**4. Book 1: 'social work placement: new approaches, new thinking. Language—professional identity—beginnings and expectations**

#### **4.1 Language**

*Global Social Work - Cutting Edge Issues and Critical Reflections*

**3. Social work education and social work placement**

eBooks were published.

presentation'.

**2.5 Commonalities of each eBook**

all of the gathered material was collected and all participants in the eBook project appreciated that their podcasts and videos would be on general release once the

Throughout each of the e-Books there were a number of commonalities. (a) Each opened with an introduction video made by the author (approx. 3 min). (b) Throughout the eBooks opinion pieces on specific topics were presented as short videos (approx. 3 min) and/or aural podcasts (approx. 3 min) by students, practice teachers or tutors connected with the National University of Ireland, Galway MSW program. (c) In order to have a ready-made discussion tool each e-Book finished with sections on: 'The University's Responsibility', 'New Approaches. New Thinking', 'Questions' and a relevant seven slide 'Power point/Keynote

At the National University of Ireland, Galway (situated on the West coast of Ireland) we are geographically placed to the left of Europe, to the left of England and to the right of the United States of America and Canada. We are a very long way from Russia, China, Australia and Africa. In the Republic of Ireland we have five universities and 1 college of technology offering Bachelor of Social Work (Full time 4 years) and Masters in Social Work (Full time 2 years) degrees. At NUI Galway, we currently offer an MSW program (Full time 2 years/25 students) and a Postgraduate Diploma in Social Work Practice Teaching, Supervision and Management (Part time 1 year/12 students). The placement opportunities of a block 14 weeks (500 hours) in each year of the MSW (making up a total of 1000 supervised hours) involves a variety of professional social work agency placements both statutory and voluntary, with students supervised on-site by a professional social worker (Practice Teacher). In other countries these supervisors may be called Fieldwork Supervisors/Field Educators/Fieldwork Assessors. In the majority of our fieldwork placements the role of the Practice Teacher is carried out by a qualified professionally registered social worker already working in the agency. Supervision is termed as both formal and informal. Formal supervision is required and contracted to take place each week of placement for 1 hour. This covers areas such as the student social worker's case work, group work, theory to practice, unpinning of the appropriate legislation, and discussion on human rights and reflective practice. Informal supervision can take place at any time and includes general discussions with the practice teacher and communications within the team and agency. Practice teachers having agreed to take a student are offered three in-service training days in social work practice teaching and supervision. All social work courses in Ireland are registered and delivered under guidelines produced by CORU the Irish government registration body for social work. Each professional course (BSW, MSW) is evaluated by CORU

Fieldwork Placement is 50% of the overall assessment of the NUI Galway Masters in Social Work program. Pre-placement training is offered as a 12-hour module delivered by the Practice Learning Coordinator (College Fieldwork

Coordinator) to ready the students for placement. In-service training is also offered to Practice Teachers (Fieldwork Supervisors) as a 3-day in-service training or Continuous Professional Training opportunity. Currently this takes place on 1 day immediately before the student goes on placement, 1 day within the middle of

**102**

for re-registration every 5 years.

'Let's start at the very beginning…'

The MSW students wanted to make 3 min podcasts on how they circumvented the ocean of communication in the boat of language. The podcasts chosen for the eBook reflected how some of the students learned about working in a multi-cultural environment. How some of them found the challenge of being of a different culture from their Irish co-workers and the value of learning and changing their use of language to be better understood and build better relationships. In one of the podcasts our first year MSW student Natalie is Austrian, she talks about having to pay particular attention to the tone of her speech and the inflections in her voice. Washington (MSW 1) is originally from Zimbabwe. He found he had to slow down his speech pattern, check with his clients/service users that he was being

understood and use his outgoing personality to help build relationships. Language gives us a picture, it helps us perceive our world and the world of those with whom we work and help. As stated in eBook 1 [35].

*"The goal is not to homogenise how social workers talk with clients/service users, but to raise awareness and understand that the way we use language can have a remarkable impact on outcomes and thinking mechanisms" (p. 13).*

Seanan is Irish and a second year MSW student. He made his podcast by reflecting on his work in England with a group of homeless men. His slow pattern of speech and informal use of language he found was not conducive to relationship building. With the help of his supervisor he changed his interaction to be one of more precise delivery, focused and with a more checked task-centered orientation. The result was that of better understanding between the two parties of the direct meaning and purpose of the interaction.

#### **4.2 Say what you mean—mean what you say**

The theme of language rarely gets separate attention when we think about practice learning and placement but in fact, it is central and core to the elements of professional social work training.

"How are things with you?" the fieldwork supervisor asks.

"How are you getting on?" the tutor enquires.

