Applied Learning in Social Work Education: A Scholarly Journal from the Simmons University School of Social Work

Letter from the Editor

Dear Readers,

Spring 2026 marks our third publication under the journal’s new name, Applied Learning in Social Work Education (ALSWE). As we settle into this transition, I am encouraged by our continued focus on social work practicum education—a vital area that too often has been overlooked in social work publications. ALSWE demonstrates that a steady commitment to practicum education is both fruitful and impactful. We continue to gain from substantive scholarship in our “General Scholarship” section, while the “Notes and Reports” section highlights innovations that spur growth in curriculum design, program evaluation, and student assessment.

Expanding Practicum Pathways: Findings from a National Survey Of Practicum Directors

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Abstract

As social work programs expand, practicum education must adapt to increasing enrollment, changing student needs, and growing interest in community-based and equity-oriented practice. This study explores the use of nontraditional practicum placements through survey responses and interviews with practicum education leaders across US programs. Findings indicate growing reliance on placements in settings without on-site social workers, supported by alternative supervision models. While these placements expand access and exposure to innovative practice contexts, they require intentional coordination, supervision infrastructure, and attention to student–placement fit. Findings offer practical guidance for programs seeking to expand practicum capacity while maintaining educational quality.

Keywords: practicum education, field education, nontraditional placements, supervision models

A Scan of Social Work Practicum Education in Africa: Prospects and Challenges

Abstract

African schools of social work are increasingly consolidating their Indigenous practices of education, with practicum that responds to the unique contexts of both student learners and partner agencies being central to this endeavor. This article presents one of the first overviews of the state of practicum education in Africa, drawing on a survey of 41 schools of social work across many regions of the continent. Quantitative results were augmented by the insights from 28 social work educators and students who participated in focus group discussions. Results reveal a strong commitment to practicum education despite limited institutional support.

Keywords: practicum education, social work education, Africa, TEFL project, institutional support

Fostering Leadership Development in Social Work Practicum Education Through a Model of Leader Identity Construction and Antiracist Supervision

Abstract

Practicum education is an ideal context for leadership development due to its pedagogical emphasis on supervision. Social work leadership has a critical role to play in today’s complex society, yet many would-be leaders struggle to see themselves as such because they are situated outside of dominant ideas of leadership. In an effort to increase diverse leadership, this paper introduces the Antiracist Leader Identity Construction (ARLIC) supervision model, which integrates antiracist supervision with leader identity construction theory. Through reflective, weekly supervision, the model fosters self-recognition, critical awareness, and antioppressive leadership practices that inspire future leadership experiences.

Keywords: leader identity construction, antiracist supervision, practicum education

Self-Directed Practicum Supervision: Centering Learners in Social Work Education

Abstract

Drawing from a broader dissertation study (Judge-Stasiak, 2024), this article specifically examines the supervision component of an innovative self-directed practicum model implemented at a Canadian faculty of social work as an alternative to traditional agency-based field placements. By examining the perspectives of eight students and seven supervisors, this research seeks to comprehensively understand the dynamics of self-directed learning within real-world practice settings. Emphasis is placed on exploring the essential role of practicum supervision in fostering and supporting the development of students. The findings illuminate participants’ perspectives on how effective supervision of self-directed practicum can support the acquisition of knowledge and skills by students, contributing to the development of their professional identity and future practice. This study contributes to the field by providing novel insights into the complexities of practicum supervision, and offers recommendations for enhancing educational practices to cultivate compassionate, reflective, and self-directed social workers.

Keywords: Self-directed learning, experiential learning, practicum supervision, promising practices, reflective practice, ethical practice, professional identity

Addressing Financial and Time Barriers: A Pilot Study for Virtual Peer Simulation In Practicum Education

*Author’s note: This paper originated at the University of North Carolina at Charlotte. At the time of manuscript development, six co-authors were students enrolled in undergraduate or graduate programs across multiple departments at the university, and the first and second authors were faculty members.

