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Literature Review Overview of International OpportunitiesIn United States, social work programs must prepare students to work in a nation distinguished by its cultural diversity. Multicultural education teaches students to understand and value cultural differences (Cole, 1984). Personal values affect how students view and appear to clients, and how one interacts with clients (Cole, 1984; Lindsey, 2005). Research has shown that being self-aware has a positive effect on development of professional values (Royse & Riffe, 1999). Practicing social work in countries gives students opportunity to observe reality of politics in host countries, and to develop a deeper understanding of international and national policies (Ahmadi, 2003).Impact on Student LearningIn a qualitative study with Scottish and American social work students, participants reported that international experience broadened their perspective and encouraged them to consider different viewpoints. Students acknowledged cultural differences and need for more culturally sensitive practices, and students became more aware of challenges to these values and to societal beliefs (Evanson & Zust, 2006).In a study completed in 2005, Lindsey concluded that social work students who had previously interned abroad developed a deeper commitment to social work profession, as well as a lifelong global perspective (Lindsey, 2005). Learning how to identify needs in cultures increased students' awareness of societal needs within their own culture. The experience of being the other gave students chance to understand struggles involved with being from a different culture and trying to assimilate into American society. This experience led to a deepened sense of empathy and respect for those different from themselves (Gilin & Young, 2009).Prior Research on International PlacementsIn 1992, Johnson (1996) surveyed 376 CSWE-accredited social work programs. This survey focused solely on international opportunities for baccalaureate students, and was administered to program field directors. Johnson found that 33% (55 of 167) of respondents had placed students internationally for field education. Most arrangements involved a limited number of students. Johnson also found that 12% of programs administer a travel or exchange program not related to fieldwork. The majority of above programs (49%) were facilitated using a program sponsored by another unit of college, such as a university's study abroad office. Roughly 16% of programs reported students traveling with another institution, such as an outside volunteer agency (Johnson, 1996). Johnson's research confirms that there is an interest in international social work within programs.Panos, Pettys, Cox, and Jones-Hart (2004) surveyed all CSWE-accredited social work programs (n=446). With a 100% response rate, 21.1% (94 of 446) of programs reported having placed students internationally between 1997-2002. The authors also found an increase in programs committing to developing long-term international placement options, as compared to previous studies (Panos et al., 2004).Models of International Field Placements Structure of Placement HoursA comprehensive review of literature revealed that there were two options for completing field hours offered by social work programs that provided international placements. The most common model was a block placement. Students complete hours over course of several weeks, after completing their required academic work. Students were placed full-time in an agency (30 to 40 hours weekly) to complete required number of hours.The second option was a concurrent placement. In a concurrent placement, students complete both course work and their field placement throughout academic year. Some programs with a concurrent schedule also allow students to complete a block placement over summer (Theriot, Johnson, Mulvaney, and Kretzschmar, 2006). …
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