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Translating knowledge into practice: using simulation to enhance mental health competence through social work education
- Authors:
- LEE Eunjung, KOURGIANTAKIS Toula, BOGO Marion
- Journal article citation:
- Social Work Education (The International Journal), 39(3), 2020, pp.329-349.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Simulation-based learning (SBL) is an innovative experiential teaching method where students and instructors interact with a simulated client to foster students’ holistic competence in practice. Considering the context of North America where social workers are the largest service provider in the field of mental health, it is critical for educators to enhance competencies in students during the social work program. Guided by competency- and simulation-based, adult learning frameworks, this paper illustrates the development and integration of a range of educational activities into a treatment-focused advanced mental health course in the social work curriculum. The paper concludes by discussing how SBL enhances students’ mental health competence and provide recommendations when developing SBL in the mental health curriculum in social work education. (Edited publisher abstract)
The implicit curriculum in social work education: the culture of human interchange
- Authors:
- BOGO Marion, WAYNE Julianne
- Journal article citation:
- Journal of Teaching in Social Work, 33(1), 2013, pp.2-14.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
The implicit curriculum is a newly identified and distinct component of the curriculum. It refers to ‘the educational environment in which the explicit curriculum is presented’ (EPAS, 2008). The purpose of this article is to address the human interchange component of the implicit curriculum. ‘The culture of human interchange’ is described as a component of the medium through which the elements of the implicit curriculum inform the student’s learning and development (EPAS, 2008). This article presents the use of the implicit curriculum concept in teacher and medical education as a context for its application to social work education. It argues that professional behaviours taught in the explicit curriculum of the classroom need to be consciously reinforced in the many venues and through the ongoing interpersonal relations throughout the educational environment. The article identifies the challenges that this would create for educators but which the implicit curriculum standard now mandates them to address.
Interprofessional clinical supervision in mental health and addiction: toward identifying common elements
- Authors:
- BOGO Marion, et al
- Journal article citation:
- Clinical Supervisor (The), 30(1), January 2011, pp.124-140.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This study investigated the views of clinicians from a range of professions to further understand general principles for clinical supervision in mental health services. Participants included 77 clinicians in 14 focus groups in 2008–2009. They explored their perceptions about clinical supervision, facilitators, and barriers. Discussions were recorded and transcribed verbatim, and qualitative analytic methods were used to identify themes and exceptions. Frontline clinicians identified interacting factors they associated with quality clinical supervision. Agreement existed regarding principles for interprofessional supervision in mental health – that it is available on a regular and crisis-responsive basis, and that supervisors are expert in clinical interventions for specific populations and have the skills for teaching and supporting staff. Some nurses expressed unique perceptions about clinical supervision based on their professional traditions and approaches. The authors concluded that further research was required before suggesting a common model of supervision across professions.
Supporting front-line practitioners' professional development and job satisfaction in mental health and addiction
- Authors:
- BOGO Marion, et al
- Journal article citation:
- Journal of Interprofessional Care, 25(3), May 2011, pp.209-214.
- Publisher:
- Taylor and Francis
Organisational change in health institutions has removed profession-based departments and replaced them with new programme management structures. This paper examined practitioners' perceptions of their professional work in a large Canadian urban centre for addiction and mental health that has undergone such change. Focus groups were held with 76 practitioners from 6 professions to elicit professional perceptions. Findings revealed that practitioners' perceptions of their professional competence, performance, development, and job satisfaction were largely affected by three interrelated factors: available supervision from experts who validate practitioners' subjective work experiences and provide population-specific knowledge for effective interventions; teams that provide a home base and support through positive interpersonal relations, collaboration and informal feedback; and organisations and managers who provide assistance and training while expecting quality performance and productivity.
Developing a tool for assessing students' reflections on their practice
- Authors:
- BOGO Marion, et al
- Journal article citation:
- Social Work Education (The International Journal), 30(2), March 2011, pp.186-194.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Noting that students in social work education are expected to demonstrate reflection in practice as a learning outcome, this brief paper reports on a project based on the Objective Structured Clinical Examination (which originated in medicine and is now used in a range of health professions). It describes how the project team developed and piloted an assessment method where student performance was assessed using actors in interviews with students in scenarios representing authentic social work client situations. A 15 minute post-interview reflective dialogue was included. In the first phase of the project a scale to measure meta-competencies was developed. In phase 2, the scale was tested in an Objective Structured Clinical Examination with 11 social work students, 7 recent graduates and 5 experienced social workers, as part of a larger project aimed at evaluating performance and reflective practice. The researchers concluded that the study demonstrated promising reliability in the approach and scales.
