Enabling Learners to Think for Themselves: Reflections on a Community Placement

Abstract

This paper provides reflections on the organisation, delivery, challenges and effectiveness of a community placement undertaken by first-year students in an undergraduate social work qualifying programme. The placement aims to foster transformative learning, autonomous thought, critical reflection, professional competence and evidence-based practice which is attuned to the values of the profession. Working in small groups, students are encouraged to immerse themselves in a particular topic and to explore and gain insight from the perspectives of those with first-hand experience. Evaluations demonstrate that when presented with a range of experiences, conflicts, dilemmas and real-life situations, students critically question their assimilated and taken-for-granted beliefs and evaluate their developing knowledge of legislation, policies, theories and models of intervention. They have the opportunity to practise a range of social work skills including research, interviewing and self-managed group working within real settings. This provides useful skill development and preparation before undertaking a social work role in subsequent practice learning opportunities. As such, it is suggested as a model of skill development to meet the current demands of the profession, such as the recommendations for skill development by the Social Work Reform Board in England and Wales.

Keywords:

• Critical Reflection
• Practice Learning
• Transformative Learning
• Community Placement