Delivering Social Work Education on Case Reviews and Inquiry Reports: An Exploratory Study of Students' Perspectives in Northern Ireland

Autor/inn/en	Houston, Stan; McColgan, Mary
Titel	Delivering Social Work Education on Case Reviews and Inquiry Reports: An Exploratory Study of Students' Perspectives in Northern Ireland
Quelle	In: Child Care in Practice, 20 (2014) 4, S.415-435 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-5279
DOI	10.1080/13575279.2014.936363
Schlagwörter	Social Work; Mixed Methods Research; College Students; Curriculum; Inquiry; Case Studies; Anxiety; Foreign Countries; Undergraduate Study; Questionnaires; Females; Interviews; Course Content; Student Attitudes; Teaching Methods; Educational Quality; Instructional Effectiveness; Reports; Competence; Caseworkers; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Soziale Arbeit; Collegestudent; Curricula; Lehrplan; Rahmenplan; Case study; Fallstudie; Case Study; Angst; Ausland; Grundstudium; Fragebogen; Weibliches Geschlecht; Interviewing; Interviewtechnik; Kursprogramm; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Quality of education; Bildungsqualität; Unterrichtserfolg; Abschlussbericht; Berichten; Kompetenz
Abstract	It is self-evident that we live in the age of inquiry where the negative impact of risk has been examined through numerous formal processes. In the wake of such scrutiny, there have been repeated recommendations for better training of the professionals charged with safeguarding the welfare of vulnerable individuals. Yet there has been very little examination of how student social workers, in particular, evaluate this training. This exploratory study responded to this gap through a mixed-methods design centring on the views of qualifying and post-qualifying social work students attending courses within two regional universities in Northern Ireland. The study found that, in the main, the cohorts responded favourably to certain aspects of the curriculum and how they were delivered. That said, the emotive nature of the case review and inquiry reports was inadequately addressed in the classroom and was not processed afterwards through a psycho-social framework. In effect, students were often left with residual anxieties that potentially hampered learning. On the basis of the findings, the study calls for further research into this highly significant area of professional competence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10