Connect with us
  • Advertisement
  • Education

    The Social Work Internship Debate

    Published

    on

    The debate of social work internships is a hot topic right now, and I hear a complaint about field placements come up daily. People have been constantly arguing about what works and what should be implemented. It does not seem like there is a clear consensus on the issue, and who knows if there will ever be one. I thought of sharing my perspective, especially with the Summit on Field Education coming up in October.

    unpaid internship

    Photo Credit: Beatriz Albuquerque, 2005, Chicago, Work For Free Project. Beatriz Albuquerque www.beatrizalbuquerque.com

    Before I begin, I will share some information on my background. I am currently a dual-degree master’s student in social work and public administration, and get the chance to be exposed in two different programs. I have a clear focus of what I want to do, but still open to new opportunities. I am 23 years old and will be beginning my TENTH internship at the end of this month.

    Yes, I have completed ten internships ALL in the public sector, and I value each of their experiences. In addition to my internship experiences, I worked at the career center at my undergraduate school for over three years and currently work at the career services office at my current school for almost a year. I would say, that I have had my fair share experiences with internships and have observed and learned what works and what does not. That being said, I want to share my thoughts on this internship debate and offer my thoughts.

    First of all, I believe there should be an internship requirement for social work programs. Internships are valuable experiences and complement the information learned in the classroom. The more internships a student completes, the more opportunities they get to develop their career goals as well as expand their network. I completely agree with the required mandate for all concentrations, but I certainly do not agree with mandates that are currently in place and some of the suggestions I have heard.

    Here are some of my thoughts:

    Strict Requirements do not work and making them stricter will not work make them better: The strict requirements that are currently in place for social work internships are harming the current generation of students. Anyone advocating for even stricter requirements is ignorant of what is like to be a student now. We want options, and we want to individualize. Students entering colleges now have grown up believing we are unique, and we constantly brag about it. We each have our own interests and skills, and we want to find experiences that compliment them. A universal approach does not work for every client, and it certainly does not work for every social work student. Enforcing strict requirements is harming social work programs and ultimately the field.

    Internships are for Exploration: As I noted before, internships are a chance for students to explore opportunities in their desired field. Since social work is such a vast field, it is important for students to have the opportunity to explore the many options. Students should be able to explore things they like before they enter into a career. I am not positive, but I certainly believe that many students drop out of social work program, because they are forced to perform work they do not want to do. If students had the option to explore areas of interest to them, then maybe they would value their experience more in the program.

    Disciplining Does Not Help: This should be an easy topic to conceptualize, but schools across the country are punishing their students for wanting something different. Students are kicked out of programs for horrible field placements at the fault of the school for placing them there. Students are deemed UNFIT social workers for pointing out flaws at their agencies. The director of field education at my school has told numerous students to DROP OUT of the program simply if they do not like the rules. Isn’t that ridiculous? Since when is punishment the way to address issues in social work? Shouldn’t we supporting students through their beginning stages of being a social worker instead of setting them up for failure?

    Mandatory Social Work Credentials for Supervisors Limit Options: I understand the reason for requiring a supervisor to have a social work background, but this limits so many opportunities for social workers to get great experiences. If you think about it, there are social workers that understand the values of social work WITHOUT a social work degree. If someone without a social work degree is doing the exact same work job at a similar agency than someone with a social work degree, why can’t they supervise a social work student? If colleges are in need of more placements for students, this should be a rule that seriously needs to be reconsidered. Having a social work degree, does not qualify you to be the best social work supervisor.

    Concurrent Course Requirements: I am not sure if all schools require this, but my school definitely does. They require students to be taking course at the same time as their placement, primarily meaning they can’t complete their internship hours at all over the summer. This rule is ignorant of the needs and schedules of current students. I do believe an internship should begin after the student begins coursework, but this rule just makes things harder for students. Taking a full course load and completing an internship that is most likely unpaid is already a lot, and add on top of that working somewhere to pay the bills. If schools were more flexible with this rule, then maybe students will be able to complete the program with less stress and more enjoyment.

