WELFARE DEVELOPMENT IN SOCIAL WORK PRACTICUM:
COLLABORATING ISSUES AND CHALLENGES
Muhamad Fadhil Nurdin, Azlinda Azman, Soni Akhmad Nulhakim and Mohd Khairul Hafiz Omar
Abstract
The welfare concept and development have the wider meaning and has been widely criticized. The welfare development can be to focus in social work practicum. As in many schools of Social Work, we have examined how collaboration USM-UNPAD Model based on students experience in community practicum. This activities as main curriculum in social work education had an impact on learning in meaningful ways for students during a six‐week alternative student’s placement. The wider context in this collaboration has impact to relation between faculties, universities and both countries. We investigated cognitive and affective learning moments during a collective play community development unit. Participants’ recorded responses indicate that using models in this process to address social development issues created a conducive and rewarding learning environment.
Introduction
The social work practicum is a fundamental aspect of social work education that provides students with the opportunity to apply the theoretical foundations of the profession to the practice arena (Engstrom & Jones, 2007). The practicum is an integral part of many professional courses in higher education, and is manifest in several different forms depending on the area, such as field experience, case work, group work, community organization, block placement and clinical practicum (Berg-Weger, Rochman, Rosenthal, Sporleder, & Birkenmaier, 2007). It focuses attention on the purpose and value of the practicum; the relationship between the practicum and the learning outcomes of a course as a whole; and the structure and placement of the practicum within a course. It is considered to be a central aspect of social work
education and has even been described as the “signature pedagogy” of the profession
(Engstrom & Jones, 2007).
Globalization demands that social work educator’s initiate educational programs that
larger society to understand different cultures (Bogo & Maeda, 1990). Profound demographic change, the emergence of geographical mobility, and new communication technologies has all drawn our world closer together.
These global demographic changes have made these collaboration efforts even more
relevant and important for today’s practice. Social workers now more than ever need an
international perspective. As much as social workers have always needed sensitivity to the culture and customs of others around the world, they must also know how these cultures are unique (Campbell, Jamieson, Olson, & Mappin, 2012). There is also a need to understand the international issues that are contributing geographic mobility and interdependence.
Obtaining this world view is difficult when educational preparation is aimed at preparing practitioners for specific problems mandated by their own society (Campbell et. al., 2012). Such a restricted approach to education may result in a narrower, more culture-bound view of the world limited to local realities rather than a broader world view. Berg-Weger et. al., (2007) suggest that effective practice requires social workers to understand their own culture and to be able to make a shift to more globally collaboration. An international experience as part of social work education would
expand students’ knowledge base by exposing them to other cultures, social welfare
policies, and to different ways of approaching and solving practice issues.
Collaboration Issues
Achieving Global thru Collaboration
The collaborative process has been described from a number of perspectives including the action research paradigm, from the co-operative group process perspective and from special education's multidisciplinary team approach (Cocks, Al-Makhamreh, Abuieta, Alaedein, Forrester, & Sullivan, 2010). Collaboration is characterized by mutual understanding and consensual decision-making resulting in creative solutions that are enhanced and altered from those that any team member would produce independently, and by common action.
However, inter-institutional collaborative partnerships, by definition alternative approaches to solving educational problems or improving educational practice, have an element of innovation. The central focus of this collaboration between these universities is on interdisciplinary and multi-level approaches to community-based initiatives practicum that will help to foster happier, healthier and more vibrant communities in ways that are both culturally sensitive and culturally appropriate (Cocks et. al., 2010). These multi-level and multi-cultural initiatives accentuate important core issues related to the field of community social work practicum. These include leadership growth and development, family enhancement, capacity building, partnership, collaboration, empowerment and sustainability in an array of sectors including: environmental quality, community-based economic development and the relationship and interdependence between work, community and family life (Parrish & Rubin, 2010).
