Promoting Integration of Theory and Practice in Field Education

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Promoting Integration of Theory andPractice in Field EducationAlan J. Dettlaff LMSW a & Gail Wallace PhD, LMSW ba Field Education and Instructor of Social Work , Texas ChristianUniversity , TCU Box 298750, Fort Worth, TX, 76129, USAb Social Work at Texas Christian University , USAPublished online: 08 Sep 2008.

To cite this article: Alan J. Dettlaff LMSW & Gail Wallace PhD, LMSW (2003) Promoting Integrationof Theory and Practice in Field Education, The Clinical Supervisor, 21:2, 145-160, DOI: 10.1300/J001v21n02_10

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Promoting Integrationof Theory and Practice in Field Education:An Instructional Tool for Field Instructors

and Field Educators

Alan J. DettlaffGail Wallace

ABSTRACT. The integration of theory and practice in field education isa necessary component of an effective social work education. However,students often find this process difficult and complex, creating the needfor a structured and organized framework to ensure this integration oc-curs. This article presents a format for a field journal that requires theuse of social work literature and incorporates connections betweenthe literature and the students’ practice experiences in the field. Thismethod can be used by field instructors and field educators to furtherexpand on the connections made in the journal, thus increasing oppor-tunities for understanding and integration. Feedback obtained fromgraduating students to assess the effectiveness of this assignment is pre-sented along with recommendations for use by field instructors and fac-ulty liaisons. [Article copies available for a fee from The Haworth DocumentDelivery Service: 1-800-HAWORTH. E-mail address: <docdelivery@haworthpress.com>Website: <http://www.HaworthPress.com> © 2002 by The Haworth Press, Inc. Allrights reserved.]

Alan J. Dettlaff, LMSW, is Director of Field Education and Instructor of SocialWork at Texas Christian University, TCU Box 298750, Fort Worth, TX 76129.

Gail Wallace, PhD, LMSW, is Assistant Professor of Social Work at Texas Chris-tian University.

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KEYWORDS. Field education, integrating theory and practice, educa-tional methodologies

The Educational Policy and Accreditation Standards (EPAS) of theCouncil on Social Work Education mandates that undergraduate socialwork students complete a minimum of 400 hours of supervised field ed-ucation. The EPAS stresses that field experience “fosters the integrationof empirical and practice-based knowledge” (Council on Social WorkEducation, 2002). The integration of theory and practice in social workeducation is essential to the maintenance of the profession (Risler,1999; Bogo & Vayda, 1998; Mary & Herse, 1992; Munson, 1987).Without this integration, students may not understand the relevance ofknowledge and theories acquired in the classroom or how to implementthem in professional social work practice.

Field education is the capstone of the academic experience in under-graduate social work education (Rhodes, Ward, Ligon, & Priddy, 1999;Kadushin, 1991; Urbanowski & Dwyer, 1988), and it is generallyagreed that field practicum is the place where integration of theory andpractice should occur. This practice experience, under the direction of aqualified field instructor, allows students to test their skills and learn toserve clients effectively. It provides the opportunity to engage in helpingand problem-solving activities with clients of social service agencies andbecomes the arena for applying and testing social work principles, tech-niques, and values that have been taught in the classroom.

Both field instructors and field educators are charged with the re-sponsibility of ensuring integration of theory and practice. Field in-structors have the responsibility to assist students with the applicationof social work knowledge, values, and skills in a particular agency set-ting (Bogo & Vayda, 1998). Within the agency setting, field instructorshelp students understand the role of social work in the agency, how touse social work skills with clients, and how to draw upon social worktheory to inform their actions. Field educators, often referred to as facultyor field liaisons, have the responsibility of expanding on these connec-tions outside the agency setting, typically in the form of an integrativeseminar (Brownstein, Smith, & Faria, 1991; Raphael & Rosenblum,1987; Rosenblum & Raphael, 1983).

While it is understood that integration of theory and practice shouldoccur in the field practicum, there are concerns that the transfer ofknowledge and skills to the field may not always occur. Research indi-cates that field instructors often choose methods of field instruction that

146 THE CLINICAL SUPERVISOR

focus on expedience and getting the job done, rather than ensuring thegoals of the educational process are being met (Rogers & McDonald,1995). Another study found that undergraduate students who completedone year of field instruction had no more social work knowledge thanstudents who had not completed the practicum (Cavazos, 1996).

