Student social workers in school settings

Authors

  • Liz Gregson
  • Julann Fielding

DOI:

https://doi.org/10.1921/jpts.v8i2.372

Keywords:

therapeutic and statutory work, supervision, complementary learning opportunities

Abstract

Much has been written about the experiences of student social workers who are based in schools for their practice learning opportunity (Hafford-Letchield & Spatcher, 2007: Wilson & Hillison 2004: Craddock 2006: Fielding 2006). This article sets out to record the experience from the perspective of two Practice Assessors, who were employed by Newcastle City Council. Each Practice Assessor worked with approximately six students per year who were placed in a range of schools including primary schools, secondary school, schools for children with special educational needs and behavioural units. During the school holidays the students were placed in Children’s Social Care Services teams, which provided valuable experience of working in statutory settings. These are complex practice learning opportunities and the role of the Practice Assessor is pivotal. Students need to be motivated and pro-active, which has implications for careful matching of students to the learning opportunities available. This article examines the role of the Practice Assessor in relation to preparing students and link workers, identifying learning opportunities and supervising students.

References

Baginsky, M. (2007) <i>Schools, Social Services and Safeguarding Children: Past practice and future challenges</i>. London: NSPCC\nBaginsky, M. (2008) <i>Safeguarding Children in Schools</i>. London: Jessica Kingsley\nCorby, B. (2005) Inter-professional communication in child protection. in R. Carnwell and J. Buchanan (Eds.) <i>EffectivePractice in Health and</i> Social Care. Maidenhead: Open University Press\nCraddock, M. (2006) <i>Extended School Placements for Third Year BSc Social Work Students at the University of Northumbria- Evaluation of First year of Operation</i>. Newcastle: Northumbria University\nDepartment for Education and Skills (2004) <i>Every Child Matters: Working together to safeguard children</i>. London: DfES\nDoel, M. and Shardlow, S. (1998) <i>The New Social Work Practice: Exercises and activities for training and developing social worker</i>. Aldershot: Arena\nFielding, J. (2006) in <i>Skills for Care</i>, issue 6, Autumn\nFord, K. and Jones, A. (1987) <i>Student Supervision</i>. London: Macmillan\nGilligan, R. (2001) <i>Promoting Resilience</i>. London: British Association for Adoption and Fostering\nHafford-Letchfield, T. and Spatcher, P. (2007) Ideas in action. getting to know you: social work students’ experiences of direct work with children in educational settings. <i>Social Work Education</i>, 26, 3, 311–317\nParker, J., Hillison, K., and Wilson, L. (2003) SWISP: The Social Work Students in Schools Project. <i>Practice</i>, 15, 4, 69–87\nRiddell, S. and Tett, L. (Eds.) (2001) <i>Education, Social Justice and Inter-agency Working</i>. London: Routledge\nWilson, L. and Hillison, K. (2005) Back <i>to School for Social Work Students: The Social Workers in Schools Project (SWISP). Final Report of the Pilot Phase</i>. Hull: Universities of Hull and Lincoln.\n

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Published

2012-12-20

How to Cite

Gregson, L., & Fielding, J. (2012). Student social workers in school settings. The Journal of Practice Teaching and Learning, 8(2), 91-101. https://doi.org/10.1921/jpts.v8i2.372

Issue

Section

Articles