Competencies required for social work practicum
Students undergoing practicum may be placed in settings in which they are engaged in direct practice or indirect service provision. All social workers, whether engaged in direct or indirect practice, are expected to display certain level of competencies. It is why collective collaborations between University Sains Malaysia (USM) - Universitas Padjadjaran (UNPAD) Indonesia are integral in shaping a standard practice in students practicum training. In achieving this mission, proactive measures need to be taken into consideration and a task force need to be form. The Educational Policy and Accreditation Standards of the Council on Social Work Education (2008) outlines central competencies that are considered as essential for the development of the social work student. These include the application of the ethics of social work practice; the use of critical thinking to guide decision-making; the acceptance and understanding of diversity in practice; the advancement of social justice; the participation in the development of policies that impact social service provision and the engagement, assessment and intervention with individuals, families, groups and communities.
General goals of social work practicum
social work. The onus is on faculty to provide continuing educational opportunities to enable social workers to improve the quality of their professional practice (Johnson, Bailey, & Padmore, 2012). Additionally, faculties from both universities also develop effective cooperative and collaborative partnerships with government, non-government organizations and community groups whose interests are consistent with the mission of the practicum program (Bogo & Maeda, 1990).
Challenges
Present and upcoming challenges in social work practicum
Over the past decade, social work practice has expanded in Malaysia and Indonesia, opening additional opportunities for the placement of students on practicum. However, the expansion of social work practice was paralleled by the escalation in the number of institutions offering social work program. This development has placed a strain on the ability of social service agencies to provide practicum experiences for students and consequently has led to increasing challenges in securing placements for students (Engstrom & Jones, 2007). The challenges in securing community placements and placements that provide experiences in social action have restricted the practical experiences that are available to students on placement in both countries. The lack of
opportunities for placements in social action limits students’ ability to fully understand
the role of social worker as advocate or activist. Even though most of the knowledge of social work in Malaysia and Indonesia is borrowed from the West, and it is difficult to directly apply the theory that is based on a different culture.
Achieving Holistic Collaboration
Collaboration between schools of social work across international borders is not a new phenomenon. It is not a straight forward journey: it can be exciting, challenging and beneficial; full of pitfalls; and open to criticism from onlookers. Campbell et. Al., (2012) note that developing more effective collaborative relationships and skills can benefit multiple areas of the curriculum, to include field work practicum. Furthermore, Campbell et al., (2012) notes the inherent ambivalence regarding collaborations that includes:
1. Merging differing institutional cultures;
2. Ability of the collaboration to meet the needs and situations of individual participants;
3. Preventing a loss of independence and devising a strategy for managing the
complexities of inter-program partnerships that involve communication,
cooperation and adequate planning. Adapting Campbell et al., (2012) study of undergraduate program collaborations, advantages of inter-program
collaborations that have applicability for field education include:
5. Increased field instructor satisfaction regarding program efforts to accommodate and support them;
6. Decreased confusion regarding individual programs’ requirements;
7. Increased resources, particularly for ongoing training and program development;
and
8. Decreased competition for field placements.
The collaboration principles developed by Xiong and Wang, (2012) can aid in framing field program collaborations. These principles include: ensure equity in decision-making; identify goals for the group and for each member of the collaborative group; articulate a clear rationale for the collaboration, recognizing program differences; clarify the leadership structure; and determine that the collaboration has the full support of all parties. Successful collaborations encompass a sense of selflessness, shared responsibility and values to guide the work of the group and are open to change and creativity (Xiong & Wang, 2012). Engstrom & Jones (2007) suggests that successful
collaborations must recognize the cultural differences that exist among collaborators’
institutions and develop mechanisms for transforming those differences (or barriers) into positive change. Parrish & Rubin (2010) emphasize the need for building on existing relationships and informal contacts, negotiating equitable divisions of labor and ongoing provision of education and training for all those involved.