    Now that I’ve discussed addressed some of the issues I see. Here are some suggestions I have for improvement:

    • Students should be required to have an internship since social work programs are professional programs, but students should have flexibility and should be individualized to their interests, skills and needs.
    • Students should have option in the internships they obtain and should practice applying and obtaining these internships in preparation for job applying process. Students can obviously receive help and support from the school during this process.
    • Students should not be punished for bad internship experiences. They are learning experiences and should be taken treated as such.
    • Supervisors should be approved by the school, but should not have to have a social work degree. Mental Health counseling, advanced psychology, public administration, public policy, business administration, and other applicable degrees can be effective supervisors and provide the student a great perspective in their internship.
    • Students should be able to be flexible with their internships, as long as they are meeting the requirements.
    • Minimum hours requirements could be implemented to ensure students perform an adequate amount of applicable field experience.
    • Internships must be approved by the field office as applicable placements, and the student and supervisor should set a learning plan to ensure all the social work objectives are met in the internships.
    • Students should not have to be placed in internships outside of their career interests unless they desire.

    I hope this article is a start for discussion, not an argument. I do not mean to cause problems or trouble, but merely offer a different perspective that could be helpful in this internship debate. Please share these thoughts, and I’d like to hear other opinions.

    Get Free E-Book Download
    Gratitude: Self-Care Strategies for Life and Work
    Subscribe
    After confirmation, our free e-book download will be emailed to you...unsubscribe anytime

    Jonathan Richardson is the Social Work Helper Staff Writer focusing on Students Issues and Concerns. He currently is a graduate student at University at Albany getting his MSW and MPA degrees. Jonathan has a background in a variety of nonprofit administrative and direct practice experience with a specialization in fundraising and development, and he hopes to empower the next generation of leaders and provide them with the motivation to positively impact their local communities. You can also visit his personal blog www.jonathanknowseverything.blogspot.com.

    Education

    Project-Based Learning for the Virtual Classroom

    Published

    on

    Project-based learning (PBL) may not be the first thing that teachers consider when planning for remote or hybrid lessons. However, with a little creativity and an organized approach, project-based learning can engage students in a way that may be lacking during typical virtual instruction. So what is it, exactly? PBL, simply put, is an approach to learning through exploration of a real-world problem or question. Ideally, students choose to investigate a problem or challenge that means something to them – something that impacts their daily lives. Then, through research, collaboration, and exploration, students gain a deeper understanding of the issue or challenge and how they can contribute to a solution. Even more important is the fact that, through project-based learning, students gain a better understanding of who they are as learners and critical thinkers. With being said, let’s look at how instructors can utilize PBL in virtual settings.

    How to Organize PBL for Remote Learning

    “Embrace the chaos of now” by asking students to discuss what is currently troubling them. When students have a vested interest in their classwork, they will obviously be more inclined to engage in the work and follow through on the assignment. Ask about challenges or problems they’ve been having, such as:

    • What has been your biggest struggle with adapting to virtual/remote learning?
    • What needs are not being met in this “new normal?”
    • How has your daily routine changed since the start of the pandemic?
    • What is a problem that you see your peers, neighbors, teachers, community struggling with?

    After students have identified an issue or challenge that they personally recognize in their day-to-day lives, ask them to do a little preliminary brainstorming about the problem using a standard KWL chart. The KWL chart is an old favorite in the classroom for any sort of introduction to a new topic, concept, or unit. For project-based learning, the KWL chart provides students with a visual starting point and a trajectory for where their research is headed. The graphic organizer, for those who have not used it before acts as a simple t-chart to organize what students already know (K) about the topic, what they want (W) to know about the topic, and what they learn (L) throughout their research process. This simple visual aid acts as the foundation for critical thinking by visually, yet simply, organizing a student’s thoughts.

    Next, you can help students with backward design or backward mapping by outlining objectives first. Again, project-based learning is all about allowing students to explore a challenge and identify a resolution or fix for the problem. In order to adequately lay out the groundwork, students must have a clear and definitive end goal. Therefore, in planning for success, teachers need to help students employ backward mapping strategies by beginning with something like a S.M.A.R.T. (Specific. Measurable. Attainable. Relevant. Timely.) goal—then working backward from there to achieve that goal.

