Assessing Social Work Students On Practicum at the United Arab Emirates University (UAEU): Challenges and Implications.

Authors

  • TAGHREED MAHMOUD Abu Sarhan United Arab Emirates Univeristy
  • Prospera Tedam Social Wellbeing Dept. United Arab Emirates University (UAEU)

DOI:

https://doi.org/10.1921/jpts.v17i3.1432

Abstract

Assessing Social Work Students On Practicum at the United Arab Emirates University (UAEU): Challenges and Implications.

Dr. Taghreed M. Abu Sarhan¹ (Director of Field Education)

Dr Prospera Tedam

Social Wellbeing Dept. UAEU

Contact: abusarhan@uaeu.ac.ae

Abstract

The Social Work program at the United Arab Emirates University (UAEU) is the first and the only program-training students for Masters in Social Work (MSW) in the United Arab Emirates. MSW students are required to undertake 500 hours of practice in the field MSW while Bachelor in Social Work (BSW) students are required to complete 400 hours of practicum.

This paper outlines both BSW and MSW practicum courses and examines the assessment tools and methods that contribute to their readiness for practice upon qualifying.  The authors explore the framework in practicum settings in the UAE and critically reflect on the challenges of the current assessment methods in preparing professional social workers for practice upon graduation. The absence of service user contribution in the assessment process is considered a major disadvantage to the holistic development of social workers in the UAE and will be examined.  Significantly, the two authors who are both female address the issue of gender within the context of assessment due to gender segregation in field practicum linked to the cultural and religious requirements in the UAE.  The paper concludes with a number of recommendations to improve the assessment of social work students at both BSW and MSW levels at the United Arab Emirates University.

Keywords: Social Work, Practicum, UAEU, Assessment methods, BSW and MSW.

 

Author Biography

TAGHREED MAHMOUD Abu Sarhan, United Arab Emirates Univeristy

Department of Social Wellbeing

References

References

AASW (2012) Australian Social Work Education and Accreditation Standards (ASWEAS). Online at https://www.aasw.asn.au/document/item/3553 [accessed on 30 May 2020]

Al Bahar, M. (2011). Social work education in the UAE: Local reality and global challenges. In S. Stanley (Ed.), Social work education in countries of the East: Issues and challenges (pp. 563–578). New York, NY: Nova Science Publishers.

Albrithen, A. & Briskman, L. (2015). Social Work Ethics in Saudi Arabia: An Exploration. The British Journal of Social Work. 45(7). 2192–2209.

Al-Krenawi, A., & Graham, J. R. (2000). Islamic theology and prayer relevance for social work practice. International Social Work, 43(3). 289–304. doi: 10.1177/002087280004300303

Al-Krenawi, A., & Graham, J. R. (2003). Principles of social work practice in the Muslim Arab world. Arab Studies Quarterly, 25(4), 75–91.

Bahrick, A. S., Russell, R. K., & Salmi, S. W. (1991). The effects of role induction on trainees' perceptions of supervision. Journal of Counseling and Development: Jcd, 69(5), 434–434.

Barise. A. (2005). Social work with Muslims: insights from the teachings of islam. Critical Social Work, 6. https://doi.org/10.22329/csw.v6i2.5660

Bogo, M., Regehr, C., Katz, E., Mylopoulos, M., Logie, C., & Regehr, G. (2013). Adapting objective structured clinical examinations to assess social work students' performance and reflections. Journal of Social Work Education

Cowburn, M., Nelson, P., & Williams, J. (2000). Assessment of social work students: standpoint and strong objectivity. Social Work Education, 19(6), 627–637

Damron-Rodriguez, J. A., Lawrance, F. P., Barnett, D., & Simmons, J. (2006). Developing geriatric social work competencies for field education. Journal of Gerontological Social Work, 48(1/2), 139–160.

