When things go wrong! placement disruption and termination: Power and student perspectives

Authors: Parker, J.

Journal: British Journal of Social Work

Volume: 40

Issue: 3

Pages: 983-999

eISSN: 1468-263X

ISSN: 0045-3102

DOI: 10.1093/bjsw/bcn149

Abstract:

Practice learning, or field education, represents a key component of qualifying social work education in many countries and disruption or potential failure can have profound implications for all involved. It is perhaps surprising, given its centrality, that there is so little research or theorizing undertaken into the termination of placements from any perspective. This paper examines what is known about disrupted, marginal or failing placements in social work programmes and seeks to examine and theorize the perceptions and experiences of students in England who have been through the process, exploring power issues and imbalances. The study on which this paper is based sought to develop and enhance future responses to placement disruption from all stakeholders in practice learning. © The Author 2008.

Source: Scopus

When Things Go Wrong! Placement Disruption and Termination: Power and Student Perspectives

Authors: Parker, J.

Journal: BRITISH JOURNAL OF SOCIAL WORK

Volume: 40

Issue: 3

Pages: 983-999

eISSN: 1468-263X

ISSN: 0045-3102

DOI: 10.1093/bjsw/bcn149

Source: Web of Science (Lite)

When Things Go Wrong! Placement Disruption and Termination: Power and Student Perspectives

Authors: Parker, J.

Journal: British Journal of Social Work

Volume: 40

Issue: 3

Pages: 983-999

ISSN: 1468-263X

DOI: 10.1093/bjsw/bcn149

Abstract:

Practice learning, or field education, represents a key component of qualifying social work education in many countries and disruption or potential failure can have profound implications for all involved. It is perhaps surprising, given its centrality, that there is so little research or theorising undertaken into the termination of placements from any perspective. This paper examines what is known about disrupted, marginal or failing placements in social work programmes and seeks to examine and theorise the perceptions and experiences of students in England who have been through the process, exploring power issues and imbalances. The study on which this paper is based sought to develop and enhance future responses to placement disruption from all stakeholders in practice learning.

Source: Manual

Preferred by: Jonathan Parker