ABSTRACT

Securing social work field placements is increasingly becoming a challenge for social work education around the globe. In response to an unexpected and sudden shortage of field placements in a small primarily undergraduate university near Toronto, Canada, the authors developed an in-house Stress Reduction Peer Support (SRPS) pilot project to provide 12 third-year undergraduate students with the 240 placement hours required to complete their Bachelor of Social Work degree. In-depth interviews with eight of the 12 practicum students revealed support for the idea of the in-house SRPS placement. However, practicum students also expressed the need for improvements if such an unconventional placement were to be offered again. These included the importance of advanced planning for in-house placements, ensuring students do not have unrealistic expectations about placements, allowing students to choose whether to participate in unconventional placements, ensuring the educational content of the placement aligns with what students are learning in their courses, being clear about how each component of the placement aligns with social work anti-oppressive practice, and ensuring sufficient social work-specific supervision. The use of real-plays as opposed to role-plays was questioned, especially regarding students’ discomfort with sharing personal and sensitive information and submitting video-recordings via the Internet.

摘要

确保社会工作领域的安置正日益成为全球社会工作教育的挑战。为了应对加拿大多伦多附近一所主要是本科的小型大学意外和突然的现场实习短缺，作者开发了一个内部减压同伴支持 (SRPS) 试点项目，为 12 名三年级本科生提供 240 名实习生完成社会工作学士学位所需的小时数。对 12 名实习学生中的 8 名进行的深入访谈显示，他们支持内部 SRPS 安置的想法。然而，实习学生也表示，如果再次提供这种非常规的安置，则需要改进。其中包括提前规划内部安置的重要性，确保学生对安置没有不切实际的期望 允许学生选择是否参加非常规安置 确保安置的教育内容与学生在课程中学习的内容保持一致 清楚安置的每个组成部分如何与社会保持一致工作反压迫实践，并确保充分的社会工作具体监督。与角色扮演相反的真实戏剧的使用受到了质疑，特别是关于学生对共享个人和敏感信息以及通过互联网提交视频记录感到不适。清楚安置的每个组成部分如何与社会工作反压迫实践保持一致，并确保充分的社会工作特定监督。与角色扮演相反的真实戏剧的使用受到了质疑，特别是关于学生对共享个人和敏感信息以及通过互联网提交视频记录感到不适。清楚安置的每个组成部分如何与社会工作反压迫实践保持一致，并确保充分的社会工作特定监督。与角色扮演相反的真实戏剧的使用受到了质疑，特别是关于学生对共享个人和敏感信息以及通过互联网提交视频记录感到不适。