Found in translation : how social work education can support student practice with language-discordant client systems
How social work education can support student practice with language-discordant client systems
Master of Social Work
School for Social Work
Social work education, Intercultural communication, Social service-Study and teaching (Internship), Social work, Higher education, Clinical practice, Social support, College students, Graduate students, Curricular field experience, Cultural sensitivity, Diversity, Native language, Foreign language translation, Language proficiency, Communication, Cross cultural communication, Internship programs
This study’s research question was "How can schools of social work support their students to work with language-discordant client systems (LDCS)?" In addition to the need for general support, social work students are preparing to enter a field where the patient population is growing increasingly diverse in terms of ethnicity, culture and language ability. Participants in the study described herein were current and recent social works students who were recruited for sample membership via broad social media outreach, supplemented with outreach to the researcher's professional network
The findings of this study indicate that the role of schools of social work in supporting practice with LDCS is minimal at this time compared to support from internship settings.
The major implication for social work education is that schools of social work should implement self-care for students and ethical decision-making programming in order to help students to cope with complex practice circumstances, including those that might arise when practicing with language-discordant client systems.
Early, Martha Ann, "Found in translation : how social work education can support student practice with language-discordant client systems" (2017). Masters Thesis, Smith College, Northampton, MA.
iv, 89 pages. Includes bibliographical references (pages 67-72)