Department of Social Work / UAEU BSW Manual for Practicum Course, 2016 revised 2020 [Internal Communication]

Department of Social Work / UAEU MSW Manual for Practicum Courses, 2016 revised 2020 [Internal Communication]

Department of Social Work / UAEU Students Handbook. [Internal Communication]

Department of Social Work / UAUE Study Reports 2016, 2019 [Internal Communication]

Field,P., Jasper,C., & Littler,L. (2014) Practice Education in Social Work. Achieving Professional Standards. St Albans. Critical Publishing

Finch, J. & Taylor, I. (2013) Failure to Fail? Practice educators’ emotional experiences of assessing failing social work students. Social Work Education. The International Journal. 32(2) p.244-258

Goian, C. (2013). Teaching social work practice. Bucureşti: Pro Universitaria.

Hicks, S. (2015) Social work and gender: An argument for practical accounts. Qualitative Social Work. 14(4): 471–487.

Hodge, D. R. (2005). Social work and the house of islam: orienting practitioners to the beliefs and values of muslims in the united states. Social Work, 50(2), 162–73.

Kuyini,A.B., Powell, O.H., & Nair, S.N. (2020) Social work students’ attitudes, sel-efficacy and concerns about clients with developmental and psychiatric disabilities in the United Arab Emirates. Social Work Education. The international Journal. Advance Access DOI: 10.1080/02615479.2020.1712351

Lee, T.-yan. (2007). The use of information technology to enhance the quality of teaching and learning in social work practicum: an example from the city university of Hong Kong. Journal of Technology in Human Services, 25(1-2), 123–126. https://doi.org/10.1300/J017v25n01_08

Maclean,S. & Harrison, R (2015) Theory and Practice. A Straightforward Guide. Litchfield. Kirwin Maclean.

Parker,J and Crabtree, S. (2014a) Fish Need Bicyles: An exploration of the perception of male social work students on a qualifying course. British Journal of Social Work 44(2). 310-327

Shardlow,S and Doel,M. (1996) Practice Learning and Teaching. London. Palgrave Macmillan.

Simpson,G. and Murr, A. (2013) The ‘not yet competent’ student: Exploring the narratives of failure. Journal of Practice Teaching and Learning 11(3), pp 118-134

Sloan, L.M., Bromfield, N., Matthews, J., & Smith-Rotabi, K. (2017). Social work education in the Arab Gulf: Challenges and opportunities. Journal of Religion and Spirituality in Social Work: Social Thought, 36:1-2, 199-214, DOI: 10.1080/15426432.2017.1311247

Sloan, L.M., Saleh, A., Al-Mannai, S., Al-Kaabi, I. & Al-Kawari, K. (2010). Social work education in Qatar. In S. Stanley (Ed.). Social Work Education in Countries of the East: Issues and Challenges. Hauppauge, NY: Nova Publishers.

Social Work England (2020) Guidance on Practice Placements. Online at https://www.socialworkengland.org.uk/standards/guidance-documents/practice-placements-guidance/ [accessed on 30 May 2020]

Soliman, H. (2013) Social Work in the Middle East. New York: Routledge Press.

Soliman, H. H. & Elmegeid, H. S. A. (2010). The challenges of modernization and social work education in developing countries: The case of Egypt. International Social Work, 53(1), 101-114.

Stone, C. (2018). Transparency of assessment in practice education: the tape model. Social Work Education, 37(8). 37(8) 977-994

Tedam, P.(2020) Social distancing and social work field placements. Journal of Practice Teaching & Learning. Advance Access https://journals.whitingbirch.net/index.php/JPTS/article/view/1372/1462

The Social Work Department / UAEU Practicum Manual (2016 – 2020)

The UAEU Students Handbook, (2016 -2018)

United Arab Emirates National Qualifications Authority, 2017

Wayne, J., Bogo, M., & Raskin, M. (2010). Field education as the signature pedagogy of social work education. Journal of Social Work Education, 46(3), 327–339. doi:10.5175/jswe.2010.200900043

Downloads

Published

2021-01-24

How to Cite

Abu Sarhan, T. M., & Tedam, P. (2021). Assessing Social Work Students On Practicum at the United Arab Emirates University (UAEU): Challenges and Implications. The Journal of Practice Teaching and Learning, 17(3), 31-46. https://doi.org/10.1921/jpts.v17i3.1432
Received 2020-05-30
Accepted 2020-09-09
Published 2021-01-24