Transition from practitioner to social work student: The work-study student.
Item
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Title
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Transition from practitioner to social work student: The work-study student.
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Identifier
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AAI8914751
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identifier
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8914751
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Creator
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Goldstein, Samuel Michael.
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Contributor
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Adviser: Charles Guzzetta
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Date
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1988
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Language
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English
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Publisher
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City University of New York.
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Subject
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Sociology, Public and Social Welfare
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Abstract
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The socialization of the full time work-study student has received limited attention in graduate social work education. The "work-study" student has been defined in this project as one who carries full time employment in a social agency and simultaneously studies for a social work degree in which field instruction is in the employing agency.;Work-study students were excluded from studentship when social work education became university based. Historically, this was not always the case. Recently, decreased applications to schools of social work and demand by agencies for upgrading staff, gave rise to development of this former educational arrangement. In recognition of needs of smaller geographical communities and because of the special mission of the Wurzweiler School of Social Work, a national block plan was developed in which full time work-study students were admitted.;The faculty noted this cohort had difficulty understanding their beginning studentship and demonstrated conflict over their employee-student status. This duality of function posed severe role strains which effected the nature and quality of their learning. Faculty recommended a special project course be developed to help beginning students in the transition from practitioner to student. The impact of that interventional strategy was the subject of this dissertation.;An exploratory design was utilized and three instruments were used to measure the outcome of the project. Instruments were administered at the beginning and end of the course. Twenty work-study students maintained a log of their educational experience and each student was interviewed once during the eight week summer program.;The findings indicated that the orientation course was effective in helping students acquire knowledge and awareness of their special circumstances; enlarged their conception of studentship and reduced role strain and conflict. The project facilitated socialization to the profession.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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D.S.W.
