Published April 2025
by Zainab Cader, MA
University of Johannesburg, South Africa
Mpumelelo E. Ncube, PhD
Social Work Dept, University of the Free State, Bloemfontein, South Africa
Abstract
The study examines the demanding role of field supervisors in the Bachelor of Community Development program, an adaptation of social work field education, at an urban University in South Africa. Using qualitative interviews with nine supervisors of third-year and honors students, the research highlights challenges such as inadequate training and insufficient resources. Through a systems theory lens, the study underscores the importance of effective communication in field instruction. Recommendations include implementing comprehensive training programs for supervisors to enhance their skills and capabilities, addressing the significant but often overlooked challenges they face.
Keywords: field instruction; supervision; community development and leadership; training
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Published April 2025
by Krystal Dozier, PhD
University of North Alabama
Allison M. Curington, MSW
University of Alabama
Andrea Bell, MSW
University of Alabama
Brenda D. Smith, PhD
University of Alabama
Abstract
Social work practicum education can involve additional challenges for students of color. This study explored the practicum experiences of Black students and other students of color. The study involved four focus groups of MSW and BSW practicum students (N = 15) in a Southeastern state. Focus group transcripts were analyzed using an iterative, inductive coding process. Themes identified in the participants’ practicum experiences included direct and indirect experiences with racism, witnessing clients experience racism, tokenism, and varying support from supervisors. The study results can inform social work educators’ responses to students of color and help foster success for all students.
Keywords: social work practicum; students of color; racism; tokenism; supervision
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Published April 2025
by Dana Holcomb, DSW
Ferris State University
Erin Johnson, MSW
University of Michigan–Flint
Janet Vizina Roubal, DSW
Ferris State University
Carlton Thompson, MSW
Ferris State University
Abstract
The signature pedagogy of social work, practicum education, is crucial for teaching students to respond to complex community needs, which have been intensified by the COVID-19 pandemic. While practicum education is emphasized, there is a lack of structure, focus, and framework of supervision from the Council on Social Work Education (CSWE), leading to significant variations across accredited programs. This lack of consistency may substantially impact interns’ professional growth. This article introduces a conceptual framework integrating Relational Cultural Theory (RCT), trauma-informed principles, and the three roles of professional supervision in practice to strengthen and transform the relationship between the student intern, supervisor, and practicum faculty in postpandemic social work education.
Keywords: practicum education; Relational Cultural Theory; trauma-informed supervision; professional development; postpandemic
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