Training Faculty Field Liaisons: The Role of Social Capital Theory

References

• Adler, P. S., & Kwon, S. (2002). Social capital: Prospects for a new concept. Academy of Management Review, 27(1), 17–40.
   Web of Science ®Google Scholar
• Allan, J., & Catts, R. (2014). Schools, social capital and space. Cambridge Journal of Education, 44(2), 217–228.
   Web of Science ®Google Scholar
• Baldwin, M., & Sadd, J. (2006). Allies with attitude! Service users, academics and social service agency staff learning how to share power in running social work education courses. Social Work Education, 25(4), 348–359.
   Google Scholar
• Bartle, E., & Halaas, B. (2008). Bridging the divide between community organizing efforts and direct services in traditional social service agencies: Lessons learned from a case study. Journal of Policy Practice, 7(2-3), 122–139.
   Google Scholar
• Barritt, L., Beekman, T., Bleeker, H., & Mulderij, K. (1984). Analyzing phenomenological descriptions. Phenomenology and Pedagogy, 2(1), 1–17.
   Google Scholar
• Bennett, L., & Coe, S. (1998). Social work field instructor satisfaction with faculty field liaison. Journal of Social Work Education, 34(3), 345–352.
   Web of Science ®Google Scholar
• Berg-Weger, M., Rochman, E., Rosenthal, P., Sporleder, B., & Birkenmaier, J. (2007). A multi-program collaboration in field education. Social Work Education, 26(1), 20–34.
   Google Scholar
• Beugelsdijk, S., & Smulders, S. (2003). Bridging and bonding social capital: Which type is good for economic growth? Retrieved from http://www-sre.wu-wien.ac.at/ersa/ersaconfs/ersa03/cdrom/papers/517.pdf
   Google Scholar
• Bleicher, J. (1980). Contemporary hermeneutics: Hermeneutics as method, philosophy and critique. London: Routledge.
   Google Scholar
• Blundell, R., Dearden, L., Meghir, C., & Sianesi, B. (2005). Human capital investment: The returns from education and training to the individual, the firm and the economy. Fiscal Studies, 20(1), 1–23.
   Google Scholar
• Bocage, M. D., Homonoff, E. E., & Riley, P. M. (1995). Measuring the impact of the fiscal crisis on human services agencies and social work training. Social Work, 40(5), 701–705.
   Web of Science ®Google Scholar
• Bogo, M. (1981). An educationally focused faculty/field liaison program for first-time field instructors. Journal of Education for Social Work, 17(3), 59–65.
   Google Scholar
• Bogo, M., & Power, R. (1992). New field instructors’ perceptions of institutional supports for their roles. Journal of Social Work Education, 28(2), 178–189.
   Web of Science ®Google Scholar
• Bryant, A., & Charmaz, K. (2007). The SAGE handbook of grounded theory. Newbury Park, CA: Sage.
   Google Scholar
• Buck, P. W., Fletcher, P., & Bradley, J. (2016). Decision-making in social work field education: A “good enough” framework. Social Work Education, 35(4), 402–413.
   Web of Science ®Google Scholar
• Caspi, J., & Reid, W. J. (1998). A task centered model of field instruction. Journal of Social Work Education, 34(1), 55–70.
   Web of Science ®Google Scholar
• Charmaz, K. (2014). Constructing grounded theory (2nd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Chui, E. W. T. (2010). Desirability and feasibility in evaluating fieldwork performance: Tensions between supervisors and students. Social Work Education: The International Journal, 29(2), 171–187.
   Google Scholar
• Coffé, H., & Geys, B. (2006). Towards an empirical characterization of bridging and bonding social capital. Retrieved from http://ssrn.com/abstract=997340 or http://dx.doi.org/10.2139/ssrn.997340
   Google Scholar
• Coleman, J. S. (1988). Social capital in the creation of human capital. American Journal of Sociology, 94, S95–S120.
   Web of Science ®Google Scholar
• Colorafi, K. J., & Evans, B. (2016). Qualitative descriptive methods in health science research. HERD: Health Environments Research & Design Journal, 9(4), 16–25.
