**7. Conclusion**

The consideration of globalization and indigenization within social work education leads us to one question: What constitutes best practice for social work education and training? The answer to this question is embedded in two words: 'relationship' and 'response'. It is a relationship between the theory and practice, incorporating connections encouraged within social work services and it is the response of social work courses to make their teaching relevant, applied and creative to focus on skills, values and knowledge.

For this chapter the aim was to show in the context of world globalization and indigenization how NUI Galway made a contribution to their MSW social work placement training in being able to design, implement and deliver a set of seven multi-media on-line social work practice eBooks. These would, in theory 'wrap around' the placement from pre to post experience. Research is ongoing but so far anecdotal evidence shows that the project has been successful on a number of levels. In launching any creative project there had to be a plan. The Aims and Objectives for this e-Book project were multi-facilitated:


For students it has resulted in being more familiar with work practices and greater confidence in their ability to circumnavigate what lies ahead in placement. This is evidenced in the relevance and accessibility of the information in the videos and podcasts as well as the up to date research. For Practice Teachers/Fieldwork Supervisors in their in-service training, it has again raised confidence in their own ability and also to understand what students are being taught pre-placement. The podcasts made by Practice Teachers and subject experts have proven invaluable in discussion and in signposting the way forward. For those teaching pre-placement training the eBooks were an invaluable starting point. The short 6slide presentations at the end of each eBook were used to open up a number of the pre-placement training classes.

Tackling the dearth of social work placements in some countries is well recorded [95–98]. This author would contend that social work students need social work placements. There is recognition in some countries that difficulties around acquiring and sustaining social work placements present serious challenges [96–98]. With the eBooks NUI Galway placement stakeholders told their stories and shared their wisdom.

There has to be a connectedness between place, academic and practice learning/training and it is important to weigh these concepts equally. Theory comes to life in practice and it is through practical experience and evidence gathering that our knowledge and theories flourish. All this with due regard to environment and resources. Giving placement equal status thus recognizing the reciprocal

**113**

at the University?'

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

and co-dependent relationship between theory and practice along with following through on that commitment takes courage. Giving Practice Placement Coordinators a seat at every table and on every committee where social work training and education is discussed is vitally important. There is a copious amount of work required to plan, execute and support placements long before a student enters the work related arena. Understanding the expectations of students and equally the expectations of practice teachers/field supervisors and their agency protocols is vitally important. The principle involved is to lead all parties towards a general

Agencies must be honest in what they have to offer social work students on placement. If the work involved is 'community orientated work' then identify it as such, if the work is going to be mainly administration [9] agencies must make this clear in the beginning. The contention would be that if on graduation students are going into social work jobs, especially statutory social work in areas such as child protection, mental health, and probation, then they need social work placements in social work teams, offices and Justice Departments. It is a consideration that the use of 'defined' social work competencies and skills on a 'community work' orientated placement may not be appropriately matched to a statutory job in a child protection

In his research Hughes [99] suggests that it is important that new models of placement do not compromise the quality of the learning. This is a sensible agreeable view. Possibly it needs to go further in suggesting that models and especially new models of placement should be 'fit for purpose' or 'fit for work'. Are we getting to a point were social work job advertisements might say 'evidence of placement within professional social work agency desirable'? If so by spreading out what constitutes an acceptable social work placement are we diluting social work placement training by throwing it into a catch all/any agency will do arena? Further research is needed and Registration bodies (where they exist) need to set watertight requirements for standards of social work education. Given the demands on professional social workers, core placement training is of utmost importance given the chal-

Social work students *need* to know they are wanted on placement and will obtain whatever opportunities are available to learn and showcase their talents. Practice teachers and agencies *need* to be engaged with colleges and universities in a planning process long before the student arrives. Placement agencies *need* a reciprocal arrangement with higher education establishments. Universities *need* to have a 'What can we do for you?' approach to the agencies. Can we offer you Continuing Professional Development in the form of in-service training days? Can we come to your team meeting and talk about the option to be involved in social work student education? Can we offer you reduced admission rate to some of our postgraduate courses? Can we talk with the Management team of the Agency to put our argument forward regarding why it would enhance this agency to be involved in social work education? 'Why not come in and run your development day or team meeting here

Obviously, practice placements can be a limited resource; there is always the understanding and empathy towards social work agencies that are too busy, too stressed, in cramped conditions and those where there is no history of taking students. If it is not possible to start at the bottom and work up, then start at the top and work down. At NUI Galway we have tackled the difficulties of acquiring placements through a multitude of approaches. Careful building of relationships over the years and acceptability of situations frequently led to 'If you can't take a student this year, maybe next year. We'll keep in touch. Let us know if there is anything we can do to help'. Expert planning, \*inclusive relationships, extended practice teacher

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

understanding of purpose and intent.

lenges and complexities in the field.

and welfare agency.

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

and co-dependent relationship between theory and practice along with following through on that commitment takes courage. Giving Practice Placement Coordinators a seat at every table and on every committee where social work training and education is discussed is vitally important. There is a copious amount of work required to plan, execute and support placements long before a student enters the work related arena. Understanding the expectations of students and equally the expectations of practice teachers/field supervisors and their agency protocols is vitally important. The principle involved is to lead all parties towards a general understanding of purpose and intent.