There is scant empirical evidence that current methods used to linktheoretical concepts to practice experiences in field education are effec-tive. Rather, research indicates there is a need for improvement. A re-cent study found that students believe there are problems associatedwith the process of integration, and believe learning could be enhancedthrough more detailed explanations from their field instructors regard-ing the application of theory to practice (Choy, Leung, Tam, & Chu,1998). Cavazos (1996) found that integration of theory and practice wasnot occurring in the field practicum when assignments were not directlyrelated to the foundation curriculum of the program. These findingssuggest the need for an educational tool that can be used by both fieldinstructors and field educators, in the field agency and in the classroom,to assist students with the process of linking classroom knowledge totheir field experiences.

BARRIERS TO INTEGRATING THEORY AND PRACTICE

Barriers in undergraduate students’ abilities to transfer theoreticalconcepts to the field experience are specific to each participant in thefield education process–the student, the field instructor, and the facultyliaison. From the students’ perspectives, it may be difficult to identifytheories, to identify the array of skills they know and use, and to identifythemselves as professional social workers. Literature indicates that stu-dents often find this process of integration difficult and complex (Risler,1999; Schatz & Simon, 1999; Bogo & Vayda, 1998; Urbanowski &Dwyer, 1988). Students in field education are often uncomfortable whenfaced with the prospect of incorporating thinking and doing (Urbanowski &Dwyer, 1988). In addition, many students do not understand the relevanceof their classroom experiences in relation to the field, and experience dis-continuity in moving from one to the other (Vayda & Bogo, 1991).Vayda and Bogo state that students often view their field experience “asan apprenticeship dissociated from conceptual learning” (p. 271) inwhich students may simply imitate the actions of their field instructorsrather than develop their own technical skills and knowledge.

Alan J. Dettlaff and Gail Wallace 147

Multiple agency demands faced by field instructors in conjunctionwith the complexities of social work practice serve as further barriers tothe integration of theory and practice. As a result of larger caseloads,additional responsibilities, and reduced funding for social services,field instructors are often overworked and their agencies are under-staffed, leaving little time to help students effectively integrate theoryand practice (Harris, 2000). Field instructors may find that althoughthey understand the importance of structured supervision periods withtheir students, they must decide between seeing a client in crisis ormeeting a deadline at a time when these supervision periods are sched-uled. However, research indicates that structured and consistent super-vision is one of the factors associated with students’ perceptions of aneffective field experience (Knight, 2001; Fortune & Abramson, 1993;Gray, Alperin, & Wik, 1989).

Competing demands and complexities within the educational systemalso serve as barriers to integration for the role of the faculty-field liai-son. These demands often come from multiple responsibilities to boththe university and the field agencies. Many field experts are concernedthat the responsibilities of the faculty liaison are not being met accord-ing to the traditional definition of the role (Raskin, 1994). As evidenceof this concern, a study conducted by Kilpatrick, Turner, and Holland(1994) found that both graduate and undergraduate faculty liaisons re-ported concerns regarding the insufficient time they had to devote totheir liaison activities. Respondents in this study also reported a per-ceived lack of commitment to the responsibilities of the liaison role bythe faculty.

METHODS OF INTEGRATION

As a result of these barriers, students need explicit guidelines and astructured framework to facilitate the integration of theory and practicein field education. Without these guidelines, students may becomecomplacent and integration may not occur (Vayda & Bogo, 1991;Urbanowski & Dwyer, 1988). Currently, there is a growing body of lit-erature that addresses some of the methods that facilitate the integrationof theory and practice in field education. These methods include studentportfolios (Risler, 1999; Schatz & Simon, 1999), the Integrative Theoryto Practice Loop (Bogo & Vayda, 1998), integrative seminars (Mary &Herse, 1992), and journal writing (Harris, 2000; Sullivan & Bibus,1990).

