Practice Skills in Social Work and Welfare: More Than Just Common Sense, 3rd edn, Jane Maidment and Ronnie Egan (eds)

Abstract

It is reported that students in social work, and other disciplines related to human services, can enter into some practice placements with a feeling of uncertainty (Gelman and Baum, 2010; Rawles, 2016). Feelings of anxiety are often magnified when students feel unconfident to practically apply the knowledge, values and skills that they have been learning in the classroom (Hemy et al., 2016). Whilst social work and welfare education is generally successful at enabling students to become independent, critical and more self-confident learners (MacDermott and Campbell, 2016), research shows that many perceive themselves as more or less unprepared for practice positions, as they expect to receive considerable support and guidance in their placement settings (Hay and Brown, 2015). For some students setting out on the placement journey, they can often feel that the proportion of theoretical learning opportunities, in comparison to the teaching of practice skills, are disproportionately weighed (Rawles, 2016).

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