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Learning to be a social worker in a non-traditional placement: Critical reflections on social work, professional identity and social work education in England

Scholar, HF, McLaughlin, H, McCaughan, S and Coleman, AR 2014, 'Learning to be a social worker in a non-traditional placement: Critical reflections on social work, professional identity and social work education in England' , Social Work Education, 33 (8) , pp. 998-1016.

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Abstract

Drawing upon findings from a national evaluation of student social workers' experiences of ‘non-traditional’ placements with a national charity, this article considers what such placements can contribute to the development of an individual and collective sense of professional identity for social work. This is explored against the background of current developments in social work education in England, including changes to the requirements for practice placements and the introduction of ‘fast-track’ routes to qualification, preparing students for social work in statutory children's services. The article suggests that with the establishment of The College of Social Work and the development of the Professional Capabilities Framework, relevant to all social workers throughout their careers, the profession has an opportunity to promote a concept of social work in England beyond that required by statutory sector employers; and that practice learning in non-statutory and non-traditional settings has an important role to play in this.

Item Type: Article
Schools: Schools > School of Nursing, Midwifery, Social Work & Social Sciences > Centre for Nursing, Midwifery, Social Work & Social Sciences Research
Journal or Publication Title: Social Work Education
Publisher: Taylor & Francis
Refereed: Yes
ISSN: 0261-5479
Related URLs:
Funders: The Prince's Trust
Depositing User: S McCaughan
Date Deposited: 02 Feb 2015 12:38
Last Modified: 13 Jan 2016 11:40
URI: http://usir.salford.ac.uk/id/eprint/33745

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