The portfolio approach compiles student narratives of field experi-ences to illustrate professional growth and learning (Risler, 1999;Schatz & Simon, 1999). In addition to narratives, the portfolio may con-tain documents, reports, evaluations, research and other materials thatillustrate the integration of knowledge into agency practice. Portfoliosgenerally have multiple purposes and serve to demonstrate students’growth and development over a period of time and highlight students’progress and improvement (Risler, 1999).

The Integrative Theory to Practice Loop (Bogo & Vayda, 1998;Vayda & Bogo, 1991) was developed as a tool for field instructors touse with students following practice situations. The ITP Loop is afour-stage model involving the retrieval of information in relation to apractice situation, personal reflection about that situation, linkage to aknowledge base, and the development of a professional response to aidin future encounters. Integration occurs by taking an existing practicesituation and applying it to a theoretical framework in order to developfuture strategies or interventions.

Many undergraduate social work programs use seminars as a forumfor integration. Seminar classes typically meet weekly and allow stu-dents an opportunity to share their experiences in the field and gain sup-port and feedback from other students. However, while one of thepurposes of the seminar is to facilitate integration, research indicatesthat seminar classes may meet more of a need for student support thanfor integration of theory and practice (Mary & Herse, 1992). This studyexamined a weekly seminar class and asked the question “To what ex-tent did integration of classroom and field learning occur?” (p. 63). Thestudy found that only 1/3 of students believed that integration was oneof the objectives met by the seminar. Most students in this study foundthat the main objective met by the seminar was that of a professionalsupport group.

Journal writing is also used by many programs to promote integra-tion of theory and practice in field education (Harris, 2000; Sullivan &Bibus, 1990). According to Harris, the primary purpose of a journal is todemonstrate, in written form, an understanding of knowledge as appliedto the practice setting. Journals are also used to discuss fears, frustra-tions, and anxieties of the students, and to process new and potentiallyuncomfortable issues students are facing in the placement. Journals canalso assist field instructors by helping them maintain an awareness ofstudent concerns (Sullivan & Bibus, 1990).

SOCIAL WORK LITERATURE IN FIELD JOURNALS

Although methods have been developed by field educators to pro-mote successful integration of classroom knowledge into the field set-ting, none of these methods require connections between social workliterature and practice experiences to accomplish this goal. Many un-dergraduate programs require the use of a field journal in the practicum,but relatively few require the inclusion of social work literature withinthe journal. A recent survey conducted by the authors of undergraduateprograms (n = 68) found that while almost all undergraduate programsthat responded require the use of a field journal (n = 67), only seven per-cent (n = 5) of these programs require students to reference and applysocial work literature to their field experiences.

FIELD JOURNAL FORMAT

To facilitate the integration of theory and practice experiences, theauthors developed a field journal format that requires students to citesocial work literature and relate this literature to their field experiences.Through the application of social work literature to actual field experi-ences, students make connections between the classroom knowledgethey have previously obtained and the practice experiences they arehaving in field. The initial citation and linkage within the journal facili-tates an immediate connection by the students, which can then be ex-panded upon by both the field instructor and the faculty liaison. Overthe past several years, this format has been revised to incorporate feed-back received from students and field instructors, resulting in the currentjournal format which focuses specifically on areas related to knowledge,values, and skills (see Appendix). Revisions have primarily focused onmaking the application questions more concrete to greater facilitate theconnections made by the students.

Within each journal, students write about at least one specific inter-action with a client from their field setting that occurred during the pre-vious week. Students are encouraged to be specific in this description,discussing in detail the purpose of the interaction, what was said by thestudent and the client, and the outcome of the interaction. Followingthis description, students discuss the skills, knowledge, and values usedduring the interaction, and reference social work literature in relation tothe interaction as follows.

Social Work Skills

Students are asked to identify all of the social work skills used duringthe interaction and discuss how these skills were used. Students are en-couraged to be specific in this description, using exact words when pos-sible. Following this description, students cite passages from the socialwork literature that reference the use of each of these skills. Students areencouraged to use a variety of sources and at a minimum must provideat least one citation per skill. To facilitate integration of the citation withthe field experience, students discuss their use of the skill in relation tothe information obtained from the literature. Students discuss whetherthey used the skill appropriately, what they could have done differently,and how their use of the skill could be improved in future interactions.Over the course of the field experience, students are asked to identify arange of skills that are used during their client interactions.

