Journal Article

Military Social Work Field Placement: Analysis of the Time and Activities Graduate Student Interns Provide to Military-connected Schools

Monica C. Esqueda, Julie A. Cederbaum, Diana M. Pineda, Keren Malchi, Rami Benbenishty and Ron Avi Astor

in Children & Schools

Published on behalf of National Association of Social Workers

Volume 36, issue 1, pages 41-50
Published in print January 2014 | ISSN: 1532-8759
Published online January 2014 | e-ISSN: 1545-682X | DOI: http://dx.doi.org/10.1093/cs/cdt043
Military Social Work Field Placement: Analysis of the Time and Activities Graduate Student Interns Provide to Military-connected Schools

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Despite research suggesting that supportive school communities can shield students from depression, alienation, and school failure, civilian schools have struggled to address the unique needs of military-connected (MC) children. In response to this, a consortium between eight MC school districts and a school of social work was established. As part of the consortium, MSW students were trained to engage in direct service provision with MC children. This study examines the activities of 30 MSW student interns during a single academic year. Findings show that interns spend the majority of their time engaging in individual work with students, approximately 36 percent of whom are MC. Interns also spend a considerable amount of time engaging in group work and conducting psychosocial assessments. Interns allocate a significant amount of time to students' academic struggles, issues of bullying, attendance and truancy, school violence and bystander responses, and school connectedness. Findings from this study provide a baseline assessment of interns' current practice. The data generated have implications for social work education and practice.

Keywords: fieldwork; military-connected children; school social work

Journal Article.  5651 words. 

Subjects: Schools Studies

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