"How are you finding your placement?" the College professor wants to know. It is essential students are aware from the outset, before beginning placement that this use of language with little substance to the question will result in limited substance to the answer and confusion for both professional and student. Language is seldom neutral. We make choices when we use language, the intentions and the subsequent effects those choices have on individuals are important to assess. How we react and interact with each other is regulated by our use of language in conveying multiple messages. Language is our vehicle to communicate or miscommunicate. Value judgments about language can quickly become judgments about people. Can indigenous people be mocked for their use of language? Can those who have limited skill around words and meanings be disregarded and ignored? Social work students need to consider tone, symbols and signals. It is not only in *what* is said but in *how* it is being said that needs a 'sit up and take notice' position.

The engagement of multi-cultural groups in this discussion adds a further dimension. As is discussed in eBook 1 [35].

*'The engagement of Agency referred individuals and families from multi-cultural groupings, where English may not be the 'first language' of choice can at times have repercussions around feelings of possible isolation within the family and society as a whole. [62–66] Across the social work services there may be a growing inability to assess the importance of language as it forms a bridge between what is said and what is understood. It is also important to assess how much the individual or family sees their language reinforcing their cultural and ethical identity or the possibility of this cultural identity becoming a barrier to engaging help. This is an important consideration in cross-cultural social work and exceptionally important for the practice teacher and social work student to empathize with and try and understand [67, 68]. Pomeroy and Nonaka [69] consider the extensive challenges to American social workers given their client base which in many instances is multi-national, multi-lingual and multi- cultural. In their study 'Language and Social Work: Are we communicating effectively?' The possible ways forward suggested are: to raise* 

**105**

*Irish Field Education/Social Work Placement: The Making of Multi-Touch eBooks...*

*awareness of cultural diversity; to engage the help of client family members around translation; to work up the case fully before handing it over; to find pro-bono translators and remembering that technology (translation software) can be your friend, to use Skype communication and possibly encourage social work students to learn a new foreign language. [69] Some of these suggestions are relevant, some debatable. An interesting question is, should social work students be given the opportunity to study a second language and are there communities where the social work service could or should be offered in the predominant language of that community? See also Social Work Placement: New Approaches. New Thinking (Book 3) where a practice teacher talks about bi-lingual home visiting in a rural setting" [58].*

Dilmitis et al. [70] in their research article 'Language identity and HIV: Why do we keep talking about the responsible and responsive use of language?' shows us the relationship that language can have to people and additionally that language can have to identity. On placement social work students have a job to assess their interactions with individuals and families and how their use of language connects or disconnects to their making or breaking of relationships. Interestingly language is not static. Here in Ireland we have moved from words like 'handicapped', 'itinerant' and 'delinquent' to the much more acceptable identity words of 'disabled', 'traveler' and 'offender'. Are there words in your culture which you can suggest need changing, have changed? Words that describe a minority group, a type of condition, a behavior? How can you correct these words in your own vocabulary? Why should you correct these words? Here's the answer: Stigma. Be courageous, move the language forward. If you stigmatize a person or group value judgments will follow and you cannot guarantee that the understanding you have behind your own use of language in any given situation is the same as the next person's. Here is how to simply begin: on placement at your next case conference say 'This family etc…..' instead of 'This case etc…..' or 'These service users….' This change very simply resets

The second section of eBook 1 looked at Professional Identity. This can be a difficult concept for students to understand and equally difficult at times for fieldwork

The eBook asked the questions "What does 'professionalism' in social work look like?" The question is, how is it possible to teach professionalism to students who possibly have never stood in a social work office? At times it is the reverse question that presents a clearer answer "What does bad professionalism look like? How might that show itself in social work practice? For this section of eBook 1 a recent graduate recorded a podcast on how she saw professional identity. She talked about 'organizational culture', being confident with power, responsibility and being aware of surrounding influences. She felt that professional identity changes as one moves from being a student on placement into being a paid social worker in an agency and she invites the listener to consider "What is being asked of you as a professional in a specific role in this specific agency? How will you do that job and what of your own self values and traits will you bring to the work?" Interestingly this leads on to the debate suggested in Weiss-Gal and Welbourne's [71] research advocating that 'power in professionalism has two patterns, one of which is (a) inside the person allowing them to have control and the ability to recognize the influences they can bring to their profession and (b) where power is seen as influenced by outside factors. Social workers, in this respect are able to influence others, consolidating a public perception that acknowledges social workers role in furthering shared

*DOI: http://dx.doi.org/10.5772/intechopen.89391*

the brain and resets the language.

**4.3 Professional identity**

supervisors to explain.

