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Oversubscribed social work (SW) courses and a workforce review in Northern Ireland prompted a review of admissions, to ensure recruitment of applicants with strong core values. Concerns regarding authorship, plagiarism and reliability of personal statements, and calls for values-based recruitment underpinned this research. This study evaluates psychometric properties of an SW specific personal statement (PS) and a values-based psychological screening tool, Social Work Match (SWM). Social Work students (n = 112), who commenced the 3-year undergraduate route (UGR) or the 2-year relevant graduate route (RGR) were invited to participate. Their PS scores and SWM scores permitted investigation of scoring outcomes and psychometric properties. Statistical analysis was conducted using Minitab 17. Forty-nine participants (5 male, 44 female) completed SWM on two occasions (October 2020 and January 2021). Findings provide practical, theoretical, statistical, and qualitative reasons for concluding that the PS has substantial limitations as a measure of suitability. It does not compare well with international test standards for psychometric tests. In contrast, SWM is a valid and reliable measure with good discriminatory power, standardized administration and consistent marking. SWM is a viable alternative to the PS for assessing suitability/shortlisting applicants for social work interviews. [ABSTRACT FROM AUTHOR]

Practice learning is integral to the curriculum for qualifying social work students. Accreditation standards require regular student supervision and exposure to specific learning activities. Most agencies offer high-quality placements, but organizational cutbacks may affect supervision and restrict the development of competence and professional identity. Undergraduate social work students in Northern Ireland universities (n = 396) were surveyed about the usefulness of the learning activities they received on placement for developing practice competence and professional social work identity. Results suggest that students most valued regular supervision, constructive feedback, observing social workers, and thinking critically about the social work role. Differences were reported across placements with students feeling disadvantaged in agencies where there was no clear social work role.

Professional placements are integral to social work education and provide formative but variable learning opportunities for students. As social work programs expand and requirements for placements increase, settings where a social worker may not be employed are increasingly utilized, risking further variability of student experience. This paper reports on qualitative responses to two open-ended questions in a cross-sectional survey conducted with social work students from four universities on the island of Ireland. Questions included (1) what students found most helpful in assisting their learning, and (2) what would have improved their learning during placement. A six-step approach to thematic analysis was used to analyse qualitative data from 427 responses to question one, and 355 responses to question two. Four key pillars of practice learning were identified: enabling relationship(s); 'real world' practice opportunities; structured teaching and learning; and academic-practice alignment. Drawing on these findings, the paper presents a framework for integrated learning which promotes students' capacity for active inquiry in practice. Linked processes of relational knowing and structured teaching and learning emerged as integral to knowledge acquisition and professional development on placement. Findings re-established the significance of the supervisory relationship and relationship-based learning. [ABSTRACT FROM AUTHOR]

Social Work qualifying programmes teach students the necessary knowledge, skills, and values during a series of taught modules. Formal opportunities to integrate knowledge into practice are provided through practice placements in social work agencies. Each practice placement enables agency and/or academic staff to gate-keep entry into the profession, through assessing student competence against agreed practice learning requirements, readiness to practice, and adherence to professional social work standards. This research study seeks to expand our understanding of the incidence of and reasons why students failed their practice placement whilst studying social work on the island of Ireland. On receipt of ethical approval, Practice Teacher reports and minutes of Practice Assessment Panels were used for data collection. Sixty-three students (19 male, 44 female; mean age 34 years) failed placement 2015–2019, with the majority (58.7%) failing first placement. Reasons for failing were categorised into knowledge, skills, values and personal reasons. The most common reasons for failing were a poor understanding of the professional social work role, poor time management, poor written work, the inability to follow direction, limited application of knowledge to practice, and poor professional conduct. Results suggest most students disclosed mitigating circumstances, which affected engagement and competence. [ABSTRACT FROM AUTHOR]

During their social work education, students engage in a number of stressful learning activities, often simultaneously, which can negatively impact their well-being, mental health and social work practice. Mindfulness practices are beginning to be integrated into social work curricula globally to enhance student self-care along with key social work practice skills and values. This mixed methods study examined the effects of a bespoke six-week online mindfulness-based social work and self-care (MBSWSC) programme on the stress, burnout, well-being, anxiety and depression levels of thirty social work students from two universities in the UK. This study also examined the effects of MBSWSC on a number of mindfulness-based mediators of change in these outcomes. Participant perceptions of the benefits of the MBSWSC programme on their well-being and social work practice are further explored via a thematic analysis of an open-ended questionnaire. Statistically significant changes in all variables were found post-programme except for depression and loss of empathy/depersonalisation, a facet of burnout. The qualitative data provided a deeper insight into the potential benefits of the programme for the enhancement of student well-being, mental health and anti-oppressive social work practice (AOP). [ABSTRACT FROM AUTHOR]

Students have identified practice placements (or practice learning) as the single most important factor of social work education, but it is usually where issues of professional suitability become apparent. Whilst most students successfully complete their placements, a number experience difficulty and a minority ultimately fail. Protecting the profession from students not deemed suitable for professional practice requires a rigorous gatekeeping function and fair standards. On receipt of written consent, we interviewed eleven social work students who failed placement, and accessed progress reports written by Practice Teachers/Practice Educators. Participants included nine females, mean age of 33 years, seven failed their final placement and eight had registered with university disability services. Professionally transcribed interviews were analysed using an adapted version of Braun and Clarke's method. Identified themes included the impact of personal issues; importance of working relationships; use and misuse of power; assessment and decision-making processes and developing insight and useful feedback. Students valued the opportunity to reflect on their experience and provided clear recommendations for improving how Practice Teachers, on-site supervisors, Tutors and peers can provide a supportive learning experience for students who require additional support during placement, and how to communicate concerns regarding competence more effectively. [ABSTRACT FROM AUTHOR]

Understanding the characteristics, motivations, and experiences of student social workers is important to inform their professional education and support needs. To date, there has been relatively little research about social work students in Ireland, both North and South. This study reports on an all-Ireland survey of students beginning their social work course in Autumn 2018 in the six Universities delivering social work education. It describes the characteristics of the student cohort, examines the motivations behind choosing this career, and highlights some of the potentially relevant life experiences and beliefswhich may have contributed to their ambition to join the social work profession. Implications for social work education, recommendations for curriculum development, workforce planning, and the provision of appropriate support for students are discussed. [ABSTRACT FROM AUTHOR]

Prison populations are growing globally with an increase in older and infirm prisoners, as well as longer prison sentences, meaning more prisoners are likely to die while incarcerated. This scoping review explored the experiences of death in prison custody on staff and relatives. Ovid MEDLINE, Embase, CINAHL and PsycINFO were professionally searched, followed by a hand search. Empirical and non-empirical studies of deaths in prison custody were screened. Data extraction used Arksey and O'Malley's framework. Thematic analysis was underpinned by Braun and Clarke for identifying, analysing and reporting patterns. From 12,127 citations retrieved, 174 were selected for full-text review and 22 were included in the final scoping review. Thematic analysis revealed four themes: (i) transformative effect, (ii) time delays, (iii) conflicts of interest and (iv) support. Prison staff avoided contaminating their personal lives. Families were distressed by inaccurate and untimely information, inappropriate constraints and poor communication. Staff balanced security and humanitarian needs. Bereaved relatives and staff felt isolated, alienated and unsupported. Unmet advocacy, communication and social care needs, poor end-of-life and bereavement care could be improved through staff training and social work intervention. Staff need psychosocial support, supervision and counselling. [ABSTRACT FROM AUTHOR]