FUTURE OF FIELD

WORK IN SOCIAL
WORK
FIELDWORK
In Social Work, fieldwork means the on-field training process that the students undergo along with
classroom teaching. There are different components of the fieldwork practicum (discussed in the next
section) that are continuously supervised and evaluated. In Social Work, fieldwork is not simply about
understanding different aspects of the society but to develop and execute intervention strategies for
on-field practise. Fieldwork gives to a Social Work curriculum the indispensable opportunity to provide
supervised practice in the application of theoretical methods of the discipline so that the students are
able to practise effectively with human beings in different social situations (Kapoor 1961). Thus, the
focus in Social Work is more on doing rather than understanding. According to I.S. Subhedar, Fieldwork
in social work education refers to training and education . . . .

“ It consists of accumulating knowledge in different situations. It is a dynamic process of observing, amassing and

implementing creative and innovative ideas. Moreover, it fosters the development of intellectual and emotional processes

and attitudes [. . . .] Fieldwork programme provides an opportunity to the students to apply their theoretical knowledge

taught in the classroom appropriately in different practical situations (2001: 22–23) “

In Social Work, fieldwork, both as an independent component of the curriculum and as a part of
research; is task-oriented and directed towards informing on-field practise. Ms. Kriplani added that
what social workers do in the field is borrow concepts from the social sciences that have been
developed through research and then expand them on the basis of the experiential knowledge that is
developed through field-interventions using different methods of social work. For example, in relation
to casework many theories such as psycho-dynamics, functional casework, cognitive behavioural
modification, and crisis management are studied. But in practice no unitary theory of casework
emerged, therefore, efforts were made to adopt an eclectic approach using knowledge gathered from
different theoretical orientations (Mathew 1987).

The purpose of field education in social work is to provide the student with an interface between
classroom education and actual practice. The student is provided with opportunities to:

 Develop practice skills by applying classroom theory to real life situations

 Determine which approaches work in practice and how they must be adapted to specific
situations

 Understand the effect of the organizational context on professional practice while

developing skills in agency-based social work

 Learn to use supervision and consultation appropriately

 Begin to engage in self-assessment

 Develop a professional identity

Skills in Field Practicum:

The Skills like helping and communication can be inculcated in students while working with them. And
they are Empathy- It refers to the ability of entering into another person’s mental state and to feel the
latter’s feelings. Empathizing with a person in a predicament involves the imaginative viewing of the
situation as he/she sees it, understanding his/her feelings and transferring to oneself those particular
feelings. Positive regard- The client must be treated by a worker, as a person of inherent worth and
capable of positive change. He/ she must be given respect, regardless of appearance, behaviour, life
circumstances, or reason for becoming a client. WarmthnessIn personal warmth, a social worker
responds to clients in such ways that make them feel safe and accepted. It is mostly a non-verbal
communication which is expressed in the form of smile, a soft and soothing voice, appropriate eye
contact, and gestures that convey acceptance and openness. Genuineness- It refers to a worker being
himself/herself or being real. Whatever he/she says matches what he/she does. Verbal
Communication Skills-The ability to speak clearly and concisely, and to convey information or
articulate an opinion is very essential.

The non verbal communication skills conveyed by means of facial expressions, eye movements,
gestures and voice qualities such as tone, pitch and resonance comes in the circle of non-verbal
communication that mainly occurs during a face-to face exchange. Observing nonverbal behaviour
may also tell the worker what the client is saying in words truly reflects his/her thoughts and feelings.
Eye-contacts- Eyes reveal much about our emotional state and our sensitivity to and understanding of
the immediate situation. Gestures of Greeting- The social worker must be alert to cultural differences
while using gestures of greeting. Body Positioning - It conveys various attitudes and intentions. Facing
a client at a 90 degree angle suggests safety and openness while facing directly may communicate
aggressiveness. Leaning slightly towards the client shows interests and acceptance. Facial Expressions
and other Movements- It is often facial expressions that reveal a worker’s disapproval of a client, even
when the worker is trying hard to be nonjudgmental. Smiling, frowning, nodding and shaking the head
and lip quivering convey our thoughts and emotions. Crossed legs, arms folded across the chest, and
body rigidity usually shows defensiveness, while arms and hands at the body’s side or in an outreached
position suggest openness to others. Tone of Voice, Dress and Appearance - A loud, forceful tone
suggests aggressiveness, control and strength while a monotonous or flat voice suggests lack of
interest. Similarly, dressing is also one of the important forms of non-verbal communication. A social
worker must give careful thought to his/her choice of clothing and hairstyle. He should wear the dress
according to the situation.