   Web of Science ®Google Scholar
• Corbin, J., & Strauss, A. (2008). Basics of qualitative research (3rd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Council on Social Work Education (CSWE). (2015). Draft 3 of the 2015 Educational Policy and Accreditation Standards (EPAS). Retrieved on from http://www.cswe.org/Accreditation/EPASRevision.aspx
   Google Scholar
• Creswell, J. W., & Clark, V. P. (2011). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.
   Google Scholar
• Cummings, S. M., Chaffin, K. M., & Cockerham, C. (2015). Comparative analysis of an online and a traditional MSW program: Educational outcomes. Journal of Social Work Education, 51(1), 109–120.
   Web of Science ®Google Scholar
• Dakhli, M., & De Clercq, D. (2004). Human capital, social capital, and innovation: A multi-country study. Entrepreneurship & Regional Development, 16(2), 107–128.
   Web of Science ®Google Scholar
• Davys, A., & Beddoe, L. (2000). Supervision of students: A map and a model for the decade to come. Social Work Education, 19(5), 437–449.
   Google Scholar
• Davys, A., & Beddoe, L. (2009). The reflective learning model: Supervision of social work students. Social Work Education: The International Journal, 28(8), 919–933.
   Google Scholar
• Denzin, N. K. (1989). The research act: A theoretical introduction to sociological methods (3rd ed.). Englewood Cliffs, NJ: Prentice Hall.
   Google Scholar
• Denzin, N. K., & Lincoln, Y. S. (2011). The Sage handbook of qualitative research. Thousand Oaks, CA: Sage.
   Google Scholar
• Doud, M. (1900). Bridge builder. In M. Doud (Ed.), Father: An anthology of verse. New York: E. P. Dutton Publisher. Retrieved from http://www.amazon.com/Father-An-Anthology-Of-Verse/dp/1406704989 (Original work published in 2007).
   Google Scholar
• Enfield, R. P., & Nathaniel, K. C. (2013). Social capital: Its constructs and survey development. New Directions for Youth Development, 2013(138), 15–30.
   PubMedGoogle Scholar
• Eriksson, M. (2011). Social capital and health implications for health promotion. Global Health Action, 4(1), 5611–5611.
   PubMed Web of Science ®Google Scholar
• Ersing, R. L., & Loeffler, D. N. (2008). Teaching students to become effective in policy practice: Integrating social capital into social work education and practice. Journal of Policy Practice, 7(2–3), 226–238.
   Google Scholar
• Fairtlough, A., Bernard, C., Fletcher, J., & Ahmet, A. (2014). Black social work students’ experiences of practice learning: Understanding differential progression rates. Journal of Social Work, 14(6), 605–624.
   Web of Science ®Google Scholar
• Fenge, L., Fannin, A., & Hicks, C. (2012). Co-production in scholarly activity: Valuing the social capital of lay people and volunteers. Journal of Social Work, 12(5), 545–559.
   Web of Science ®Google Scholar
• Fortune, A. E., Lee, M., & Cavazos, A. (2005). Special section: Field education in social work achievement motivation and outcome in social work field education. Journal of Social Work Education, 41(1), 115–129.
   Web of Science ®Google Scholar
• Fortune, A. E., McCarthy, A., & Abramson, J. S. (2001). Student learning processes in field education: Relationship of learning activities to quality of field instruction, satisfactions, and performance among MSW students. Journal of Social Work Education, 37(1), 111–124.
   Web of Science ®Google Scholar
• Fortune, A. E., Miller, J., Rosenblum, A. F., Sanchez, B. M., Smith, C., & Reid, W. J. (1995). Further explorations of the liaison role: A view from the field. Social work field education: Views and visions. Dubuque, IA: Kendall/Hunt.
   Google Scholar
• Gaddis, S. M. (2012). What's in a relationship? An examination of social capital, race and class in mentoring relationships. Social Forces, 90(4), 1237–1269.
   Web of Science ®Google Scholar
• Garthwait, C. (2008). The social work practicum: A guide and workbook for students. New York, NY: Pearson.
   Google Scholar
• Gelman, C. (2004). Anxiety experienced by foundation-year MSW students entering field placement: Implications for admissions, curriculum, and field education. Journal of Social Work Education, 40(1), 39–54.
   Web of Science ®Google Scholar
• Gibbs, P., & Garnett, J. (2007). Work-based learning as a field of study. Research in Post-Compulsory Education, 12(3), 409–421.