*Irish Field Education/Social Work Placement: The Making of Multi-Touch eBooks... DOI: http://dx.doi.org/10.5772/intechopen.89391*

*awareness of cultural diversity; to engage the help of client family members around translation; to work up the case fully before handing it over; to find pro-bono translators and remembering that technology (translation software) can be your friend, to use Skype communication and possibly encourage social work students to learn a new foreign language. [69] Some of these suggestions are relevant, some debatable. An interesting question is, should social work students be given the opportunity to study a second language and are there communities where the social work service could or should be offered in the predominant language of that community? See also Social Work Placement: New Approaches. New Thinking (Book 3) where a practice teacher talks about bi-lingual home visiting in a rural setting" [58].*

Dilmitis et al. [70] in their research article 'Language identity and HIV: Why do we keep talking about the responsible and responsive use of language?' shows us the relationship that language can have to people and additionally that language can have to identity. On placement social work students have a job to assess their interactions with individuals and families and how their use of language connects or disconnects to their making or breaking of relationships. Interestingly language is not static. Here in Ireland we have moved from words like 'handicapped', 'itinerant' and 'delinquent' to the much more acceptable identity words of 'disabled', 'traveler' and 'offender'. Are there words in your culture which you can suggest need changing, have changed? Words that describe a minority group, a type of condition, a behavior? How can you correct these words in your own vocabulary? Why should you correct these words? Here's the answer: Stigma. Be courageous, move the language forward. If you stigmatize a person or group value judgments will follow and you cannot guarantee that the understanding you have behind your own use of language in any given situation is the same as the next person's. Here is how to simply begin: on placement at your next case conference say 'This family etc…..' instead of 'This case etc…..' or 'These service users….' This change very simply resets the brain and resets the language.

#### **4.3 Professional identity**

*Global Social Work - Cutting Edge Issues and Critical Reflections*

we work and help. As stated in eBook 1 [35].

meaning and purpose of the interaction.

professional social work training.

**4.2 Say what you mean—mean what you say**

"How are you getting on?" the tutor enquires.

understood and use his outgoing personality to help build relationships. Language gives us a picture, it helps us perceive our world and the world of those with whom

*"The goal is not to homogenise how social workers talk with clients/service users, but to raise awareness and understand that the way we use language can have a* 

Seanan is Irish and a second year MSW student. He made his podcast by reflect-

ing on his work in England with a group of homeless men. His slow pattern of speech and informal use of language he found was not conducive to relationship building. With the help of his supervisor he changed his interaction to be one of more precise delivery, focused and with a more checked task-centered orientation. The result was that of better understanding between the two parties of the direct

The theme of language rarely gets separate attention when we think about practice learning and placement but in fact, it is central and core to the elements of

"How are you finding your placement?" the College professor wants to know. It is essential students are aware from the outset, before beginning placement that this use of language with little substance to the question will result in limited substance to the answer and confusion for both professional and student. Language is seldom neutral. We make choices when we use language, the intentions and the subsequent effects those choices have on individuals are important to assess. How we react and interact with each other is regulated by our use of language in conveying multiple messages. Language is our vehicle to communicate or miscommunicate. Value judgments about language can quickly become judgments about people. Can indigenous people be mocked for their use of language? Can those who have limited skill around words and meanings be disregarded and ignored? Social work students need to consider tone, symbols and signals. It is not only in *what* is said but

"How are things with you?" the fieldwork supervisor asks.

in *how* it is being said that needs a 'sit up and take notice' position.

dimension. As is discussed in eBook 1 [35].

The engagement of multi-cultural groups in this discussion adds a further

*'The engagement of Agency referred individuals and families from multi-cultural groupings, where English may not be the 'first language' of choice can at times have repercussions around feelings of possible isolation within the family and society as a whole. [62–66] Across the social work services there may be a growing inability to assess the importance of language as it forms a bridge between what is said and what is understood. It is also important to assess how much the individual or family sees their language reinforcing their cultural and ethical identity or the possibility of this cultural identity becoming a barrier to engaging help. This is an important consideration in cross-cultural social work and exceptionally important for the practice teacher and social work student to empathize with and try and understand [67, 68]. Pomeroy and Nonaka [69] consider the extensive challenges to American social workers given their client base which in many instances is multi-national, multi-lingual and multi- cultural. In their study 'Language and Social Work: Are we communicating effectively?' The possible ways forward suggested are: to raise* 

*remarkable impact on outcomes and thinking mechanisms" (p. 13).*

**104**

The second section of eBook 1 looked at Professional Identity. This can be a difficult concept for students to understand and equally difficult at times for fieldwork supervisors to explain.