Moreover, considering personal interests, assumptions and the needs of all parties is key to a successful negotiation. These are all issues that are relevant for an inter-university partnership. Each institution has its own unique culture and practices regarding field education, specifically related to philosophy, policies and resources. Therefore, we can benefit by familiarizing ourselves with the collaborative experiences of others.
Evaluation Procedures
Evaluation is essential for ongoing and are necessary to ensure effective collaborative effort. The criterion on which an evaluation of a collaborative effort is based is needed from the outset. Collaborators must determine if input (resources expended), output (tangibles produced) and/or outcomes (change that occurs) related to the collaboration are to be evaluated Berg-Weger, Rochman, Rosenthal, Sporleder, & Birkenmaier (2007). Evaluations can be both formal and informal, but should be guided by the
differentiation, communication, trust, decision-making, cohesion and leadership (Berg-Weger et.al., (2007).
Experiences of community-based collaborations can also provide insights to aid in the development of inter-university field education collaborations. Community based collaborations often respond to decreased funding and resources and increased service fragmentation (Engstrom & Jones, 2007). Field educators recognize that decreasing agency funding may mean less time and resources for field instructors to attend training or supervise. Collaborations are a strategy for multiple groups to join together around common issues, allow for increased access to resources, resource exchange, mutual gains and products and a common goal (Bogo & Maeda, 1990).
In the planning stages, responses from the field instructor focus group were used to identify needs and structure programmatic efforts. As the collaboration has matured,
input is routinely obtained from ‘seasoned’ field instructors regarding the extent to
which the collaborative orientation mirrored what they saw as the major needs and concerns in the field. The advisory group, in essence, serves as one form of evaluation. Field instructors qualitatively and quantitatively evaluate each of the field instructor training programs and the Advisory Board analyzes all phases of the collaborative process, including the results of the written evaluations, and offer suggestions for change and improvement (Noble, 2004).
Benefits from the Collaboration
As collaboration is a necessary part of contemporary social work practice, this endeavor enables social work educators to serve as role models for the social work community, particularly field instructors and students. Agency administrators report that they are
supportive of the universities’ efforts to be sensitive to the time constraints of their employees in offering training that requires attendance at one meeting versus two or three (Parrish & Rubin, 2010). Additionally, in this era of cost cutting, administrators appear to value the provision of free professional development for their staff.
The collaboration’s activities benefit the students through the provision of clear
experiences. For example, field instructors and students were invited to attend a workshop on field supervision together.
Conclusions
Noble (2004) provided guidelines and techniques that can be applied flexibly and appropriately by universities in diverse contexts in designing field work placement and supporting practice teachers. In nurturing a supportive atmosphere for learning, students are allowed to develop self-confidence and feel encouraged to experiment and creatively reflect and employ different related theories in their own pieces of work and study (Xiong & Wang, 2012). This is important because the current emphasis on producing particular technical field work skills is one of the most important functions of social work education and is critical to encouraging innovative and constructive knowledge leading to intellectual self-sufficiency to face the challenges of contemporary complex knowledge-driven economy (Noble, 2004).
Respecting the student’s personal experience is crucial to the development of professional practice and helps him/her to recognize and adopt an individualized theory or concept. Lifelong learning requires not only social work skills, but also knowledge and application of theories in different case work contexts with individuals, groups, families and communities. It is very important to learn about the social practices and values of the community within which field practical take place. Supervisors can be important guides to understanding the network of social services available in a particular region, and can help orient the student to the agency context in which they will work (Parrish & Rubin, 2010). Clearly defining student learner roles is an important step, so the student can benefit fully from the educational opportunity, while still providing appropriate service to both clients and agencies.
Faculty liaisons can help ensure that everyone’s needs are addressed and that opportunities to integrate classroom training with “real world” experiences are
The Global Standards for the Education and Training of the Social Work Profession
(2004) notes that schools of social work should aspire for the “recognition and
development of indigenous or locally specific social work education and practice from
the traditions and cultures of different ethnic groups and societies” (p.5). Although the
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