Social Work Practicum: Concept, Meaning

 An Introduction

It is critical for social workers to have a solid theoretical foundation. There is a critical need to provide opportunities for students to apply classroom knowledge. Only through practise will the student gain an understanding of the nuances of client interaction. While learning about skills and values in the classroom may have seemed abstract, this can be clarified when put into practise. While there may be initial anxiety and inhibition about working with people, there is a positive learning process as the student becomes more comfortable applying social work values, skills, and knowledge. Regardless of the amount of knowledge acquired, the skills will only be honed through practice. Certain concepts learned in the classroom may appear quite dissimilar in the real world. While studying developmental stages may appear straightforward in class, dealing with adolescent issues can be quite different. Students benefit from the social work practicum by learning how to deal with administrative, legal, and communication issues. The practicum allows students to gain experience with supervision, intake, case recording, and reporting. It is an integral part of the undergraduate and postgraduate social work curriculum content.

Definition of Social Work Practice

Different professions use a variety of terms to describe the practical application of classroom learning. Various terms are used, including practicum, internships, field work, and field experience. Certain professions require a one-year internship as part of the doctoral degree. Certain placements in the field that are shorter in duration or less intense may be referred to as field work or practicum. This is not always the case. Field work, field placement, or practicum are all terms used in graduate or undergraduate social work to refer to practical training.

Programs for social work practicums vary by school. Some are structured, and placements are made according to the students' interests and aptitudes. Additionally, some schools allow students to choose their own setting or supervisor and coordinate with the agency. While some schools define what a student is expected to learn in a particular setting, others defer to the agency supervisor. Typically, a student is made aware of the expectations for practicum. Typically, arrangements are made with the agency regarding the amount of practical experience required of the student. Certain agencies have their own practicum program, and if the school approves, the agency determines the practicum program. In India, agencies occasionally place students to complete jobs that are pending at the agency (updating files, conducting home visits). Typically, school fieldwork liaisons collaborate with the field agency supervisor to plan the placement program for students.

Social workers play a variety of roles in promoting social development within a complex network of social, economic, political, cultural, and geographical factors.

The practicum in social work applies theoretical knowledge about human behaviour, social development, environmental effects (on individuals), and the impact of individual behaviour on society. Social workers use their skills, values, techniques, and principles professionally to assist individuals, groups, and communities in overcoming personal and social difficulties. This, however, is secondary to the primary objective of the social work practicum, which is learning.

Social Work Practicum Models

According to Zastrow (1995), the model used by social workers in the United States from the 1920's to the 1960's was diagnosis of clients' problems, the causes of which were believed to be within the client. This medical model was used to diagnose and treat patients' conditions. Emotional and behavioural difficulties were supposed to be influenced by genetics, diseases, early trauma, metabolic abnormalities, and internal conflicts or the defences used to combat them. These issues were classified as mental illnesses and assigned medical diagnoses. The medical model was humane, treating those with such issues as individuals in need of assistance and amenable to treatment. In the 1960's, social workers in the United States reemphasized the importance of the environment in affecting the individual and likely contributing to the causes of clients' problems. A reform approach that attempted to alter the clients' system resulted in the provision of necessary services. Balwadis were established in areas of India that lacked them to ensure that children received an education. To supplement their nutrition, a snack or a mid-day meal was provided.

Health care centres were established to encourage clients to look after themselves. Family planning centres attempted to persuade families to limit their children in order to improve their quality of life and alleviate stress.

These are examples of efforts to alter systems in order to improve the well-being of clients. The ecological model emphasised the interaction between the individual and the environment, which may be detrimental to maintaining a healthy balance. Individuals are not viewed as distinct entities, but rather as systems that actively reciprocate energy with other existing systems, such as the family and community. The individual is assisted in becoming more adapted to his or her environment. The social worker ensures that the environment meets the individual's needs. The ecological model aims to assist individuals, families, and small groups in coping more effectively with common life transitions such as growing up, birth, death, illness, marriage, divorce, empty nest, and other life cycle transitions. Social workers also deal with the interaction of individuals, families, and groups with their environment. The maladaptive patterns are identified and addressed appropriately. Another aspect of social work in this model is ensuring that the environment reciprocates by meeting the individual's needs through services and access to resources. When a young girl from a lower caste is raped by the landlord's son in the rice fields, her family blames her. 

They make an attempt to conceal the matter. To keep their daughters safe, lower caste families gradually stop sending them to school or even working in the fields. The social worker would address the girl's self-esteem and emotional issues. The social worker assists the family in overcoming their helplessness in the face of higher class victimisation. If this is not possible, the social worker may educate lower caste families about their constitutional, social, and legal rights and assist them in communicating with the landlord or the media. On the other hand, the social worker would collaborate with the local government (Panchayat Raj) to ensure that anti-rape laws are enforced and perpetrators are held accountable. This diagram illustrates the social worker applying the ecological model to three levels of analysis: individual and group, environment, and the interaction or relationship between the two.