The eBook asked the questions "What does 'professionalism' in social work look like?" The question is, how is it possible to teach professionalism to students who possibly have never stood in a social work office? At times it is the reverse question that presents a clearer answer "What does bad professionalism look like? How might that show itself in social work practice? For this section of eBook 1 a recent graduate recorded a podcast on how she saw professional identity. She talked about 'organizational culture', being confident with power, responsibility and being aware of surrounding influences. She felt that professional identity changes as one moves from being a student on placement into being a paid social worker in an agency and she invites the listener to consider "What is being asked of you as a professional in a specific role in this specific agency? How will you do that job and what of your own self values and traits will you bring to the work?" Interestingly this leads on to the debate suggested in Weiss-Gal and Welbourne's [71] research advocating that 'power in professionalism has two patterns, one of which is (a) inside the person allowing them to have control and the ability to recognize the influences they can bring to their profession and (b) where power is seen as influenced by outside factors. Social workers, in this respect are able to influence others, consolidating a public perception that acknowledges social workers role in furthering shared

social aims (p. 293). In working with this eBook chapter the MSW students were asked to consider the Weiss-Gal and Welbourne [71] study, surveying social work in 10 countries producing eight commonalities of social work professionalism. It is worthwhile mentioning these: 'Public recognition; monopoly over types of work, professional autonomy; knowledge base; professional education; professional organization; codified ethical standards and prestige and remuneration of social work'(pp. 284-289).

As discussed in eBook 1, Section 2, Page 28, Levy et al. [72] explore professional identity as a 'complex factor [...] which involves internalisation of the group's values and norms as part of the individual's own behaviour and self-concept' (p. 744). In taking on a profession we take what is inside ourselves and bring it outside and in bringing it outside ourselves, we leave it open to interpretation and sway by many other influences. Using this eBook to teach Fieldwork supervisors the question was asked 'Does embracing a professional identity dilute ones own morals, values and/ or ethics or are these outside of a professional identity? The following research was suggested for further study. Lam et al. [73] highlight the challenges of how student social workers must juxtaposition their own beliefs and values i.e. their personal persona, with their 'professional persona'. Connected with the MSW at NUI Galway, Ireland we have the UNESCO chair for Children and Families, Professor Pat Dolan. His insightful short video (4mins) helped the students to construct a framework for professional identity which was built on name, values, and place. In the whole eBook 1 [35] this was one of the most popular videos for its application and knowledge.

It is generally accepted that social work students want to learn how to be professionals [24, 74–76]. On placement they can do this by mirroring good professional practice and within supervision reflecting on the elements of what makes a skilled, proficient, capable and ethical worker. The inter-sharing of hearing and watching how others have managed their roles through the aural podcasts and videos became a powerful medium for learning and making links. Connecting up this dialog and sharing it while teaching students, practice teachers and tutors helps the introduction of the concept that a professional identity can be a life-long process and also a valuable career goal.

#### **4.4 Placement beginnings and expectations**

This was an important section to include in the eBook 1. It was a natural progression for students, fieldwork supervisors and tutors to look at the imminent move into placement once language and professional identity had been explored. Beginning with one of Europe's leading writers on social work, Mark Doel presented a more creative and metaphorical way of looking at placement. Mark's video and his 'Social Work Land Map' (recreated in the eBook) introduced 'the crossroads of cultural competence', 'the bridge of experience', 'the forests of assessment and paperwork'. Using this as a pre-placement teaching tool the MSW students especially enjoyed making their own 'Land Map of Placement' adding particular Irish phenomena such as 'the road to nowhere' and 'the sweet green grass of achievement'. \*Following on from this, the included display of colorful mind maps and work on sticky notes gave all concerned the opportunity to express, not only how they saw placement and its connections, but the reflection of 'Who I am and What I bring' concentrating minds on introducing the 'use of self,' placement expectations and consideration of the different environment ahead portraying their own experience of beginning placement and their expectations.

The MSW student videos and group podcasts throughout this section were made by students post-placement. There is always the notion in students that 'everyone else is coping well except me' and for fieldwork supervisors and tutors that 'others

**107**

*Irish Field Education/Social Work Placement: The Making of Multi-Touch eBooks...*

are doing this job much better than me'. These myths would appear to have been dispelled after listening to the honest reports of what practice teachers expected of students on placement, what students themselves encountered and how being prepared and discussing expectations reduced anxiety levels. The immediacy of the word with regard to these multi-media pieces led students to explore research in connected areas. Lynne McPherson came to NUI Galway as a Research fellow in 2016, directly after her published work on 'Safety as a Fifth Dimension of Supervision: Stories from the front line' [77]. Lynne's video presented her thoughts on feeling safe within supervision, recognizing stress and trauma and linking possible neurological elements connected with stress and trauma into the practice learning dynamic between fieldwork supervisor and student. Students can find themselves in high risk and low safety situations while on placement and this video signposted the way to recognize the importance of a safety dimension. It is suggested by the eBook author that regardless of placement site and agency setting, the discussion on safety must begin within the course teaching, flow into pre-placement training and continue out into the placement experience. There should be no one stakeholder responsible for the subject matter of safety. The suggestion in this eBook section outlines that it is too important a topic to leave to one person but that

Encouraging students from minority and marginalized populations is a commitment for a number of social work courses worldwide. With regard to disability, here the question is asked 'Is the picture one of the 'disabled student' or the 'enabled student'? Is it a question of ability or disability? The raising of this agenda ties in with this eBook's earlier section looking at language and the importance of its use and meaning. If social work principles and ethics are upheld then for the student living with a disability mental or physical that should mean equal opportunities where possible on placement, equal access and equal belief in ability and self-esteem. Notwithstanding there may be additional challenges for this student in the areas of transport, mobility, cost, stress, family, health or ill health, image etc. What is of paramount importance is open and honest discussion with a base line of 'reasonableness' for all concerned, concentrating on a strengths-based approach and not a weakness identification. Within this eBook section there are direct examples from past placements of how these conversations between student, practice teacher and tutor might begin.