Agencies must be honest in what they have to offer social work students on placement. If the work involved is 'community orientated work' then identify it as such, if the work is going to be mainly administration [9] agencies must make this clear in the beginning. The contention would be that if on graduation students are going into social work jobs, especially statutory social work in areas such as child protection, mental health, and probation, then they need social work placements in social work teams, offices and Justice Departments. It is a consideration that the use of 'defined' social work competencies and skills on a 'community work' orientated placement may not be appropriately matched to a statutory job in a child protection and welfare agency.

In his research Hughes [99] suggests that it is important that new models of placement do not compromise the quality of the learning. This is a sensible agreeable view. Possibly it needs to go further in suggesting that models and especially new models of placement should be 'fit for purpose' or 'fit for work'. Are we getting to a point were social work job advertisements might say 'evidence of placement within professional social work agency desirable'? If so by spreading out what constitutes an acceptable social work placement are we diluting social work placement training by throwing it into a catch all/any agency will do arena? Further research is needed and Registration bodies (where they exist) need to set watertight requirements for standards of social work education. Given the demands on professional social workers, core placement training is of utmost importance given the challenges and complexities in the field.

Social work students *need* to know they are wanted on placement and will obtain whatever opportunities are available to learn and showcase their talents. Practice teachers and agencies *need* to be engaged with colleges and universities in a planning process long before the student arrives. Placement agencies *need* a reciprocal arrangement with higher education establishments. Universities *need* to have a 'What can we do for you?' approach to the agencies. Can we offer you Continuing Professional Development in the form of in-service training days? Can we come to your team meeting and talk about the option to be involved in social work student education? Can we offer you reduced admission rate to some of our postgraduate courses? Can we talk with the Management team of the Agency to put our argument forward regarding why it would enhance this agency to be involved in social work education? 'Why not come in and run your development day or team meeting here at the University?'

Obviously, practice placements can be a limited resource; there is always the understanding and empathy towards social work agencies that are too busy, too stressed, in cramped conditions and those where there is no history of taking students. If it is not possible to start at the bottom and work up, then start at the top and work down. At NUI Galway we have tackled the difficulties of acquiring placements through a multitude of approaches. Careful building of relationships over the years and acceptability of situations frequently led to 'If you can't take a student this year, maybe next year. We'll keep in touch. Let us know if there is anything we can do to help'. Expert planning, \*inclusive relationships, extended practice teacher

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

creative to focus on skills, values and knowledge.

for this e-Book project were multi-facilitated:

The consideration of globalization and indigenization within social work education leads us to one question: What constitutes best practice for social work education and training? The answer to this question is embedded in two words: 'relationship' and 'response'. It is a relationship between the theory and practice, incorporating connections encouraged within social work services and it is the response of social work courses to make their teaching relevant, applied and

For this chapter the aim was to show in the context of world globalization and indigenization how NUI Galway made a contribution to their MSW social work placement training in being able to design, implement and deliver a set of seven multi-media on-line social work practice eBooks. These would, in theory 'wrap around' the placement from pre to post experience. Research is ongoing but so far anecdotal evidence shows that the project has been successful on a number of levels. In launching any creative project there had to be a plan. The Aims and Objectives

1.To creatively, by the use of multimedia approaches *engage* MSW students, fieldwork supervisors, tutors and those teaching pre-placement training.

3.To *build* a community of practice teachers (fieldwork supervisors) where they felt invested in the process experience to help practice teachers feel valued and

4.To *establish* a Postgraduate training course for practice teachers which would offer further continual professional development for those involved and place-

For students it has resulted in being more familiar with work practices and greater confidence in their ability to circumnavigate what lies ahead in placement. This is evidenced in the relevance and accessibility of the information in the videos and podcasts as well as the up to date research. For Practice Teachers/Fieldwork Supervisors in their in-service training, it has again raised confidence in their own ability and also to understand what students are being taught pre-placement. The podcasts made by Practice Teachers and subject experts have proven invaluable in discussion and in signposting the way forward. For those teaching pre-placement training the eBooks were an invaluable starting point. The short 6slide presentations at the end of each eBook were used to open up a number of the pre-placement

Tackling the dearth of social work placements in some countries is well recorded

[95–98]. This author would contend that social work students need social work placements. There is recognition in some countries that difficulties around acquiring and sustaining social work placements present serious challenges [96–98]. With the eBooks NUI Galway placement stakeholders told their stories and shared their

There has to be a connectedness between place, academic and practice learning/training and it is important to weigh these concepts equally. Theory comes to life in practice and it is through practical experience and evidence gathering that our knowledge and theories flourish. All this with due regard to environment and resources. Giving placement equal status thus recognizing the reciprocal

2.To encourage experts to *share* their knowledge and wisdom.

ment opportunities for the NUI Galway MSW students.

be part of social work training for the future.

**7. Conclusion**

**112**

wisdom.

training classes.

training, student comprehension of expectations and supervision models are crucial to the work of acquiring, supporting and maintaining placements. There is no panacea but it is a great challenge.

All stakeholders in placement are involved in building and assuming professional identities and roles. How they see this experience and how they best decide to explore and navigate the private, professional and ideal self, can be peer shared and act as a catalyst for others throughout the placement training experience.

The boat once steered by the trainee is coming back to shore. There is no guarantee what tomorrow will bring but reciprocity, inclusiveness and creative approaches will help bring us the educated enlightened social workers of tomorrow.