It may be easier for the student to work on an individual and family level. Even for the social worker, working with the community (government, local leaders, or upper class members) would be more difficult. The student may accompany or observe the supervisor in action, or may approach cautiously (escorted). Often, a female student will find it more difficult to confront dominant male members of the community. It may be beneficial for the student to approach activist groups or media outlets with suggestions.

The Fundamental Concepts of Social Work Practicum

The process begins with the initial arrangements for practicum and ends with an understanding of how to integrate theory and field work. It is organised as follows (Birkenmaier and BergWeger, 2007):

Practicum Preparation for Social Work

A student considering field work placement should be aware of his or her own personal strengths, weaknesses, and emotions, which may aid or obstruct field work. It is critical to articulate one's expectations of the field placement, supervisor, and what one hopes to learn. While some areas cannot be anticipated, others can be anticipated, and the student can prepare for upcoming events. Several of them include the following: Developing relationships with the field instructor, staff, and clients

Identifying and accepting one's role and position within the agency. Identifying and becoming acquainted with the agency and social work programme staff who can assist with answering questions, resolving problems, and dealing with crisis situations.

Developing a strategy and managing time effectively to avoid stress and overload.

– Determining individual learning styles and roles to assume.

– Determining the extent to which personal information should be shared with field personnel.

The first step in preparing to be a professional social worker is to make the decision to become one. Establishing a professional identity and becoming a member of a professional organisation is a lengthy process. The practicum stage is critical in this process. This is not the end, as social workers continue to develop and change as their skills are honed and their knowledge expands. The practicum in social work assists students in identifying with the profession and establishing personal and professional boundaries. Fieldwork provides an opportunity for students to adjust to transitions (of course work, supervision, practicum, graduation, and professional social worker), a variety of roles (case worker, group worker, community organiser, student, supervisee), and stresses.

Field safety concerns: In the United States of America, social workers are second only to police officers in terms of the likelihood of facing work-related violence (Landers, 1993). The level of danger has increased over time as new child safety laws have been implemented, families have been involved in court cases, and social workers are expected to resolve violent cases (Berkenmaier & Berg-Weger, 2007). Clients, staff, and other professionals may pose a threat to students. Identifying threats to physical, emotional, and mental safety and taking reasonable precautions (client restraints, locks, teamwork, standard precautions against medical risks, and attendance at workshops to train in violence defence) are necessary for effective functioning. 

Sexual harassment can take the form of verbal or nonverbal communication, ranging from sexual jokes to sexual intercourse. It can include requests for unwanted dates, unwanted touching, sexual pressure, comments about one's body, sexual boasting, and sexist and homophobic remarks. Students must document the harassment in detail, their work accomplishments, seek out other victims, and approach the harasser directly to put an end to the harassment. If this does not work, the agency or field work instructor should be able to resolve the situation. If these steps fail, additional resources should be contacted.

In India, prevention is preferable to intervening after the fact. This is because, while laws prohibiting sexual harassment exist, proving or enforcing them would be nearly impossible. Supervisors typically ensure that students do not work late or alone with a client or professional. Students may be unaware of the precise location of their home visits. Again, it is prudent to travel in pairs or to speak with the client outside the house. If sexual harassment occurs, it is best to notify both the agency supervisor and the school field work liaison.

Supervision is a style of teaching in which an experienced social worker imparts training and education with some degree of authority. Mentoring relationships entail advising, consulting, comprehending, and assisting. It is distinct from job supervision in that practicum supervision focuses on the teacher-learner relationship rather than on ensuring job performance is satisfactory. During practicum, a student is not expected to know everything. Additionally, a student learns from his or her mistakes. However, the student should be aware that a mistake can be costly and can cause significant harm to a client. It is critical that the student communicates openly with the supervisor and is candid about his/her actions, feelings, and inhibitions in order to minimise errors or their impact on the client. A supervisor may offer advice or feedback.

The agency is organised as follows: Expectations vary according to organisation. Additionally, a student enters with an expectation of the organisation. The student operates within the parameters established by the organization's values, objectives, philosophies, and resources. Knowledge of the organisation is critical for providing the best service possible to clients and for interacting with staff and other agencies.

