Journal of Public Child Welfare
Volume 4, Issue 3, 2010, Pages 365-385

An empirically based field-education model: Preparing students for culturally competent practice with new immigrants (Article)

Carten A.J. , Finch J.B.
  • a Silver School of Social Work, New York University, 1 Washington Square North, New York, NY 10003, United States
  • b School of Social Welfare, Stony Brook University, Stony Brook, NY, United States

Abstract

This article reports implementation themes and a content analysis of student portfolios and learning contracts from year one of a 4-year service/educational initiative undertaken with metropolitan schools of social work, the public child welfare agency, and community-based agencies serving new immigrants. The initiative designed, implemented and evaluated a model preparing MSW students for culturally competent preventive practice with immigrant families. The discussion identifies: emerging themes, implications, and the challenges and benefits of university-public child welfare collaborations in addressing the needs of immigrant children and their families. © Taylor & Francis Group, LLC.

Author Keywords

Field education New immigrants University-public child welfare partnerships Child welfare workforce development cultural competency

Index Keywords

[No Keywords available]
Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-77956499036&doi=10.1080%2f15548732.2010.496082&partnerID=40&md5=c83e9c8e141c077ff6c94f24b8e0b792
DOI: 10.1080/15548732.2010.496082
ISSN: 15548732
Original Language: English