   Google Scholar
• Gillis, H., & Lewis, J. (2004). Field education in social work addressing the issue of psychiatric disability in social work interns: The need for a problem-solving framework. Journal of Social Work Education, 40(3), 391–402.
   Web of Science ®Google Scholar
• Glaser, G. C., & Strauss, A. L. (1967). The discovery of grounded theory. New York, NY: Aldine.
   Google Scholar
• Grondin, J. (1995). Sources of hermeneutics. Albany, NY: State University of New York Press.
   Google Scholar
• Guba, E., & Lincoln, Y. (1989). Fourth generation evaluation. Newbury, Park, CA: Sage.
   Google Scholar
• Hagedoorn, E. I., Paans, W., Jaarsma, T., Keers, J. C., van der Schans, C., & Luttik, M. L. (2017). Aspects of family caregiving as addressed in planned discussions between nurses, patients with chronic diseases and family caregivers: A qualitative content analysis. BMC Nursing, 16(1), 161–110.
   Web of Science ®Google Scholar
• Harpham, T., Grant, E., & Thomas, E. (2002). Measuring social capital within health surveys: Key issues. Health Policy and Planning, 17(1), 106–111.
   PubMed Web of Science ®Google Scholar
• Hawkins, R. L., & Maurer, K. (2010). Bonding, bridging, and linking: How social capital operated in New Orleans following Hurricane Katrina. British Journal of Social Work, 40(6), 1777–1793.
   Web of Science ®Google Scholar
• Hawkins, R. L., & Maurer, K. (2011). Unravelling social capital: Disentangling a concept for social work. British Journal of Social Work, 2(1), 1–18.
   Web of Science ®Google Scholar
• Hekman, S. (1986). Hermeneutics and the sociology of knowledge. Notre Dame, IN: University of Notre Dame Press.
   Google Scholar
• Hess, K. (2015). Making connections. Journalism Studies, 16(4), 482–496.
   Web of Science ®Google Scholar
• Hopkins, K. M., Deal, K. H., & Bloom, J. D. (2005). Moving away from tradition: Exploring the field experiences of part-time, older, and employment-based students. Journal of Social Work Education, 41(3), 573–585.
   Web of Science ®Google Scholar
• Kanno, H., & Koeske, G. F. (2010). MSW students’ satisfaction with their field placements: The role of preparedness and supervision quality. Journal of Social Work Education, 46(1), 23–38.
   Web of Science ®Google Scholar
• Karim, J., Mohamad, N., Gilbert, J. H. V., Saibon, I., Mohd Meerah, S. T., Hassan, H., & Siraj, H. H. (2014). Preparing nursing students for interprofessional learning. Education in Medicine Journal, 6(2), 27–32.
   Google Scholar
• Kiser, P. M. (2008). The human services internship: Getting the most out of our experience (3rd ed.). Belmont, CA: Books/Cole.
   Google Scholar
• Knight, C. (1996). A study of MSW and BSW students’ perceptions of their field instructors. Journal of Social Work Education, 32(3), 399–414.
   Web of Science ®Google Scholar
• Knight, C. (2001). The process of field instruction: BSW and MSW students’ views of effective field supervision. Journal of Social Work Education, 37(2), 357–379.
   Web of Science ®Google Scholar
• Koerin, B., & Miller, J. (1995). Gatekeeping policies: Terminating students for nonacademic reasons. Journal of Social Work Education, 31(2), 247–260.
   Web of Science ®Google Scholar
• Lager, P., & Robbins, V. (2004). Field education: Exploring the future, expanding the vision. Journal of Social Work Education, 40(1), 3–11.
   Web of Science ®Google Scholar
• Larrison, T. E., & Korr, W. S. (2013). Does social work have a signature pedagogy? Journal of Social Work Education, 49(2), 194–206.
   Web of Science ®Google Scholar
• Larsen, L., Harlan, S. L., Bolin, B., Hackett, E. J., Hope, D., Kirby, A., … Wolf, S. (2004). Bonding and bridging: Understanding the relationship between social capital and civic action. Journal of Planning Education and Research, 24(1), 64–77.
   Web of Science ®Google Scholar
• Laser, J. A., & Leibowitz, G. S. (2009). Promoting positive outcomes for healthy youth development: Utilizing social capital theory. Journal of Sociology & Social Welfare, 36(1), 87–102.