As mentioned previously all of the eBooks finished with the author's reflection on what might be useful going forward. For the first eBook, 'Social Work Placement: New Approaches. New Thinking. Language - Professional Identity - Beginnings and Expectations', the overall message was that of connectivity. Regardless of what part you played in the production of placement there was a beginning point at which you could start to understand the delivery of language and the development of your understanding of communication. How you would envisage building a professional identity and what obstacles, like anxiety, you might have to surmount to achieve success. Not every student learns at the same pace, consideration should be given to the responsibility of the University in supporting all relationships within social work placements. Placement is not a 'creche' situation where individuals are 'dropped in' and 'picked up' by the university or college at the end of the duration of placement. Each member of the placement process should feel as if they have a stake in the outcome of the interaction, they should feel valued and that their contribution

*DOI: http://dx.doi.org/10.5772/intechopen.89391*

a collective commitment to this subject is required.

**4.6 New approaches—new thinking**

**4.5 Students living with a disability and placement**

*Irish Field Education/Social Work Placement: The Making of Multi-Touch eBooks... DOI: http://dx.doi.org/10.5772/intechopen.89391*

are doing this job much better than me'. These myths would appear to have been dispelled after listening to the honest reports of what practice teachers expected of students on placement, what students themselves encountered and how being prepared and discussing expectations reduced anxiety levels. The immediacy of the word with regard to these multi-media pieces led students to explore research in connected areas. Lynne McPherson came to NUI Galway as a Research fellow in 2016, directly after her published work on 'Safety as a Fifth Dimension of Supervision: Stories from the front line' [77]. Lynne's video presented her thoughts on feeling safe within supervision, recognizing stress and trauma and linking possible neurological elements connected with stress and trauma into the practice learning dynamic between fieldwork supervisor and student. Students can find themselves in high risk and low safety situations while on placement and this video signposted the way to recognize the importance of a safety dimension. It is suggested by the eBook author that regardless of placement site and agency setting, the discussion on safety must begin within the course teaching, flow into pre-placement training and continue out into the placement experience. There should be no one stakeholder responsible for the subject matter of safety. The suggestion in this eBook section outlines that it is too important a topic to leave to one person but that a collective commitment to this subject is required.

#### **4.5 Students living with a disability and placement**

Encouraging students from minority and marginalized populations is a commitment for a number of social work courses worldwide. With regard to disability, here the question is asked 'Is the picture one of the 'disabled student' or the 'enabled student'? Is it a question of ability or disability? The raising of this agenda ties in with this eBook's earlier section looking at language and the importance of its use and meaning. If social work principles and ethics are upheld then for the student living with a disability mental or physical that should mean equal opportunities where possible on placement, equal access and equal belief in ability and self-esteem. Notwithstanding there may be additional challenges for this student in the areas of transport, mobility, cost, stress, family, health or ill health, image etc. What is of paramount importance is open and honest discussion with a base line of 'reasonableness' for all concerned, concentrating on a strengths-based approach and not a weakness identification. Within this eBook section there are direct examples from past placements of how these conversations between student, practice teacher and tutor might begin.

#### **4.6 New approaches—new thinking**

As mentioned previously all of the eBooks finished with the author's reflection on what might be useful going forward. For the first eBook, 'Social Work Placement: New Approaches. New Thinking. Language - Professional Identity - Beginnings and Expectations', the overall message was that of connectivity. Regardless of what part you played in the production of placement there was a beginning point at which you could start to understand the delivery of language and the development of your understanding of communication. How you would envisage building a professional identity and what obstacles, like anxiety, you might have to surmount to achieve success. Not every student learns at the same pace, consideration should be given to the responsibility of the University in supporting all relationships within social work placements. Placement is not a 'creche' situation where individuals are 'dropped in' and 'picked up' by the university or college at the end of the duration of placement. Each member of the placement process should feel as if they have a stake in the outcome of the interaction, they should feel valued and that their contribution

*Global Social Work - Cutting Edge Issues and Critical Reflections*

work'(pp. 284-289).

valuable career goal.