Social Work Knowledge

Students identify social work knowledge required of them during theclient contact. This knowledge can be in regards to a theoretical per-spective, an intervention process or technique, or the particular clientpopulation with whom they are working. Students then cite informationfrom the social work literature regarding this area of knowledge. Forthis section, students are encouraged to utilize journal articles that referto intervention techniques and client populations, so the information iscurrent and specific to their area of practice. To facilitate integration,students discuss how this knowledge helped them work effectively withthe client and how they can use this knowledge to enhance their futureinteractions with the client.

Social Work Values

Students identify one of the social work values involved in the inter-action and cite information from the social work literature regardingthis value; citations can be from a social work text or the Code of Ethics.To facilitate integration, students discuss how this value relates to theclient situation and why this value is important for effective practicewith the client. Students are also asked to discuss any personal valueconflicts that arose as a result of the interaction.

USE OF THE FIELD JOURNAL

While students make connections between social work theory andpractice experiences in the journal, the format has been designed pri-marily as a teaching tool for field instructors and faculty liaisons to ex-pand on the issues addressed in the journal and further promote theprocess of integration.

Use by the Field Instructor

Although field journals generally have been reviewed by field in-structors, this format provides a framework for field instructors to helpstudents make connections between their classroom knowledge and theclient interactions they are having in the field. Field instructors are en-couraged to use the journal weekly during supervision time spent withtheir students. During supervision, field instructors can expand on is-sues discussed in the journal and encourage students to further processthe connections that have been made between theory and practice.

Field instructors can also use the journal to assist in their assessmentof students’ readiness for more advanced field experiences. One skillcited by field instructors as a necessary element in effective supervisionis the ability to know when students are ready for more advanced clientcontact (Dettlaff & Dietz, 2002). Students’ assessment of the skills theyare using with clients and the theory they are drawing upon to informtheir actions as described in the journal can be a valuable tool for fieldinstructors in making this determination.

The connections between theory and practice also serve as ongoingmethods of evaluation for field instructors. As the goal of the field expe-rience is for students to learn to apply and use social work skills withtheir clients, rather than simply learning how to work in the agency, thisformat serves as an ongoing method to assess the level and depth of con-nections students are making between theory and their practice experi-ences.

Use by the Faculty Liaison

The field journal is used by the faculty liaison as the primary instruc-tional tool for ensuring integration of theory and practice occursthroughout the field experience. Information provided in the journalsregarding the students’ experiences and the connections made betweentheory and practice is used by faculty liaisons as the foundation for dis-

cussions in the integrative seminar. With this information, faculty liai-sons can facilitate discussion among all of the students to expand onthese connections, as well as involve other students who are at similarlevels in the integration process. Field journals are also used for evalua-tion, using the depth and thoroughness of connections made within thejournal to assess students’ progress and achievement in the field place-ment.

STUDENT FEEDBACK

As an outcome assessment measure, students graduating from the so-cial work program complete a written evaluation of the program, in-cluding questions regarding curriculum issues and the field experience.In order to assess the effectiveness of the field journal format, as well asobtain feedback for ongoing improvements, questions were added tothe evaluation regarding the field journal and the students’ experiencescompleting this weekly assignment. Students who graduated in May2002 (n = 27) were asked five questions regarding the application of so-cial work skills, knowledge, and values to field experiences, overallprofessional development, and suggestions for improvement.

Social Work Skills

Students were positive in feedback regarding the journal’s effective-ness in helping them integrate and apply information about social workskills to client experiences at their agencies. Students stated the journalwas beneficial in helping them examine their work with clients and seethe connections between previously acquired classroom knowledge andtheir current experiences. Students stated, “The journal was importantto my learning experience in that it forced me to really think about howskills apply in a particular social work setting,” and, “The journalhelped me process the skills I was using in my placement. It helped meapply theory to practice when sometimes all I was thinking about waspractice.” Students also stated the journal was helpful in improvingtheir use of skills, as well as for learning how to use new skills, stating,“Having to pinpoint the skills used in a particular interaction was in-sightful. It made me think about the skills I used as well as prepared meto use these skills again in the future,” and, “Having to read about skillsevery week helped me develop new skills and improve on ones I alreadyhad.”