   Google Scholar
• Luthans, F., Luthans, K., & Luthans, B. (2004). Positive psychological capital: Beyond human and social capital. Business Horizons, 47(1), 45–50.
   Google Scholar
• Mark, R. (1996). Research made simple: A handbook for social workers. Thousand Oaks, CA: Sage.
   Google Scholar
• Mason, J. (1996). Qualitative researching. London: Sage.
   Google Scholar
• Mathbor, G. M. (2007). Enhancement of community preparedness for natural disasters: The role of social work in building social capital for sustainable disaster relief and management. International Social Work, 50(3), 357–369.
   Web of Science ®Google Scholar
• Mathur, V. K. (1999). Human capital-based strategy for regional economic development. Economic Development Quarterly, 13(3), 203–216.
   Web of Science ®Google Scholar
• McMurtry, S., & McClellan, R. (1995). Alarming trends in student/faculty rations in MSW programs. Paper presented at the Annual Program Meeting of the Council on Social Work Education, San Diego, CA.
   Google Scholar
• McMurtry, S., & McClellan, R. (1997). Class sizes, faculty workloads, and program structures: How MSW programs have responded to changes in their environments. Journal of Social Work Education, 33(2), 307–320.
   Web of Science ®Google Scholar
• Miller, J., Kovacs, P., Wright, L., Corcoran, J., & Rosenblum, A. (2005). Field education: Student and field instructor perceptions of the learning process. Journal of Social Work Education, 41(1), 131–145.
   Web of Science ®Google Scholar
• Miller, J., & Koerin, B. B. (2002). Gatekeeping in the practicum: What field instructors need to know?. Clinical Supervisor, 20(2), 1–18.
   Google Scholar
• Miller, J., McAuliffe, L., Riaz, N., & Deuchar, R. (2015). Exploring youths’ perceptions of the hidden practice of youth work in increasing social capital with young people considered NEET in Scotland. Journal of Youth Studies, 18(4), 468–484.
   Web of Science ®Google Scholar
• Moody, J., & Paxton, P. (2009). Building bridges: Linking social capital and social networks to improve theory and research. American Behavioral Scientist, 52(11), 1491–1506.
   Web of Science ®Google Scholar
• Oktay, J. S. (2012). Grounded theory. New York, NY: Oxford.
   Google Scholar
• Olmstead, K. A. (1983). The influence of minority social work students on an agency’s service methods. Social Work, 28(4), 308–312.
   Web of Science ®Google Scholar
• Paat, Y. (2015). The roles of life course resources on social work minority students’ educational aspirations. International Journal of Lifelong Education, 34(2), 121–138.
   Web of Science ®Google Scholar
• Padgett, D. K. (2008). Qualitative methods in social work research. Thousand Oaks, CA: Sage.
   Google Scholar
• Patton, M. Q. (2008). Utilization-focused evaluation. Thousand Oaks, CA: Sage.
   Google Scholar
• Paynter, S., & Berner, M. (2014). Organizational capacity of nonprofit social service agencies. Journal of Health & Human Services Administration, 37(1), 111–145.
   PubMedGoogle Scholar
• Peeters, J. (2012). Social work and sustainable development: Towards a socio-ecological Practice model. Journal of Social Intervention: Theory and Practice, 21(3), 5–26.
   Google Scholar
• Peleg-Oren, N., MacGowan, M. J., & Even-Zahav, R. (2007). Field instructors’ commitment to student supervision: Testing the investment model. Social Work Education: The International Journal, 26(7), 684–696.
   Google Scholar
• Perrault, E. J., & Coleman, H. J. (2004). Coaching within social work field education. Clinical Supervisor, 23(2), 47–64.
   Google Scholar
• Petracchi, H. E., & Zastrow, C. (2010a). Suggestions for utilizing the 2008 EPAS in CSWE-accredited baccalaureate and masters curriculums—Reflections from the field, part 1: The explicit curriculum. Journal of Teaching in Social Work, 30(2), 125–135.
   Google Scholar
• Petracchi, H. E., & Zastrow, C. (2010b). Suggestions for utilizing the 2008 EPAS in CSWE-accredited baccalaureate and masters curriculums—Reflections from the field, part 2: The implicit curriculum. Journal of Teaching in Social Work, 30(4), 357–366.
