Getting to know you: social work students’ experiences of direct work with children in education settings

Hafford-Letchfield, Trish ORCID: https://orcid.org/0000-0003-0105-0678 and Spatcher, Pat (2007) Getting to know you: social work students’ experiences of direct work with children in education settings. Social Work Education: the International Journal, 26 (3). pp. 311-317. ISSN 0261-5479

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Abstract

This article examines a practice learning initiative placing social work students in primary and secondary schools. Consideration is given to how far this contemporary model of learning offers an optimum and emancipatory framework, which takes account of the well-being and holistic needs of individual children. There is a pressing need to offer more accessible services to socially excluded children. Social workers in training offer an opportunity to engage in practice contemporary with organisational changes being implemented through the government’s policy of social inclusion and programme of legislation. This paper identifies some of the practical and innovative responses from students during their practice learning placements in school environments, which
highlights their success in developing initial communication skills with children as an essential foundation for future interventions. Resources that students bring to such
placements can increase the capacity of inter-professional collaboration to improve outcomes for troubled children, and build trust in the social work profession subsequently. On a personal level, in order to improve their relationships with children, students worked through their own feelings to gain insight into a child’s individual needs. This provided students with an appreciation of issues, problems and strategies required to be effective within the education environment.

Item Type: Article
Keywords (uncontrolled): Practice Learning; Circle and Nurture Groups; Direct Work with Children; Schools
Research Areas: A. > School of Health and Education > Mental Health, Social Work and Interprofessional Learning
Item ID: 12832
Notes on copyright: No
Useful Links:
Depositing User: Trish Hafford-Letchfield
Date Deposited: 10 Dec 2013 07:43
Last Modified: 15 Apr 2019 08:02
URI: https://eprints.mdx.ac.uk/id/eprint/12832

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