Students were similarly positive regarding the journal’s effective-ness in helping them integrate social work knowledge with their fieldexperiences. Students primarily stated the journal helped them remem-ber social work knowledge and theories and helped them apply thisknowledge to their work with clients. Students stated, “It required youto look up the different techniques and interventions that were usedwhen you saw clients. It helped you put the interventions that would beuseful into practice,” and, “It challenged me to take the time to thinkabout what I had done during the week and see how I used the theories Ihave learned.” Students also stated the journal was helpful in advancingtheir knowledge base by requiring them to look outside their textbooksto find current information regarding client populations and interven-tion techniques, stating, “It was important to know available studies andcurrent research to provide facts,” and, “I know much more knowledgebecause of this. It took very long to find this knowledge through jour-nals, but I believe it helped.”

Social Work Values

Many students stated this portion of the journal helped them reflecton their own personal values, as well as helped them see the importanceof social work values in their work with clients. Students stated, “Itmade me consider social work values, how they relate to the agency,and to my own personal values,” and, “This was probably the mosthelpful portion of the journal because you really had to look at what youdid and how you felt.” Other students stated the journal helped themgain new understanding and appreciation for values in their work withdifferent client populations, stating, “I was able to be aware of my val-ues in my field experience, especially when I worked with the elderlypopulation and people with mental retardation. I recognized new valuesand understandings about them,” and, “The journals made it necessaryfor me to plan in advance what values were involved with each client Idealt with. This helped me be more conversant with different values andthe situations in which the values are most important.”

Suggestions for Improvement

Students’ suggestions for improvement in the journal format wereprimarily focused on the length of the assignment, and the fact that it is

required weekly, particularly in the second semester of the placement.Many students suggested requiring the journal weekly during the firsthalf of the placement, but then lessening this requirement to every otherweek in the second half of the placement; several of these studentsstated the journal became repetitive towards the end of the placementand less beneficial. Some students suggested requiring a fixed numberof journals throughout each semester, rather than weekly, which wouldallow students to submit journals when something significant occurredat their placement, but skip weeks when they are overloaded with otherassignments or responsibilities.

DISCUSSION

This article presents a format for a field journal that requires the useof social work literature and incorporates connections between this lit-erature and students’ practice experiences in the field as a method of in-tegration. A format of this nature is necessary in social work education,given the complexities that exist for the student in integrating theoryand practice, as well as the barriers to this process that exist for bothfield instructors and field educators. The format presented has been re-vised over the years to incorporate feedback from both students andfield instructors, and the authors believe the current format has been re-fined to the point that the goals of the tool are being accomplished.

In reviewing the feedback provided by students regarding the use ofthis methodology, several outcomes were noted. First, the journal ap-pears to be beneficial in helping students integrate knowledge acquiredin the classroom to their field placement experiences. Many studentsdiscussed this benefit, stating the journal helped them make connec-tions between the knowledge they had previously obtained in socialwork classes and their current experiences in the agency. Students indi-cated that writing the journals helped them obtain an understanding ofthe role of social work knowledge, values, and skills in their work withclients.

Second, students discussed the benefit the journal had in helpingthem learn new knowledge and practice new skills in their field agen-cies. Students indicated that by continually referencing social worktexts and literature they increased their knowledge and practiced newinterventions they had not previously considered with clients. Studentsalso discussed the benefit of reviewing literature from a variety of

sources, stating this helped increase their knowledge base and enhancedtheir work with clients.

Finally, students stated the journal helped them critically evaluatetheir performance on an ongoing basis. Students were able to recognizethe importance of evaluation and reflection, and to discuss the benefit ofidentifying their strengths and limitations in order to improve theirpractice.

As an instructional methodology, the journal format has several ben-efits for both field instructors and field educators. Primarily, the journalserves as a tool for field instructors and field educators to assist studentswith the process of integration by reviewing and expanding upon theconnections made by the students. Field instructors can discuss the con-nections made by students during supervision conferences and can ex-pand on these connections by encouraging students to further analyze theirinteractions in relation to the literature. Field educators can strengthenthese connections within the integrative seminar by encouraging discus-sion among students who are having similar experiences.

