Empowering Students to Promote Social Justice: A Qualitative Study of Field Instructors' Perceptions and Strategies

Abstract

Introduction Social Justice in Social WorkSocial workers claim as a defining value of the profession and as a goal for practice, research, and education. As a broad concept, in a society is represented by fair and unbiased treatment, freedom from discrimination, the elimination of institutionalized domination and oppression, and the redressing of inequality for members of historically oppressed groups through the creation of equal opportunity (Barsky, 2010; Reisch, 2002; Young, 2001). The National Association of Social Workers (NASW) has established the promotion of as an essential goal enhance human well-being and help meet the basic human needs of all people, with particular attention to the needs and empowerment of people who are vulnerable, oppressed, and living in poverty (NASW, 1999, para.1).American accreditation standards for work education are defined by the Council on Social Work Education (CSWE), including the Educational Policy and Accreditation Standards (EPAS), which address the mandate. The organization specifies that social work's purpose is actualized through its quest for justice, the prevention of conditions that limit human rights, the elimination of poverty, and the enhancement of the quality of life for all persons (2008, p. 1). The EPAS set forth the expectation that all workers understand the forms and mechanisms of oppression and discrimination; advocate for human rights [...]; and engage in practices that advance justice (2008, Educational Policy 2.1.5).Practice behaviors often associated with include advocacy; empowerment of clients through consciousness-raising, skill-building, and resource development; community education and organizing; legislative and media activism; movement participation; policy analysis and development; violence intervention; diversity promotion; and program development and evaluation (Birkenmaier, 2003; Finn & Jacobson, 2008). Social justice-promoting practice has been theorized for all levels of work intervention, including clinical practice (Aldarondo, 2007; Johnson, 1999; Mitchell & Lynch, 2003; Parker, 2003; Stuart, 1999; Van Wormer, 2004).Social work education must prepare students to enter a value-driven, applied profession in a vast array of settings and with diverse areas of specialty. Although educational mandates and necessary practice competencies are set forth, there is little empirical evidence related to how the overarching value of is made manifest in work programs. Barsky (2010) warns of a lack of consistency across the United States in teaching work values. De Maria (1992) cautions that an absence of focused attention within work education to limits workers' efforts toward building upon a largely unrecognized foundation. As with challenging oppression broadly, promoting within work education must be purposeful and proactive to be successful.Field EducationThe field practicum is widely regarded to be the cornerstone of work education, as it provides students with both the crucible of learning through direct experience and the opportunity to translate theory to action (Bogo, 2005; Bogo & Vayda, 1998; Lager, 2004; Wilson, 2006). Social work students regard the field experience as the most critical piece of their professional preparation (Mallick, 2007). Social work field education must promote evidence-based practice and contribute to professional values socialization, including the pursuit of (CSWE, 2008, Accreditation Standard 2.1).The role of the field instructor is complementary to, but very different from, that of the classroom instructor. Important tasks for the field-based educator are to assess student strengths and needs; promote student self-awareness; act as a role model; facilitate safe exposure to and experience with diverse populations; make connections between theory and practice; encourage critical thinking; clearly define learning objectives with the student; become and remain competent in supervision techniques; attend to professional, agency, and school standards and policies; foster students' unique strengths and interests; enhance student self-efficacy; and engage students in reflection and integration of professional values and ethics (Hendricks, Finch, & Franks, 2005; Mallick, 2007). …

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