    Instructors can also utilize haptic engagement or hands–on learning by encouraging students to physically try out or experiment with their ideas. Teachers can model this experiential learning by choosing their own PBL to focus on while kids are working. Show students that, in order to truly solve a problem, people must occasionally get their hands dirty. It is also important for teachers to note that success stories are almost always trial and error—a sound solution will not come right away. By testing hypotheses and modifying approaches, students truly understand the value of hands–on, experiential learning. Not only are these demonstrations helpful for getting closer to a solution, but haptic engagement also teaches students about grit, perseverance, and strategies around error analysis.

    Another great skill set that students may develop while participating in PBL classroom activities involves retrieval practice. Since students are focusing their work on one primary challenge, they are able to hone their focus and truly absorb new information as they learn. Teachers can help foster retrieval strategies with activities such as Cornell note-taking, peer teaching, and Socratic seminars, in which students take the lead in delivering information to one another.

    Try some of these PBL strategies out in your next lesson, whether it be virtual or in-person, and see the results for yourself.

    Get Free E-Book Download
    Gratitude: Self-Care Strategies for Life and Work
    Subscribe
    After confirmation, our free e-book download will be emailed to you...unsubscribe anytime
    Continue Reading

    Education

    New Preschool Program in Oregon is a Model for the Nation—But Challenges Remain

    Published

    on

    By Mary King and Lisa Dodson

    In November 2020, voters in Multnomah County, home to the city of Portland, resoundingly approved the creation of a new, universal preschool program—a program that could serve as a model for desperately needed preschool and childcare investments for the entire country. All three- and four-year-olds in Multnomah county will be able to attend a free, year-round, universal, high quality preschool program that meets their needs as well as those of most families, providers and staff, and local businesses. Key elements include a wide range of choices for families as well as living wages and professional supports for providers and workers. The program is slated to be equitably funded by a local income tax on the highest income households.

    Two big challenges remain: ensuring that families with “non-traditional” work schedules are included, and significantly increasing public investment in facilities to allow preschools to expand well beyond church basements and providers’ homes. Those working non-traditional hours are disproportionately low-income, women, people of color, and often “essential workers” without whom our society and economy would not function. Federal childcare initiatives must address the needs of families with such work schedules, or the families that most need public child care will be left out.

    A Universal Model that Serves Diverse Needs

    Universal preschool programs benefit all children and lead to better outcomes than means-tested programs for the most disadvantaged children. Means-tested programs such as Head Start seek to deliver services only to households with low incomes. Although means-tested programs “target the poor,” universal programs bring children and families from across the socioeconomic spectrum together, challenging ongoing race, ethnic and class segregation that erodes democracy. Universality also inspires broad support to maintain adequate funding. After fifty well-regarded years, Head Start is still available—but only for a fraction of eligible families, and even then, often only part-time and part-year. High quality preschool and child care is out of reach for the large majority of families who already face the high cost of housing, health care, and student debt with stagnating wages. Importantly, universal preschool is both a two-generation anti-poverty program and a powerful boost to economic development, because it returns $9.45 to the community for every dollar spent.

    Families raising young children are diverse and need a wide range of options. Multnomah County’s new Preschool for All program will offer choices of:

    • language and cultural contexts, including Afro-centric and other alternatives,
    • types of setting, including family childcare providers, public schools and free-standing centers, and
    • schedules, including school year and year-round, full and part-time, weekend days as well as week days, with up to 50 hours a week for families that need or want longer days

    Children with disabilities will be included, facilitating earlier identification of health issues and treatment. Expulsions, now too common in preschool settings particularly for children of color, will be prohibited, requiring that the system provide supportive interventions to meet all children’s needs.

    Fair Pay and Professional Support for Providers and Workers

    Currently, U.S. family childcare providers, preschool teachers, and childcare workers earn poverty wages with few benefits and often cope with difficult working conditions. The result is high turnover; the loss of skilled, experienced and dedicated workers to jobs that better support their families; and damage to the quality of care. High quality child care depends on the ongoing relationships caregivers develop with families, children, and co-workers.

    Multnomah County’s new Preschool for All program will pay teachers comparably with kindergarten teachers, doubling their current salaries. The wage floor for assistant teachers and other classroom staff will be set at nearly $20 an hour when the program starts in Fall 2022, with pay levels adjusted to reward increasing skills, training and experience. Continuing professional development will be geared to the schedules of the low-income working parents who are over-represented among preschool workers. Should workers wish to join a union, employers will be required to remain neutral.

    Funding universal high quality child care is within reach. Over the past 40 years, U.S. economic gains have been concentrated on an ever smaller group of the wealthy, while responsibility for paying for our infrastructure and public services has been shifted from the affluent to the working and middle classes. Reversing such trends, Multnomah County’s preschool program is to be funded by a county income tax on approximately eight percent of households at the top. Combined federal, state, and local income tax rates for such households will still fall far below the top tax federal income tax rates in place for the much of the 20th century, from the 1930s through the 1970s.

    Unmet Challenges

    Multnomah County intends to offer preschool up to ten hours a day and on weekend days, but has not committed to other “non-traditional” hours. Employers demand “non-traditional” work schedules for the three occupations expected to add the most jobs between 2019 and 2029: home health and personal care aides, fast food and counter workers, and restaurant cooks. Many retail and hospitality positions also entail low wages and employer insistence that workers maintain “open availability,” and healthcare, construction, and gig workers struggle with work schedules that make it very difficult to find child care.

    Multnomah County will pay fair wages to everyone working in the classroom, but will not supplement the pay of people working in Head Start and other public preschool and childcare programs that pay too little to retain skilled people in the face of a more attractive alternative. The county plans to support some infant and toddler programs, but won’t be able to overcome the severe shortage of affordable, quality care for these age groups, likely to be exacerbated by competition from a preschool system offering better compensation. Finally, preschool and child care is now crowded into inexpensive or public spaces; serving all children well will require a significant investment in physical facilities.

    Despite such continuing challenges, Multnomah County’s Preschool for All offers a national model, with its variety of choices to families, living wages for all classroom staff, and an equitable approach to public funding. Each of these aspects needs to be included in any new federal program. In addition, a new federal program should aspire to offer high quality child care to families struggling with difficult work schedules, until labor legislation is revised to place limits on such unpredictable schedules. Strategies will also need to be implemented to improve the wages of workers in Head Start and other public preschool and childcare programs.

    Get Free E-Book Download
    Gratitude: Self-Care Strategies for Life and Work
    Subscribe
    After confirmation, our free e-book download will be emailed to you...unsubscribe anytime
    Continue Reading

    Diversity

    Why Political Science Can and Should Lead Diversity Efforts in Higher Education

    Published

    on

    Diversity is big business in the academy. Foundations such as Ford, Carnegie, and Robert Wood Johnson support academic efforts to diversify the professoriate; and colleges and universities across the country are investing significant resources in diversity efforts. Furthermore, the academy has begun hiring chief diversity officers, following corporate sector trends — 60% of Fortune 500 companies have chief diversity officers among their top-executives.

    Although the numbers of women in political science have shown modest growth over the last two decades, the number of women of color in the field has largely remained flat. Political science scholarship on minority representation in U.S. legislatures sheds light on this professional conundrum, too. This literature shows how organized women, racial and ethnic minorities, and their allies can promote diversity and inclusive practices to bring about lasting change in political science, other disciplines and higher education more broadly.

    An Opportune Moment for Political Science

    Research on social movements shows that, when windows of opportunity arise, activists must have the resources to change the status quo and push for policy breakthroughs. I suggest that heightened attention to institutional diversity across academia presents an opportunity that political scientists can and should seize by presenting themselves as credible stakeholders who are well-equipped to: steward institutions’ newly available resources, run innovative pilot programs, and produce returns on institutional diversity investments for both students and faculty.

    Student demands will be a key resource in these efforts, but administrators can often “wait students out” — stalling student diversity efforts until a new cohort must begin afresh. Political Science is uniquely positioned to lead institutional change by using research from the discipline to encourage student activists to investigate the issues, formulate long- and short-term goals, determine the scope of their influence, identify allies and opponents, construct informed arguments, and make specific demands with measurable outcomes. This informed activism can help students leverage their status over time as students, alumni, and donors to move towards shared goals for departmental, disciplinary, and institutional change.

    Political Science is attracting many undergraduate women majors. Women are faring as well as men on the discipline’s job market. They are approaching pay equity with male colleagues and increasing their presence in the ranks of full professors. In 2010, women of color comprised 13.5% of female political science faculty, more than double their share in 1980. Although this improvement remains relatively modest compared to the nearly 300% increase in women faculty over that span, the progress for women of color is promising and can act as a foundation for future diversity efforts. Nevertheless, many challenges must still be addressed — including burdens of balancing tenure-track and family responsibilities, “inhospitable” institutional climates, and research norms that discount women’s contributions to collaborative work.

    Building a Diversity Infrastructure

    Sheer numbers are the first requirement for building diversity infrastructure. With sufficient numbers, members of gender and racial caucuses can promote further change and build organizational capacities. Research on the impact of diversity in Congress shows that the Congressional Black, Hispanic, and Asian Pacific American caucuses encourage information and resource sharing, enhanced communication, and collective action on behalf of racial and ethnic minorities. Through caucuses, task forces, and organized voting blocs, minority legislators have kept low-salience civil rights issues on the congressional agenda despite waning public interest. Women’s and racial and ethnic caucuses in national and regional political science associations show that female political scientists can capitalize on their numbers to act as disruptive-insiders to further diversify faculties and challenge discrimination.

    Buy-in from political science department heads who name search committees and from faculty making influential recommendations will be indispensable for furthering these efforts. Departmental objectives can be linked to university diversity efforts. Male faculty members should be encouraged to serve on diversity committees and act as change agents.

    Thinking beyond individual departments, women’s caucuses and ethnic caucuses in political science associations could share resources and knowledge and coordinate agendas. If increasing the racial and ethnic diversity of the discipline is to be achieved, then women’s caucuses will need to work closely with race and ethnic caucuses in the discipline. Although universal sisterhood may be a worthy ideal, faculty women of color cannot be cast as handmaidens rather than full partners in the work of transforming the discipline.

    Mentorship is Not Enough

    The number of women of color entering political science faculties has stagnated, and many minority faculty members leave political science departments for more hospitable interdisciplinary centers. Recruitment and retention should therefore be top priorities — and that is going to take more than just mentoring programs.

    Mentorship is a common answer to the challenge of recruiting, supporting, and retaining minority faculty. Mentoring, however, only teaches people how to survive in institutions. It does not necessarily attract more people to enter institutions, and it does not help them change institutions. Although the very presence of black women on academic faculties and in front of classrooms changes the academy, that is not enough. Despite widely shared good intentions, the discipline cannot rely on mentoring alone to help women of color overcome racism, sexism, and other systematic obstacles to their advancement. At best, mentoring will help women faculty of color expand their social networks, establish important professional relationships, and better navigate minefields. At worst, mentoring will help some individuals survive and advance, while maintaining longstanding power disparities in the discipline. Mentoring obviously cannot ameliorate the impediments that routinely challenge and undermine women of color at all ranks of the professoriate. Political science must lead the way in identifying and deploying all of the strategies that can bring broader progress in universities and disciplines.

    Get Free E-Book Download
    Gratitude: Self-Care Strategies for Life and Work
    Subscribe
    After confirmation, our free e-book download will be emailed to you...unsubscribe anytime
    Continue Reading
    Advertisement

    Connect With SWHELPER

    Twitter
    Flipboard Instagram
    Advertisement

    Trending

    Advertisement


    Good Things Happen When
    You Subscribe

    Subscribe
    Advertisement

    Trending

    DON’T MISS OUT!
    Subscribe To Newsletter
    Get access to free webinars, premimum content, exclusive offers and discounts delivered straight to your email inbox.
    Start My Free Subscription
    Give it a try, you can unsubscribe anytime.
    close-link


    Good Things Happen When
    You Subscribe

    Subscribe
    close-link
    Get Free E-Book Download
    Gratitude: Self-Care Strategies for Life and Work
    Subscribe
    After confirmation, our free e-book download will be emailed to you...unsubscribe anytime
    Close