In addition to assisting with integration, the journal serves as an on-going method for field instructors and field educators to evaluate stu-dents’ progress in the placement by assessing students’ understandingsof the role of social work within the agency. This can be particularlyvaluable to field instructors when assessing a student’s readiness formore advanced tasks or more extensive client contact.

In regards to use of the journal format, the authors have the followingrecommendations: First, both field instructors and field educators mustincorporate usage of the journal into weekly supervision conferencesand integrative seminar meetings in order to obtain the complete benefitof this format. If students complete the journal, but do not receive regu-lar feedback regarding the connections they are making, they may be-come complacent in the task due to the length and difficulty of theassignment. Additionally, the connections made within each journal arestrengthened through repeated discussion and analysis with the field in-structor and faculty liaison.

Second, field educators should consider assigning considerableweight to this assignment, due to the journal’s length, difficulty, and thenumber of journals required. Traditionally, field journals only comprisea small portion of students’ final grades; however, the rigorousness ofthis format requires further consideration of the weight attributed to theassignment.

Finally, field educators are encouraged to consider the suggestionsfor improvement made by students of this program and modify the as-signment in order to best meet the learning needs of their students. Fieldeducators may consider reducing the frequency of journal submissionsduring the latter portion of the placement or spreading submission datesthroughout the semester to balance with other field-related assign-ments.

The authors also recommend that further research be conducted toevaluate the effectiveness of this and other educational methodolo-gies designed to assist students with the process of integrating theoryand practice in field education. In order to accurately assess stu-dents’ abilities to become ethical and effective social workers, fieldinstructors and field educators must continually evaluate the instruc-tional methodologies being used throughout the curriculum. Furtherevaluation of the techniques employed in field education must beconducted to ensure they are effective in meeting the goals of thefield program.

CONCLUSION

The process of integrating theory and practice in social work educa-tion has long been discussed as one that is difficult, complex, and inneed of advances in instructional methodologies. Any tool found by so-cial work educators or field instructors to be effective in assisting stu-dents with this process must be considered valuable, as the process ofintegration is necessary for students to understand the role of socialwork within the agency setting. Through this process of integration, stu-dents understand how social work knowledge, values, and skills are uti-lized with clients in order to enhance their well-being. It is not until thisintegration occurs that students are prepared for generalist social workpractice.

REFERENCES

Bogo, M., & Vayda, E. (1998). The practice of field instruction in social work: Theoryand process (2nd ed.). New York: Columbia University Press.

Brownstein, C., Smith, H. Y., & Faria, G. (1991). The liaison role: A three phase studyof the schools, the field, the faculty. In Schneck, D., Grossman, B., & Glassman, U.

(Eds.), Field education in social work: Contemporary issues and trends (pp.237-248). Dubuque, IA: Kendall/Hunt.

Cavazos, A. (1996). Measuring BSW student learning in field instruction. Journal ofSocial Work Education, 32, 389-398.

Choy, B. K., Leung, A. Y. L., Tam, T. S. K., & Chu, C. H. (1998). Roles and tasks offield instructors as perceived by Chinese social work students. Journal of Teachingin Social Work, 16, 115-132.

Council on Social Work Education. (2002). New Educational Policy and AccreditationStandards. Retrieved August 3, 2002, from http://www.cswe.org/.

Dettlaff, A. J., & Dietz, T. J. (2002). Incorporating the perceived training needs of fieldinstructors into a field instructor training curriculum. Manuscript in preparation.

Fortune, A. E., & Abramson, J. S. (1993). Predictors of satisfaction with fieldpracticum among social work students. The Clinical Supervisor, 11(1), 95-110.

Gray, S. W., Alperin, D. E., & Wik, R. (1989). Multidimensional expectations of stu-dent supervision in social work. The Clinical Supervisor, 7(1), 89-102.

Harris, B. M. (2000). Directed journal: Creating bridges between theory and practice inthe field practicum. Arete, 24(1), 55-62.

Kadushin, A. E. (1991). Field education in social work: Contemporary issues andtrends. In D. Schneck, B. Grossman, & U. Glassman (Eds.), Field education in so-cial work: Contemporary issues and trends (pp. 11-12). Dubuque, IA: Kend-all/Hunt.

