Social work students' reflection about conducting child welfare assessment in a guided case-based learning environment.
To teach about child welfare assessments, social work educators frequently draw on the use of authentic or fictitious cases from social work practice. Such cases provide the opportunity of bridging the theory-practice gap. However, they can be overwhelming given the vast amount of information presen...
| Publicado en: | Social Work Education Vol. 45; no. 2; pp. 288 - 306 |
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| Autores principales: | , , |
| Formato: | Artículo |
| Publicado: |
Taylor & Francis Ltd
Mar2026
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=192312154&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 192312154 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 02615479 36Q jtl: Social Work Education issn: 02615479 maglogo: N pubinfo: dt: Mar2026 vid: 45 iid: 2 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 192312154 10.1080/02615479.2024.2443493 ppf: 288 ppct: 18 formats: fmt: – @attributes: type: T – @attributes: type: P size: 385KB tig: atl: Social work students' reflection about conducting child welfare assessment in a guided case-based learning environment. aug: au: Opio-Göres, Mary Kollar, Ingo Dorner, Birgit affil: International Doctoral School REASON, Department of Psychology, Ludwig-Maximilians-Universität München, Munich, Germany Faculty of Philosophy and Social Sciences, University of Augsburg, Augsburg, Germany Department of Social Work, Catholic University of Applied Science Munich, München, Germany su: Child welfare Content analysis Two-way communication Social work education Case-based reasoning Facilitated learning Metacognition sug: subj: Child welfare Content analysis Two-way communication Social work education Other Individual and Family Services Case-based reasoning Facilitated learning Metacognition keyword: Assessment case-based learning child welfare computer supported scripts metacognitive prompts social work education Assessment case-based learning child welfare computer supported scripts metacognitive prompts social work education ab: To teach about child welfare assessments, social work educators frequently draw on the use of authentic or fictitious cases from social work practice. Such cases provide the opportunity of bridging the theory-practice gap. However, they can be overwhelming given the vast amount of information presented. Additional support is warranted when teaching with cases. In this article, we investigate how students reflect about their learning experience conducting child welfare assessment in a guided case-based learning (GCBL) environment. A qualitative content analysis of written responses of N = 70 social work students from five different universities in Bavaria (Germany) examined implicit and explicit meanings of elements of the learning environment that students paid attention to, what elements they perceived as helpful or hindering, and what factors they attributed difficulty to. Results revealed that the GCBL environment was well received. Features integrated into the GCBL environment helped students to focus on important steps of an assessment. Nonetheless, some students perceived breaking down the exercise into smaller elements as an interference of their problem-solving process. We argue that the potential of GCBL can be improved by paying attention to instruction clarity and by incorporating possibilities of interaction and feedback. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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