Government agencies are complicated, requiring a great deal of paperwork, a rigid structure, a conservative philosophy, and a higher salary. Salary and expectations are higher in for-profit organisations. There may be additional resources, increased body flexibility, and the use of cutting-edge technology. Non-profit organisations receive partial funding from the government and rely heavily on volunteers. It could be based on a religion that dictates certain policies. Additionally, the size of the agency dictates what, how much, and the quality of treatment provided.

Individual and family practise (microsocial work): This requires knowledge of systems theory and the development of skills and techniques. This requires the ability to investigate the problem, feelings, set goals, terminate treatment, and apply appropriate treatment.

During field work, the critical thinking or conceptual understanding required to integrate theories and treatment strategies is honed. Self-directed learning of professional competencies that require adaptability, initiative, and risk taking can occur during practicum and throughout the work experience period.

Practicum provides an opportunity to develop interpersonal, administrative, and professional skills.

Group practise (mezzo social work): Group interventions can be cost effective and efficient in terms of time, energy, and skills. Communication, education, mediation, and negotiation skills are advantageous in group work. While many social workers are not primarily group workers, they may use group work for education or therapy at some point. When social work administrators facilitate committees, work groups, and supervise staff groups, they employ group facilitation skills.

Leading groups through discussions, conflict, or education enables the student to develop valuable skills that are applicable in intervention and on the job with coworkers or supervisees. The following are examples of group work and the social group worker's role (Berkenmaier & Berg-Weger, 2007).

• The model of social goals is based on problem-oriented interests and objectives. They may include safety groups, parent-teacher associations, community development organisations focused on specific tasks, and coalitions advocating for strengthened welfare laws. The social worker would serve as an initiator, convener, organiser, facilitator, and advocate, in addition to serving as a resource person.

Reciprocal goals is a self-help, mutual aid model in which members share their experiences, support, ideas, solutions, and time. Anonymous groups based on 12-step programmes, grief support groups, caregiver and patient support groups are all examples of these types of groups.

• The role of the social worker would be one of facilitator, mediator, educator, and support.
• The model of remedial goals is predicated on the premise that group interaction results in change.

This group may include psychotherapy, marital therapy, trauma survivors, and child abuse perpetrators. A social worker's role would be that of a therapist, clinician, educator, or mediator.

During practicum, the student may not have the opportunity to work with all group models. Any practise with groups will alleviate some of the student's inhibitions and anxiety prior to the group work practicum.

Community practicum (macro social work): Certain issues cannot be resolved through micro and mezzo social work. They require a more comprehensive approach that takes into account social policy, organisational change, and community organisation. The following table summarises the skills required of macrosocial workers at various levels (Berkenmaier & Berg-Weger, 2007).

Budgeting, financial management, working with boards, organisational design, development, and diagnosis, computer information systems, human resource management, networking, marketing, and media relations are all skills that administrative social workers should possess.

Community organisers, social activists, and social researchers may require skills in programme development, implementation, and evaluation, fundraising, coalition building, planned change techniques, macro-level advocacy, community analysis, inter-organizational planning, leadership development, citizen participation, small-group decision-making techniques, task force recruitment and retention, economic development techniques, and computer information systems.

Social policy analysts, lobbyists, and elected officials must possess the following abilities: advocacy, lobbying, policy analysis, management, issue analysis techniques, social policy research, and knowledge of the legal system.

Legal issues in the practicum of social work: Social workers come into contact with the legal system in the United States of America on behalf of their clients, organisations, or themselves. Even if practicum students do not come across such situations, they should be aware of the legal implications of situations and activities involving courts and the law. This may include testifying in court, mediating disputes, petitioning the court, assisting in class action lawsuits, advocating for or assisting in the drafting of legislation.

In India, the legal system operates slowly and favours the wealthy. Numerous crimes go unreported due to the belief that the upper class can purchase their innocence. Frequently, police officers would fabricate investigative reports. They have even reported dowry deaths as accidents, further aggravating the victims' and their families' suffering. When the perpetrator is a wealthy, upper class person, law enforcers are afraid to do their duty for fear of job repercussions (transfer, demotion, or loss of job).

Even though marital discord and conflict have the potential to destroy a family, divorces are uncommon. When a family is separated due to abuse, neglect, or disease, the father typically obtains custody due to his wealth or social dominance. The wife may be returned home if she did not bring sufficient dowry (bride price), but her children are not permitted to accompany her (unless the husband or his family does not want the children).

To prepare for termination, the student prepares to close cases and projects at the conclusion of the practicum period. This closure is critical for the student to accept the end of practicum and to reflect on the knowledge, skills, and values gained during practicum, as well as to identify areas of future learning. A review of the student's progress is beneficial for reinforcing the gains. This may be an appropriate time to acknowledge the student's contributions to the agency. It is critical to terminate relationships with supervisors, coworkers, and field instructors. This closure is necessary to recognise that supervision has ended and that the student will be moving on to an independent job if he or she graduates. The client must feel respected, and the relationship must be terminated in order to reinforce the professional role and boundaries.