Abstract

While simulations-based learning is beneficial, resources to fund simulations are limited. To support students in building skills during the pandemic, practicum faculty piloted a time-efficient, no-cost live Virtual Peer Simulation (VPSim) model that included peer supervision. This pilot study assessed if participants developed competencies and skills, valued peer supervision, and benefited from the simulation. BSW and MSW students participated and had the opportunity to act as both “client” and “social worker.” Key takeaways include learning skills, applying ethics and competencies, and self-reflecting. The authors conclude that VPSim enabled skill development and is a more accessible alternative to paying for simulation resources.

Keywords: practicum education, virtual peer simulation, peer supervision, cost-effective

Exploring Physical Health Problems Among Licensed Social Workers:Findings from a Multistate Survey

Abstract

The Code of Ethics of the National Association of Social Workers notes that professionals’ personal challenges can deleteriously impact their work, urging members to implement strategies that ameliorate harms these issues may cause to their clients. Although it is generally understood that their compromised health, in particular, can have far-reaching consequences, empirical data assessing the scope and impact of social workers’ physical problems are largely absent from the professional literature. To address this gap, a questionnaire was developed to explore the ways in which physical health problems prior to becoming a social worker shaped individuals’ decisions to enter the profession and to examine how physical health challenges encountered during their careers influenced social workers’ workplace experiences. Of the 6,112 licensed social workers who completed the online survey, 23% of respondents (n = 1,388) indicated that they had ever experienced serious physical problems. Analyses of qualitative data suggest that for many of these individuals, health issues informed their selection of practice specializations, influenced their preferred professional roles, enriched their sense of compassion toward others, affected their relationships with clients, complicated dynamics in their workplaces, and heightened their stress burden. At all stages of their careers—from enrollment in practicum education to retirement—social workers would benefit from education on how to prevent and address physical health problems so that they can most effectively provide services and manage their professional responsibilities.

Keywords: social workers, physical health problems, workplace issues, survey research

What Comes After New Practicum Instructor Training? Enhancing Student Social Work Education Through Practicum Instructor Consultation and Support

Field education is widely recognized as the cornerstone of social work training, serving as the essential bridge between classroom coursework and professional practice. As Kadushin (1991) aptly noted, “There is a general consensus that field instruction is the most significant, most productive, most memorable component of social work education” (p. 1).  Central to this experiential learning model are practicum instructors, who play a pivotal role in guiding students’ professional development and shaping their emerging identities as social workers. The relationship between students and their practicum instructors is not only instrumental in facilitating learning but also strongly influences students’ overall satisfaction with their field education experience (Deal & Clements, 2006). This, in turn, affects how students perceive the value of their social work education and their readiness to enter the profession. Therefore, sustained support and ongoing training for practicum instructors are critical for enhancing the quality of supervision and ensuring that students are well prepared for the complex realities of social work practice.

The Climate Action and Advocacy Project: Engaging Practicum Students In Applied Green Social Work

The impacts of climate change, ecological degradation, environmental injustice, and natural resource depletion are dramatically affecting the quality of all life on earth and the social, political, and economic systems on which all humans and nonhumans depend. Climate change increases the likelihood of extreme weather events that contribute to droughts, heatwaves, cold snaps, storm surges, hurricanes, and wildfires (Dominelli, 2023). The impacts of climate change are far-reaching, causing damage to the physical environment and affecting biodiversity, food security, livelihoods, energy security, human health, and socioeconomic activity (Dominelli, 2023). In southern Alberta in Western Canada, there is an urgent need for the social work profession to support communities in adapting to changing environments and to take action on climate change. This is particularly important given recent disaster events such as floods and wildfires in Alberta (King, 2024; Swensrude, 2023).

Episode 7: “Building the Pipeline: Policy Practice in Social Work Education”

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Episode 7: “Building the Pipeline: Policy Practice in Social Work Education“

Host of The Conversation, Amy Skeen of the Simmons University School of Social Work, explores how social work education can better prepare students for policy and macro-level practice through practicum.

In this episode, we focus on how practicum, social work’s signature pedagogy, can be leveraged to create meaningful, hands-on policy experiences and strengthen the pipeline of future social work leaders.

We’re joined by faculty from the University of Connecticut School of Social Work, who share how they collaborate to engage students in policy practice across local, national, and international contexts.