What the Field Says about Clinical Competencies Needed By MSW Graduates: Implications for Schools of Social Work

Social work education faces on-going challenges in bridging the gap between the school and field.  With the scope and rapidity of changes in the field,  it is critical that schools of social work have effective mechanisms for dialogue between agencies responsible for the provision of client services, and faculty responsible for curriculum.  These mechanism need to go beyond the ongoing interaction with the field to establish and monitor  field placements and support field instructors.  There is  a need to coordinate  and communicate information about the field to the faculty responsible for curriculum in ways that go beyond individual feedback from field instructors, students  or faculty advisors.  There is likewise an on-going need for faculty to communicate new knowledge developments to the field in a user-friendly manner. 

Research  regarding the challenges faced by schools in providing education for the field tend to fall into three areas;  1) research on competencies by topical area (cultural competency, gerontology, behavioral health, child welfare, international social work, etc.), 2)  new field models to address changing dynamics in a specific field of practice, or 3) university-agency partnerships.  By contrast, the study findings that will be presented in this round table explore  the existence of consensus across fields of practice regarding the clinical competencies needed by MSW graduates planning for direct practice.

The study sought to address the imperative for feedback from the field to faculty by surveying staff employed in settings providing field instruction during the 2014-2015 academic year.  The major aim of this mixed-methods study was to elicit feedback regarding competencies needed by MSW graduates as they enter the work force.  Two hundred and sixty participants, reflecting a 45 % response rate, returned the survey.  Results of the survey were then explored in focus group discussions to generate a fuller understanding of the survey responses.  Findings are being used to impact curriculum development.

Results indicated important consensus across fields of practice in regard to both generic (e.g. assessment, engagement, time management) and specific (e.g. motivational interviewing, behavioral regulation) competencies needed by graduates.  Results also suggested significant consensus around competencies  with which new MSWs struggle, as well as emerging trends in evidence-based practice. 

To set the stage for discussion about  challenges schools of social work  face in preparing current MSW students for practice, one presenter will describe the background to the study, its purpose and the manner in which findings are being used to impact curriculum.    A second  presenter will summarize the quantitative results, highlighting the findings in regard to both generic and specific competencies, as well as what the findings suggest about evidence-based practice skills.  Two presenters will discuss the themes that emerged from focus group findings.   Roundtable participants will be encouraged to expand on changes and trends they see in the field, and to share the manner in which their school has sought to address these through both classroom and field curriculum developments.