In India, the student is more direct, offers advice, and may even assume the role of the elder sibling's parent. It is critical (even if the student believes the sessions should continue) to terminate and express specific goodbyes to all staff members. Clients must be made aware of their progress, and students must instil in them the confidence to function independently, while assuring them that their family will always be there for them.

Required Competencies for Social Work Practicum

Social workers completing practicum may work with clients directly or indirectly. However, direct practitioners must perform some administrative work, supervise at times, be knowledgeable about the resources, and work well in a team.

On the other hand, administrators, supervisors, and other indirect service providers may take on some caseloads as true generalists. According to Morales and Sheaffor (1995), direct social workers require a number of fundamental skills.

Self-expression that is aware of one's limitations and capabilities: The social worker must be aware of his or her own strengths and weaknesses and be able to utilise all of his or her skills, values, and knowledge in order to assist the client.

Giving and receiving assistance: While assisting clients, the social worker must keep in mind that the primary reason for doing so is to benefit the client, not for personal gain. While receiving assistance, the client may feel embarrassed, insufficient, or demeaning. A thorough understanding of the complexities of the helping process is required.

Relationship of professional assistance: A positive relationship between the social worker and the client, founded on mutual respect and trust, is critical to the effectiveness of the helping process. A genuine, warm, empathetic social worker with a positive attitude can successfully engage the client in a helping relationship. Required Competencies for Social Work Practicum

Social workers completing practicum may work with clients directly or indirectly. However, direct practitioners must perform some administrative work, supervise at times, be knowledgeable about the resources, and work well in a team.

On the other hand, administrators, supervisors, and other indirect service providers may take on some caseloads as true generalists. According to Morales and Sheaffor (1995), direct social workers require a number of fundamental skills.

Self-expression that is aware of one's limitations and capabilities: The social worker must be aware of his or her own strengths and weaknesses and be able to utilise all of his or her skills, values, and knowledge in order to assist the client.

Giving and receiving assistance: While assisting clients, the social worker must keep in mind that the primary reason for doing so is to benefit the client, not for personal gain. While receiving assistance, the client may feel embarrassed, insufficient, or demeaning. A thorough understanding of the complexities of the helping process is required.

Relationship of professional assistance: A positive relationship between the social worker and the client, founded on mutual respect and trust, is critical to the effectiveness of the helping process. A genuine, warm, empathetic social worker with a positive attitude can successfully engage the client in a helping relationship.

Social workers must be sensitive to cultural, gender, age, religion, and disability differences. A social worker's understanding of client differences enables them to assess the impact of such factors on the clients' social, emotional, and behavioural functioning.

Code of Ethics: The social worker must be aware of the ethical standards that govern his or her practise. Professional sanction is granted by the public trust. To earn this trust, the social worker must practise social work ethically. The social worker provides the best service possible and makes every effort to avoid causing harm.

Individuals and families' behaviors:Individual and family behaviour, family and social structure, family and individual life cycles, human physiology, anatomy, growth, development, and anticipated times of concern are all skills that a professional social worker must possess. The impact of any event or situation on individuals and families is another area in which social workers must be knowledgeable.

Biology, psychology, sociology, and anthropology all contribute knowledge.

Collecting client information: Conducting an interview assists in focusing on information about the client and the environment while identifying potential treatment resources. This would facilitate determining the methods to be used in assisting.

Listening, questioning, and reflecting are all useful skills for conducting an interview because they aid in establishing an empathetic relationship with open communication.

After gathering information from clients, the data is analysed and the issue is identified. Appropriate assessment of the problem situation will result in the selection of appropriate treatment methods. After assessing the strengths and weaknesses, the necessary resources are sought. The information is gathered through the use of a variety of tools and methods.

Empowering the client: A critical aspect of assisting is assisting the client in comprehending and accepting the problem and situation. This is a significant step toward resolving the issue.

Assisting a client in resolving a conflict or clarifying a problem should not include making decisions and acting on behalf of the client. The client should be empowered to make choices and take an active role in resolving the issue. This would instil confidence in the client to deal with any future issues that may arise.

Throughout: Assisting the client: Numerous skills are required when a social worker establishes a professional relationship with a client from intake to termination. After allowing the client to disclose his or her situation, the social worker collects data to describe the problem and identify resources and strengths that can be used to assist the client. After analysing the problem and developing a plan of action or a contract, the client is assisted in resolving it. At the conclusion of the assisting relationship, the process is evaluated in order to learn from the positive outcomes.