Self-disclosure of sexual orientation in social work field education: field instructor and lesbian and gay student perspectives
- Authors:
- NEWMAN Peter A., BOGO Marion, DALEY Andrea
- Journal article citation:
- Clinical Supervisor (The), 27(2), 2008, pp.215-237.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Lesbian, gay, bisexual and transgendered (LGBT) students may confront obstacles with respect to disclosing their sexual orientation in the field agency, with their field instructors, and in their practice. This article describes an exploratory study relating to professional development and self-disclosure from the perspectives of both lesbian and gay students and field instructors. It comprised in-depth interviews with 6 lesbian and gay recent MSW graduates and 8 experienced field instructors to explore sexual orientation-related challenges in social work field education. The data were analysed using techniques from grounded theory and NVivo qualitative software. Self-disclosure emerged as a central theme in the establishment of a positive learning environment for lesbian and gay students in field education, including the benefits of student self-disclosure to learning, the responsibility of the field instructor, and the role of the agency context. The article concludes that schools of social work may benefit from training and sensitising field instructors to develop competence in providing educational experiences for LGBT students.
Moving beyond the administrative: supervisors' perspectives on clinical supervision in child welfare
- Authors:
- DILL Katharine, BOGO Marion
- Journal article citation:
- Journal of Public Child Welfare, 3(1), January 2009, pp.87-105.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This paper examines the perspectives of child welfare supervisors of their beliefs and experiences about the factors involved in offering quality clinical supervision in child welfare. The study took place in Ontario, Canada in 2005 at a time when the system was going through a transformation where supervisors were expected to integrate a clinical perspective in their work. A total of 51 supervisors participated in 8 focus groups ranging from 4 to 10 participants per group. Focus group participants were asked to discuss the key components of supervision in child welfare, what the term clinical supervision meant and what it did not include, and what factors interfered with their ability to provide quality supervision. The study identified a number of interwoven factors at the organisational, supervisory, and practice level that affect the nature of supervision offered. The recurrent themes that emerged across the focus groups were: commitment to the safety of children; the interwoven elements of supervision; the impact of power and authority; and the factors that affect the process of developing as a supervisor. Implications are drawn for child welfare practice, models of supervision which integrate administrative, clinical and educational features, organisational culture, and training new supervisors.
When values collide: field instructors' experiences of providing feedback and evaluating competence
- Authors:
- BOGO Marion, et al
- Journal article citation:
- Clinical Supervisor (The), 26(1/2), 2007, pp.99-117.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This paper reports on an analysis of qualitative data accrued across four research studies that addressed the experiences of field instructors in evaluating students and providing corrective feedback when necessary. Findings suggest that while tools for field evaluation are increasingly attempting to provide standardized, objective, and "impartial" measures of performance, these evaluations nevertheless occur within a professional and relational context that may undermine their value. As social workers, field instructors are guided by the professional values of respecting diversity, focusing on strengths and empowerment, advocating for vulnerable individuals, and valuing relationships as avenues for growth and change. By placing field instructors in a gatekeeping role, the university requires them to advocate for particular normative standards of professional behaviour and to record a negative evaluation for a student who fails to achieve or adhere to these normative standards. Such activities can be in direct conflict with social workers' personal and professional values, thereby creating a disquieting paradox for the field instructor. Models of student evaluation must consider the influence of this conflict on the field instructor's ability to fulfil the role of professional gatekeeper and must find new ways of addressing the problematic student. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580).
Clinical supervision in social work: a review of the research literature
- Authors:
- BOGO Marion, MCKNIGHT Kathryn
- Journal article citation:
- Clinical Supervisor (The), 24(1/2), 2005, pp.49-67.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
In social work, supervision is valued as a crucial activity for professional learning and development. Over time, an extensive body of literature has developed that is largely theoretical and practice-oriented. The development of an empirical body of knowledge for supervision has been slow with most approaches supported solely by anecdotal accounts. An extensive review of the empirical studies on supervision conducted in the past decade was undertaken. Two separate streams of inquiry were found; one focused on supervision of professional staff and one focused on field education of students. This body of research is reviewed in two companion papers. Recent studies of supervision of staff are largely descriptive and exploratory yielding limited knowledge for evidence-based supervision. Organizational and professional issues related to the dearth of studies are discussed. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580).
Field instruction in social work: a review of the research literature
- Author:
- BOGO Marion
- Journal article citation:
- Clinical Supervisor (The), 24(1/2), 2005, pp.163-193.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
A review of recent literature on field education revealed an extensive body of knowledge consisting of theoretical, educational, and empirical work. A search was conducted on Social Work Abstracts to identify papers from 1999-2004 with the keywords of "social work" and "field instruction" and "field education". Of those retrieved, 40 empirical studies were selected for review. A number of relevant themes emerged from this review related to the context of field education, processes of field instruction, assessment of student learning and competence, training field instructors, and international practicum. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580).