Components of Fieldwork Practicum

1. Orientation Programme
2. Concurrent Fieldwork Placements
3. Rural Camp and Study Tours
4. Block Placement

Fieldwork supervision includes two important components, namely, (i) individual conference, and (ii)
group conference. Individual conferences facilitate in developing a one to one relationship between
the fieldwork supervisor and the supervisee/student. It helps the students to express the learning and
the challenges faced by them in the field. Consequently, it helps in integrating classroom learning with
field practice and vice-versa.
 Field work : Its Importance and Impacts

Fieldwork gives a reality-check to the students. It is important to read about theories, but it is equally
(if not more) important to use their understanding of theories with the reality outside of the institution
of Social Work. The field does not always turn in the way students expect it to; field is contextual and
contingent. For instance, in a crisis situation, nobody will ask the student, which model of social work
practice is s/he going to follow. All that is expected of the student (by the people), is to set the situation
right. How the student will do that depends on her/his knowledge, skills and ethics which might or
might not be suitable in that situation. One of the objectives of fieldwork is integration of theory and
practice. According to Moti Ram Maurya,
Not only does field work illuminate theory but, because of the many facets of specific cases it brings to light, or emphasises
new aspects of theory that in the classroom have been postponed or touched upon only in a passing manner. It will be . . .
unwise to think that theory is taught in classes and practice in the field only. Both are complementary and interdependent
parts of the social work-whole. Theory without cases is empty and cases without theory are meaningless on the scientific
level (1962: 11)

Educators from different institutions of Social Work expressed that fieldwork practicum helps the
students to draw learning at all the levels of social work practice. At the micro-level, the students
develop an understanding of the client system. At the meso-level, they learn to assess the needs of a
community and, accordingly, learn to develop intervention strategies to fulfil them. At the macro-
level, they understand the various tactics of dealing with the establishment, and to advocate the rights
of people. Senior educator Mr Khan of the Jamia Milia Islamia, New Delhi was of the opinion that
fieldwork involves learning by doing; it exposes the students to different social realities, and makes
them learn about the diversity and the needs of the Indian population. Mr Patrick of the Rajagiri School
of Social Work, Kochi said that, apart from developing a holistic understanding of the society, fieldwork
helps the students to develop certain skills, such as relationship building and documentation, which
makes social work practice more concrete. Students from different institutions of Social Work said
that fieldwork helps them to internalise their learning from the classroom and to identify the gaps in
the pedagogy of Social Work education and the real life situation.

Need of Professionals in Various Sectors:

Social work grew out of humanitarian and democratic ideals, and its values are based on respect for
the equality, worth, and dignity of all people. Since its beginnings over a century ago, social work
practice has focused on meeting human needs and developing human potential. Human rights and
social justice serve as the motivation and justification for social work action. In solidarity with those
who are disadvantaged, the profession strives to alleviate poverty and to liberate vulnerable and
oppressed people in order to promote social inclusion. Social work profession addresses the barriers,
inequities and injustices that exist in society. Its mission is to help people to develop their full potential,
enrich their lives, and prevent dysfunction. Professional social work is focused on problem solving and
change. As such, social workers are change agents in society and in the lives of the individuals, families
and communities they serve. Social work utilizes a variety of skills, techniques, and activities consistent
with its holistic focus on persons and their environments. Social work interventions range from
primarily person-focused psychosocial processes to involvement in social policy, planning and
development. A social work education provides a theoretical framework and a set of real-world skills
that gives social workers the flexibility to work in a wide range of settings with confidence and
proficiency. One professional realm that social workers are well-prepared for is business. Many social
workers who run their own businesses are in private practice. In addition to private practice in mental
health, however, many social workers also use their professional skills for other business ventures.
Many have launched businesses after years of professional practice; some also prepare themselves
through business and management degrees.

Prospects for Professional Social Workers in Development Sectors:

At present the development sector is largely controlled and managed by the welfare or Non-
Governmental Organizations (NGOs) – which are doing the pioneer work towards the overall
development of the society. A person with a degree (preferably a Master degree) in Social Work is
highly preferred in developmental agencies and NGOs. In other words, it can be said that NGO sectors
as well as the development sectors are being dominated by the professional social workers. As far as
the salary of a professional social worker in development sector (in India) is concerned – it varies from
organization to organization. