Advancing Social Justice in Field Settings: What Social Work Can Learn from Allied Health Professions

Critics of the current model of agency-based field placements encourage social work educators to foster students’ commitment to promoting social justice by thinking outside the existing structure of field education programs (Dominelli, 1996; George, Silver, & Preston, 2013; Preston, George, &...

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Bibliographic Details
Published in:Field educator 2019-04, Vol.9 (1)
Main Authors: Levine, Amy S, Murray-Lichtman, Andrea
Format: Article
Language:English
Subjects:
Allied Health Occupations
Association Measures
Bias
Clinical outcomes
Collaboration
Educational programs
Health care policy
Health disparities
Health research
Inequality
Interdisciplinary aspects
Learning
Marginality
Medical personnel
Medical research
Medical students
Medicine
Minority groups
Nursing care
Nursing education
Oppression
Organizational effectiveness
Organizational research
Pedagogy
Pharmacy
Professions
Public health
Social change
Social exclusion
Social justice
Social programs
Social work
Social work education
Students
Teachers
Teaching
Teams
Teamwork
Training
Work organization
Work skills
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Summary:Critics of the current model of agency-based field placements encourage social work educators to foster students’ commitment to promoting social justice by thinking outside the existing structure of field education programs (Dominelli, 1996; George, Silver, & Preston, 2013; Preston, George, & Silver, 2014). [...]prodding field education programs to evolve has become essential given the numerous service delivery models that are shifting to an interdisciplinary team approach. [...]hastening changes in field education models is critical to ensuring social work students are well prepared to apply a team approach to addressing the problems faced by clients. To effect real, persistent change in health outcomes of marginalized groups, professional schools must invest resources and instruction time to ensure their students are exposed to anti-oppressive practices and content such as bias-awareness training throughout the curriculum, but especially during their field internships (Hall et al., 2015; Zestcott et al., 2016). [...]based on research with medical students, the interventions used for bias-awareness training must also be evaluated for effectiveness and the outcomes assessed on multiple levels, ranging from the personal to the organizational level. Social work is not delivered in a silo, and-as research with other allied health professions has indicated-current practices might actually perpetuate the inequities that social work claims to work against. [...]social work field education programs must increase their vigilance to find effective strategies to equip students with the knowledge and skills for social justice work.
ISSN:2165-3038