Kilpatrick, A. C., Turner, J. B., & Holland, T. P. (1994). Quality control in field educa-tion: Monitoring students’ performance. Journal of Teaching in Social Work, 9,107-120.

Knight, C. (2001). The process of field instruction: BSW and MSW students’ views ofeffective field supervision. Journal of Social Work Education, 37(2), 357-380.

Mary, N. L., & Herse, M. H. (1992). What do field seminars accomplish? Student andinstructor perspectives. Journal of Teaching in Social Work, 6(2), 59-73.

Munson, C. E. (1987). Field instruction in social work education. Journal of Teachingin Social Work, 1(1), 91-109.

Raphael, F. B., & Rosenblum, A. F. (1987). An operational guide to the faculty field li-aison role. Social Casework: The Journal of Contemporary Social Work, 68(3),156-163.

Raskin, M. S. (1994). The delphi study in field instruction revisited: Expert consensuson issues and research priorities. Journal of Social Work Education, 30(1), 75-89.

Rhodes, R., Ward, J., Ligon, J., & Priddy, W. (1999). Fighting for field: Seven threatsto an important component of social work education. Journal of Baccalaureate So-cial Work, 5(1), 15-25.

Risler, E. A. (1999). Student practice portfolios: Integrating diversity and learning inthe field experience. Arete, 23(1), 89-96.

Rogers, G., & McDonald, P. L. (1995). Expedience over education: Teaching methodsused by field instructors. The Clinical Supervisor, 13(2), 41-65.

Rosenblum, A. F., & Raphael, F. B. (1983). The role and function of the faculty field li-aison. Journal of Education for Social Work, 19(1), 67-73.

Schatz, M. S., & Simon, S. (1999). The portfolio approach for generalist social workpractice: A successful tool for students in field education. Journal of BaccalaureateSocial Work, 5(1), 99-107.

Sullivan, M., & Bibus, A. A. (1990). Discovery of self: One use of logs in graduateschool work education. Journal of Teaching in Social Work, 4, 145-157.

Urbanowski, M. L., & Dwyer, M. M. (1988). Learning through field instruction: Aguide for teachers and students. Milwaukee: Family Service America.

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RECEIVED: 10/03/01ACCEPTED: 11/04/02

APPENDIX

Field Journal Format

Describe at least one interaction with a client from the past week. Be spe-cific in your description. Discuss the purpose of the interaction, what was saidby both you and the client, and the outcome of the interaction. Then answer thefollowing questions based on this interaction.

Social Work Skills

1. Identify all of the social work skills that were used by you during this in-teraction. Name the skills and then discuss how you used these skills. Bespecific in your description.

2. What does the Social Work literature say regarding these skills?3. Based on what the literature says, did you use this skill appropriately?

What could you have done differently? How could you improve in yournext interaction?

1. What knowledge was required of you as a Social Worker to assist in thisinterview? This knowledge could be in regards to a theoretical perspec-tive, an intervention, or the specific client population or issue you wereaddressing.

2. What does the Social Work literature say regarding this knowledge?3. How did the use of this knowledge help you in your interaction with the

client? How can this knowledge help enhance your future interactionswith the client?

Social Work Values

1. Identify a social work value that was involved in this interaction.2. What does the Social Work literature say regarding this value?3. How does this value relate to the interaction and why is this value impor-

tant for effective social work practice with the client?4. Discuss any value conflicts that arose for you as a result of this client in-

teraction.

Promoting Integration of Theory and Practice in Field Education

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Promoting mental health in the workplace

Rig Integration

Promoting Procedural Knowledge in History Education

Engaging Islamists and Promoting Democracy

Finnish school and teacher education – Integration of Information and Communication Technology into curricula and practice

Promoting Financial Inclusion - World Bank Documents

Promoting Good Corporate Governance through ICT and Accounting Practice

Promoting good practices - AMS Acta

Promoting Healthy Food Choices for Children

Cloud Integration of Continuous Integration Declarative ...

PROMENTORS Promoting Mentors' Work in Education

Promoting Positive Development and Preventing Youth ...