS. It presents the use of the implicit curriculum concept in teacher and medical education as a context for its application to social work education. The authors argue that professional behaviors taught in the explicit curriculum of the classroom need to be consciously reinforced in the many venues and through th…
Acting Like It Matters: A Scoping Review of Simulation in Child Welfare Training
Simulation-based training is often used to prepare health practitioners and is increasingly employed to train child welfare workers. This scoping review systematically searched the published and grey literature for studies that evaluated training for child welfare practitioners and used simulation methods that included standardized actors. Three studies met inclusion criteria, all documenting improvement in participants' use of specific skills. O…
Illuminating Students’ Pre-Practicum Conceptual and Emotional States: Implications for Field Education
Pre-practicum student reflections were studied using an Objective Standard Clinical Examination adapted for social work. One hundred and nine students conducted simulated interviews and immediately wrote answers to reflective questions. Reflections were studied using descriptive qualitative methodology. Three patterns emerged: students rely primarily on their personal and/or professional experience rather than theoretical knowledge; they are easi…
Perfect Opportunity Perfect Storm? Raising the Standards of Social Work Education in England
Government plans to reform social work in England, led by the Social Work Reform Board, have resulted in far-reaching changes to social work education. These include establishment of The College of Social Work and adoption of its Professional Capability Framework, and transfer of regulation to the Health and Care Professions Council whose Standards of Proficiency competences gate-keep the threshold to practice. A critical scrutiny of the literatu…
Response to the Concerns Raised by Burgess, Barcham and Kearney about 'Perfect Opportunity--Perfect Storm? Raising the Standards of Social Work Education in England
We welcome the opportunity provided by the Editors of the BJSW to debate the points raised by Burgess and her colleagues (2014, 7) and further clarify our paper (2014, 6). As we indicated in the original paper, its aim was first to generate a critical analysis of the recent changes in social work education in England, and second to support our analysis with documentary evidence in light of our concern that aspects of the social work education cha…
Field Education for Clinical Social Work Practice: Best Practices and Contemporary Challenges
Suicide risk assessments: Examining influences on clinicians’ professional judgment
Professional judgment in complex clinical situations such as the assessment of suicide risk encompasses a multifaceted cognitive understanding of the substantive issues, technical expertise, and emotional awareness. This experimental design study investigated the degree to which the previous work-related experiences of clinicians and their preexisting emotional state influence professional judgment regarding acute risk in patients presenting with…
Cognitive and Affective Elements of Practice Confidence in Social Work Students and Practitioners
Confidence has been identified as both a positive outcome of social work education and as a factor which in excess (defined as overconfidence) can lead to diagnostic error. This study sought to better understand the nature of professional confidence and investigate factors that might be associated with confidence in performance in a clinical interview among social work students and experienced social work practitioners. In this study, thirty-seve…
Psychology (34 works) · Social Work (28 works) · Social Work Education and Practice (27 works) · Sociology (27 works) · Political science (25 works) · Medicine (22 works) · Interprofessional Education and Collaboration (21 works) · Engineering (18 works) · Medical education (17 works) · Pedagogy (17 works)