   Google Scholar
• Poortinga, W. (2012). Community resilience and health: The role of bonding, bridging, and linking aspects of social capital. Health & Place, 18(2), 286–295.
   PubMed Web of Science ®Google Scholar
• Power, R., & Bogo, M. (2003). Educating field instructors and students to deal with challenges in their teaching relationship. Clinical Supervisor, 21(1), 39–58.
   Google Scholar
• Putland, C., Baum, F., Ziersch, A., Arthurson, K., & Pomagalska, D. (2013). Enabling pathways to health equity: Developing a framework for implementing social capital in practice. BMC Public Health, 13(1), 12.
   PubMed Web of Science ®Google Scholar
• Putnam, R. D. (2000). Bowling alone: The collapse and revival of American community. New York, NY: Simon and Schuster.
   Google Scholar
• Raskin, M., Wayne, J., & Bogo, M. (2008). Revisiting field education standards. Journal of Social Work Education, 44(2), 173–188.
   Web of Science ®Google Scholar
• Razack, N. (2001). Diversity and difference in the field education encounter: Racial minority students in the practicum. Social Work Education, 20(2), 219–232.
   Google Scholar
• Regehr, C., Stalker, C. A., Jacobs, M., & Pelech, W. (2001). The gatekeeper and the wounded healer. Clinical Supervisor, 20(1), 127–143.
   Google Scholar
• Rojas, H., Shah, D. V., & Friedland, L. A. (2011). A communicative approach to social capital. Journal of Communication, 61(4), 689–712.
   Web of Science ®Google Scholar
• Rosenblum, A. F., & Raphael, F. B. (1983). The role and function of the faculty field liaison. Journal of Education for Social Work, 19(1), 67–73.
   Google Scholar
• Rothstein, B., & Stolle, D. (2008). The state and social capital: An institutional theory of generalized trust. Comparative Politics, 40(4), 441–459.
   Web of Science ®Google Scholar
• Rydström, I., Englund, L. D., Dellve, L., & Ahlstrom, L. (2017). Importance of social capital at the workplace for return to work among women with a history of long-term sick leave: A cohort study. BMC Nursing, 16(1), 1–9.
   PubMed Web of Science ®Google Scholar
• Sandelowski, M. (1998). Writing a good read: Strategies for re-presenting qualitative data. Research in Nursing & Health, 21(4), 375–382.
   PubMed Web of Science ®Google Scholar
• Sandelowski, M. (2000). Focus on research methods: Whatever happened to qualitative description?. Research in Nursing & Health, 23(4), 334–340.
   PubMed Web of Science ®Google Scholar
• Sandelowski, M. (2006). ‘Meta-jeopardy’: The crisis of representation in qualitative metasynthesis. Nursing Outlook, 54(1), 10–16.
   PubMed Web of Science ®Google Scholar
• Scandrett, K. G., Joyce, B., & Emanuel, L. (2014). Intervention thresholds: A conceptual frame for advance care planning choices. BMC Palliative Care, 13(1), 1–10.
   PubMedGoogle Scholar
• Seipp, B. (1991). Anxiety and academic performance: A meta-analysis of findings. Anxiety Research, 4(1), 27–41.
   Google Scholar
• Sherer, M., & Peleg-Oren, N. (2005). Differences of teachers’, field instructors’, and students’ views on job analysis of social work students. Journal of Social Work Education, 41(2), 315–328.
   Web of Science ®Google Scholar
• Shulman, L. (2005a). Pedagogies of uncertainty. Liberal Education, 91(2), 18–25.
   Google Scholar
• Shulman, L. (2005b). Signature pedagogies in the professions. Daedalus, 134(3), 52–59.
   Web of Science ®Google Scholar
• Smith, W. (2015). Relational dimensions of virtual social work education: mentoring faculty in a web-based learning environment. Clinical Social Work Journal, 43(2), 236–245.
   Web of Science ®Google Scholar
• Stewart, M., & Fortin, M. (2017). Patient-centred innovations for persons with multimorbidity: Funded evaluation protocol. CMAJ Open, 5(2), E365–E372.