**4.4 Placement beginnings and expectations**

ence of beginning placement and their expectations.

social aims (p. 293). In working with this eBook chapter the MSW students were asked to consider the Weiss-Gal and Welbourne [71] study, surveying social work in 10 countries producing eight commonalities of social work professionalism. It is worthwhile mentioning these: 'Public recognition; monopoly over types of work, professional autonomy; knowledge base; professional education; professional organization; codified ethical standards and prestige and remuneration of social

As discussed in eBook 1, Section 2, Page 28, Levy et al. [72] explore professional identity as a 'complex factor [...] which involves internalisation of the group's values and norms as part of the individual's own behaviour and self-concept' (p. 744). In taking on a profession we take what is inside ourselves and bring it outside and in bringing it outside ourselves, we leave it open to interpretation and sway by many other influences. Using this eBook to teach Fieldwork supervisors the question was asked 'Does embracing a professional identity dilute ones own morals, values and/ or ethics or are these outside of a professional identity? The following research was suggested for further study. Lam et al. [73] highlight the challenges of how student social workers must juxtaposition their own beliefs and values i.e. their personal persona, with their 'professional persona'. Connected with the MSW at NUI Galway, Ireland we have the UNESCO chair for Children and Families, Professor Pat Dolan. His insightful short video (4mins) helped the students to construct a framework for professional identity which was built on name, values, and place. In the whole eBook 1 [35] this was one of the most popular videos for its application and knowledge. It is generally accepted that social work students want to learn how to be professionals [24, 74–76]. On placement they can do this by mirroring good professional practice and within supervision reflecting on the elements of what makes a skilled, proficient, capable and ethical worker. The inter-sharing of hearing and watching how others have managed their roles through the aural podcasts and videos became a powerful medium for learning and making links. Connecting up this dialog and sharing it while teaching students, practice teachers and tutors helps the introduction of the concept that a professional identity can be a life-long process and also a

This was an important section to include in the eBook 1. It was a natural progression for students, fieldwork supervisors and tutors to look at the imminent move into placement once language and professional identity had been explored. Beginning with one of Europe's leading writers on social work, Mark Doel presented a more creative and metaphorical way of looking at placement. Mark's video and his 'Social Work Land Map' (recreated in the eBook) introduced 'the crossroads of cultural competence', 'the bridge of experience', 'the forests of assessment and paperwork'. Using this as a pre-placement teaching tool the MSW students especially enjoyed making their own 'Land Map of Placement' adding particular Irish phenomena such as 'the road to nowhere' and 'the sweet green grass of achievement'. \*Following on from this, the included display of colorful mind maps and work on sticky notes gave all concerned the opportunity to express, not only how they saw placement and its connections, but the reflection of 'Who I am and What I bring' concentrating minds on introducing the 'use of self,' placement expectations and consideration of the different environment ahead portraying their own experi-

The MSW student videos and group podcasts throughout this section were made by students post-placement. There is always the notion in students that 'everyone else is coping well except me' and for fieldwork supervisors and tutors that 'others

**106**

is worthwhile. A clear indication of how this can work is through feedback. It is presumed that there is a flow of feedback during placement between student and fieldwork supervisor, between tutor and student, supervisor and tutor, and university fieldwork coordinator. External examiners on social work courses bring a wealth of knowledge from other experiences of social work and social work education and an exchange of ideas regarding the placement position within the course, the viability of sites, placement connected training, and future developments can all be shared.

eBook 1 [35] finishes with a six slide presentation on 'Keys to Practice Teaching' it is a starting point for fieldwork supervisors to consider the principles by which they wish to teach the student. The understanding of the principles, how they can be identified and how they can be taught: Talking, Seeing, Doing, Reflecting - these are paramount keys to establishing the beginning of best ethical practice regardless of country, site or service and go beyond expectations into the realm of absolutes for learning how to be a professional social worker.

## **5. Multi-disciplinary courses sharing of experiences within the university**

The eBook Project on 'Social Work Education: New Approaches. New Thinking' pointed to aspects of trans-disciplinary consultation in order to maximize and fully understand a number of the important elements of placement training. Social work educators, social work students and social workers in the services and community should not think and work in isolation. Social work education has always involved the sharing of ideas with regard to researching and curriculum design as was evident in the studies of Tanemura-Morelli et al., Bronstein, and Finlay et al. [78–80].

In practice, social workers have embraced the integrative models to bring together a number of disciplinary theoretical positions considered in the studies of Oliver and Peck; Cheung, Held et al. [81–83], but in the making of the eBooks it was the inter-disciplinary discussions on 'Language and the area of 'Assessment' and 'Supervision' that were the most productive.

The academic and placement coordinators for both the Speech and Language and Occupational Therapy undergraduate degrees share the same building at NUI Galway. This leads to a relaxed communication atmosphere between the disciplines. Both course professionals were interested in the makeup of the eBooks. In particular the Speech Therapy lecturers were generous with their knowledge around 'language' research but also interested to discuss how this focus on language for therapeutic intervention on placement might be of value to their students during their own speech therapy placements. With regard to the Occupational Therapy staff, they had, in the recent past, some difficulty around assessment and in particular the complexity of some 'fail' grades for students on placement. They were therefore most interested to discuss the making of eBooks 2 and 5 [56, 59] in particular looking at the concept of 'Failing Forward'.

