Practicum instructors play a strategic role in assisting students gain competence essential to effective practice. A study comparing the effectiveness of traditional and experimental competency-based/task-centered practicum instruction methods is reported. Students taught under the latter method performed better overall and had more confidence in…

Regular small meetings between field instructors and faculty have provided new field instructors with practicum skills. Using an andragogical model, these skills can be used in field practice education. Linkages between field and faculty can be strengthened, a mutual aid group developed, and student performance expectations unified. (MSE)

A study examining 28 doctoral programs in schools of social work to compare PhD and DSW (Doctor of Social Work) requirements revealed "remarkable unanimity" in focus on research and knowledge building in contrast to an advanced practice oriented degree. The authors raise questions about future expansion of doctoral programs in light of the…

Describes a module in the general social work practice sequence at the University of Hawaii School of Social Work that offers students an opportunity to develop both a skill and a knowledge base, as well as an exploration of their own personal experiences with--and reactions to--death. (Editor/JT)

A model is proposed for matching social work students with practicum settings, to be used to facilitate the practicum's administrative work. Major factors in the placement process are standardized, and the results of a pilot test using the model are reviewed. (MSE)

A conceptual model for teaching and practicing social policy is presented, that distinguishes between social policy practice at macro- and micro-levels in order to sort out functional tasks, skills, and the consequent knowledge base. Suggestions are made regarding organizing social policy practice content in both the class and the field.…

The experience at St. Louis University in the development of testing procedures that allow students to receive advanced standing in Practicum I is reported. The procedures assess the students' readiness for Practicum II through an examination of previous social work experience using written, oral, and skill presentations. (Author/LBH)

The process of involving social work graduate students specializing in planning and administration in the design of management simulations is described. Focus is on the integrative capacity of the simulation to combine knowledge and skills acquired in both classroom and practicum experience, and a detailed description of a student guide to…

A social work teaching-learning center developed to provide more quality MSW-supervised field placements for New Mexico State University undergraduate social work students is described. The center contained two community social service agency components, an information and referral resource center, and a volunteer placement bureau. (Author/MLW)

Open systems and exchange theory are utilized to develop a framework for analyzing school-agency relationships. The framework is composed of two areas: (1) the dynamics underlying school-agency relationships, and (2) evaluation of the intraorganizational, interorganizational, and environmental factors that influence schools of social work and…

Specific skills to be mastered by social work students are identified and a competency based framework for teaching them is delineated. Embodied in this approach is a task centered method of instruction and a "micro" or transactional approach to assessing and advancing students' skill levels. (Author/MLW)

A redefinition of the role of the clinical social worker as researcher is proposed and a sequence of courses and practicum-related assignments designed to prepare students for this role are described. A major reorganization of the prevailing curriculum structure is needed to prepare social work students. (Author/BH)

As the social work profession tries to find ways to bring significant service to the retarded, social work education must respond and prepare practitioners for this specialization. Basic concepts and principles of helping people are reviewed briefly as they relate to work with the mentally retarded. (Author/LBH)

The need to prepare social work administrators for the field is now recognized. Problems pertaining to the development of administration placements are identified and special arrangements are suggested that require a departure from traditional field instruction models and school-agency relationships. (Author/MLW)

An undergraduate social work program at Gallaudet College, initiated to increase professional opportunities for deaf students and to provide deaf people with social services, is described. The needs of both student and client groups are discussed, with emphasis on teaching techniques and skills required to serve the deaf population. (Author/MLW)