   PubMedGoogle Scholar
• Strand, V. C., Popescu, M., Way, I., & Jones, A. S. (2017). Building field agencies' capacity to prepare staff and social work students for evidence-based trauma treatments. Families in Society: The Journal of Contemporary Social Services, 98(1), 45–56.
   Web of Science ®Google Scholar
• Strauss, A. (1987). Qualitative analysis for social scientists. Cambridge: Cambridge University Press.
   Google Scholar
• Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.
   Google Scholar
• Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage.
   Google Scholar
• Strom, K. (1991). Should field instructors be social workers?. Journal of Social Work Education, 27(2), 187–195.
   Web of Science ®Google Scholar
• Sugawara, C. L. (2009). Building social capital among social work educators: A strategy for curriculum development. Journal of Social Work Education, 45(3), 445–466.
   Web of Science ®Google Scholar
• Szreter, S., & Woolcock, M. (2004). Health by association? Social capital, social theory, and the political economy of public health. International Journal of Epidemiology, 33(4), 650–667.
   PubMed Web of Science ®Google Scholar
• Testa, D., & Egan, R. (2016). How useful are discussion boards and written critical reflections in helping social work students critically reflect on their field education placements? Qualitative Social Work: Research and Practice, 15(2), 263–280.
   Web of Science ®Google Scholar
• Ting, L., Morris, K., McFeaters, S., & Eustic, L. (2006). Multiple roles, stressors, and needs among baccalaureate social work students: An exploratory study. Journal of Baccalaureate Social Work, 12(1), 39–55.
   Google Scholar
• Torche, F., & Valenzuela, E. (2011). Trust and reciprocity: A theoretical distinction of the sources of social capital. European Journal of Social Theory, 14(2), 181–198.
   Web of Science ®Google Scholar
• Tully, G. (2015). The faculty field liaison: An essential role for advancing graduate and undergraduate group work education. Social Work with Groups, 38(1), 6–20.
   Google Scholar
• Ukuhor, H. O., Hirst, J., Closs, S. J., & Montelpare, W. J. (2017). A framework for describing the influence of service organisation and delivery on participation in fetal anomaly screening in England. Journal of Pregnancy, 2017, 1–13.
   Google Scholar
• Voisin, D. R., Wong, M., & Samuels, G. M. (2014). A response to anastas and coffey: The science of. Social Work and Its Relationship to Social Work Education and Professional Organizations. Research on Social Work Practice, 24(5), 581–585.
   Web of Science ®Google Scholar
• Wallin, D. L. (2007). Part-time faculty and professional development: Notes from the field. New Directions for Community Colleges, 2007(140), 67–73.
   Google Scholar
• Walsham, G. (1995). Interpretative case studies in IS research: Nature and method. European Journal of Information Systems, 4(2), 74–81.
   Web of Science ®Google Scholar
• Wayne, J., Bogo, M., & Raskin, M. (2010). Field education as the signature pedagogy of social work education. Journal of Social Work Education, 46(3), 327–339.
   Web of Science ®Google Scholar
• Wiechelt, S. A., & Ting, L. (2012). Field instructor’s perceptions of evidence-based practice in BSW field placement sites. Journal of Social Work Education, 48(3), 577–593.
   Web of Science ®Google Scholar
• Wertheimer, M. R., Beck, E. L., Brooks, F., & Wolk, J. L. (2004). Community partnerships: An innovative model of social work education and practice. Journal of Community Practice, 12(3-4), 123–140.
   Google Scholar
• Willis, C. (2001). Introducing qualitative research in psychology: Adventures in theory and method. Berkshire: Open University Press.
   Google Scholar
• Wilks, S. (2008). Resilience among academic stress: The moderating impact of social support among social work students. Advances in Social Work, 9(2), 106–125.
   Google Scholar
• Woolcock, M. (1998). Social capital and economic development: Toward a theoretical synthesis and policy framework. Theory and Society, 27, 151–208.
   Web of Science ®Google Scholar
• Yu, N., Moulding, N., Buchanan, F., & Hand, T. (2016). How good is good enough? Exploring social workers’ conceptions of preparedness for practice. Social Work Education, 35(4), 414–429.
   Web of Science ®Google Scholar
• Zakutansky, T. J., & Sirles, E. A. (1993). Ethical and legal issues in field education: Shared responsibility. Journal of Social Work Education, 29(3), 338–347.
   Web of Science ®Google Scholar