Although both these disciplines have student placements which are of shorter duration (usually 6–10 weeks), some of the fundamental issues such as 'assessment tools that are fit for purpose' and 'supporting the student and supervisor in a failed placement scenario' were of initial relevant collaborative interest.

#### **6. Practice teachers sharing**

Practice teaching is predicated on sets of core principles whether these are called 'Key stages', 'Domains' or 'Competencies'. Every practice teacher carries the

**109**

needed.

*Irish Field Education/Social Work Placement: The Making of Multi-Touch eBooks...*

responsibility of ensuring that their student has reached the required standards and is 'fit for practice' and 'fit to practice'. In order to present the practice wisdom of fieldwork professionals using podcasts and short videos the eBooks set out to

In a most direct and engaging way one of the video podcasts in this eBook shows the practice teacher/fieldwork supervisor talking directly to the social work student in a section taken from their first day together on placement and the expectations around supervision. Both student and practice teacher are inviting the listener to experience 'first hand' how they interact [85]. This podcast is a particularly good teaching tool due to the fact that the practice teacher's mobile phone rings in the middle of the session and in stopping the video here in teaching sessions, there is

In the Republic of Ireland practice teachers are not mandated by their agencies to offer placements to students and this goes across both the statutory and voluntary fields of social work. The practice teachers who came along to record their experiences for the eBooks, both on video and aurally, came out of generosity and also reciprocity. In general there is a healthy relationship between practice teachers and the university here in the West of Ireland. This has taken many years on all sides, of building relationships and understanding the ebb and flow of agency adjustments,

*DOI: http://dx.doi.org/10.5772/intechopen.89391*

capture and share these experiences [84].

always the question asked 'What should happen next?'

**Assessment - creative supervision - feedback**

teacher, the student and the supporting tutor.

personnel change, government policies and University requirements.

**6.1 eBook (2) social work placement: new approaches. New thinking.** 

The key to good assessment is consistency, transparency and appropriateness. Basically students are required to use and process knowledge gained in an effective, efficient and accountable way. The evidence and assessment of NUI Galway's students' work on placement is produced within a portfolio and submitted to the University as coursework at the end of placement. Practice teachers for their part submit a signed pro-forma report of their assessment of the student's learning and practice over the course of a placement (PER Performance Evaluation Report). Accurate assessment is important in particular if there are any procedures

around difficulties, failures or appeals [59] It is also important that those carrying out the assessment are trained and understand their role in the development of the student. Assessment can be seen as a creative tool used by a collective. This collective includes the University, the professional registration body, the practice

In the past the method by which assessment has taken place has had its foundation mainly in a competency-based examination model (CBE). A number of researchers and in particular Eraut [86] have argued that in the areas of judgment and reflection CBE is not particularly fit for purpose because of the complicated value-based nature of casework [87] and the modern approach would appear to be in the appraisal of meta competencies [88, 89]. For assessment at all stages it is important for students not just to understand their development of a particular skill or competency but its application, impact, and outcome in a variety of social work settings. In order to inform the MSW students at NUI Galway how and why they were being assessed the Professor of Social Work, Caroline McGregor recorded a 3 min video to open this eBook 2 [90]. The students could appreciate, having viewed the video, the basis by which they would be assessed on placement and the reason behind the assessment. In the eBook it was decided to include a table of the assessment areas (domains) and the role for the student over Placement 1 and Placement 2. A limited example of this Table (4 domains are given as an example

*Irish Field Education/Social Work Placement: The Making of Multi-Touch eBooks... DOI: http://dx.doi.org/10.5772/intechopen.89391*

responsibility of ensuring that their student has reached the required standards and is 'fit for practice' and 'fit to practice'. In order to present the practice wisdom of fieldwork professionals using podcasts and short videos the eBooks set out to capture and share these experiences [84].

In a most direct and engaging way one of the video podcasts in this eBook shows the practice teacher/fieldwork supervisor talking directly to the social work student in a section taken from their first day together on placement and the expectations around supervision. Both student and practice teacher are inviting the listener to experience 'first hand' how they interact [85]. This podcast is a particularly good teaching tool due to the fact that the practice teacher's mobile phone rings in the middle of the session and in stopping the video here in teaching sessions, there is always the question asked 'What should happen next?'

In the Republic of Ireland practice teachers are not mandated by their agencies to offer placements to students and this goes across both the statutory and voluntary fields of social work. The practice teachers who came along to record their experiences for the eBooks, both on video and aurally, came out of generosity and also reciprocity. In general there is a healthy relationship between practice teachers and the university here in the West of Ireland. This has taken many years on all sides, of building relationships and understanding the ebb and flow of agency adjustments, personnel change, government policies and University requirements.

#### **6.1 eBook (2) social work placement: new approaches. New thinking. Assessment - creative supervision - feedback**

The key to good assessment is consistency, transparency and appropriateness. Basically students are required to use and process knowledge gained in an effective, efficient and accountable way. The evidence and assessment of NUI Galway's students' work on placement is produced within a portfolio and submitted to the University as coursework at the end of placement. Practice teachers for their part submit a signed pro-forma report of their assessment of the student's learning and practice over the course of a placement (PER Performance Evaluation Report).

Accurate assessment is important in particular if there are any procedures needed.

around difficulties, failures or appeals [59] It is also important that those carrying out the assessment are trained and understand their role in the development of the student. Assessment can be seen as a creative tool used by a collective. This collective includes the University, the professional registration body, the practice teacher, the student and the supporting tutor.

In the past the method by which assessment has taken place has had its foundation mainly in a competency-based examination model (CBE). A number of researchers and in particular Eraut [86] have argued that in the areas of judgment and reflection CBE is not particularly fit for purpose because of the complicated value-based nature of casework [87] and the modern approach would appear to be in the appraisal of meta competencies [88, 89]. For assessment at all stages it is important for students not just to understand their development of a particular skill or competency but its application, impact, and outcome in a variety of social work settings. In order to inform the MSW students at NUI Galway how and why they were being assessed the Professor of Social Work, Caroline McGregor recorded a 3 min video to open this eBook 2 [90]. The students could appreciate, having viewed the video, the basis by which they would be assessed on placement and the reason behind the assessment. In the eBook it was decided to include a table of the assessment areas (domains) and the role for the student over Placement 1 and Placement 2. A limited example of this Table (4 domains are given as an example

*Global Social Work - Cutting Edge Issues and Critical Reflections*

for learning how to be a professional social worker.

'Supervision' that were the most productive.

ing at the concept of 'Failing Forward'.

**6. Practice teachers sharing**

**the university**

**5. Multi-disciplinary courses sharing of experiences within** 

The eBook Project on 'Social Work Education: New Approaches. New Thinking' pointed to aspects of trans-disciplinary consultation in order to maximize and fully understand a number of the important elements of placement training. Social work educators, social work students and social workers in the services and community should not think and work in isolation. Social work education has always involved the sharing of ideas with regard to researching and curriculum design as was evident in the studies of Tanemura-Morelli et al., Bronstein, and Finlay et al. [78–80]. In practice, social workers have embraced the integrative models to bring together a number of disciplinary theoretical positions considered in the studies of Oliver and Peck; Cheung, Held et al. [81–83], but in the making of the eBooks it was the inter-disciplinary discussions on 'Language and the area of 'Assessment' and

The academic and placement coordinators for both the Speech and Language and Occupational Therapy undergraduate degrees share the same building at NUI Galway. This leads to a relaxed communication atmosphere between the disciplines. Both course professionals were interested in the makeup of the eBooks. In particular the Speech Therapy lecturers were generous with their knowledge around 'language' research but also interested to discuss how this focus on language for therapeutic intervention on placement might be of value to their students during their own speech therapy placements. With regard to the Occupational Therapy staff, they had, in the recent past, some difficulty around assessment and in particular the complexity of some 'fail' grades for students on placement. They were therefore most interested to discuss the making of eBooks 2 and 5 [56, 59] in particular look-

Although both these disciplines have student placements which are of shorter duration (usually 6–10 weeks), some of the fundamental issues such as 'assessment tools that are fit for purpose' and 'supporting the student and supervisor in a failed

Practice teaching is predicated on sets of core principles whether these are called 'Key stages', 'Domains' or 'Competencies'. Every practice teacher carries the

placement scenario' were of initial relevant collaborative interest.

is worthwhile. A clear indication of how this can work is through feedback. It is presumed that there is a flow of feedback during placement between student and fieldwork supervisor, between tutor and student, supervisor and tutor, and university fieldwork coordinator. External examiners on social work courses bring a wealth of knowledge from other experiences of social work and social work education and an exchange of ideas regarding the placement position within the course, the viability of sites, placement connected training, and future developments can all be shared. eBook 1 [35] finishes with a six slide presentation on 'Keys to Practice Teaching' it is a starting point for fieldwork supervisors to consider the principles by which they wish to teach the student. The understanding of the principles, how they can be identified and how they can be taught: Talking, Seeing, Doing, Reflecting - these are paramount keys to establishing the beginning of best ethical practice regardless of country, site or service and go beyond expectations into the realm of absolutes

**108**

out of a total of 6) is included in this chapter. Interestingly, these general domains, because they are mandated by the official registration board, are also used by speech therapy, occupational therapy and social care students on placement with application to their own professional work models (see www.coru.ie).
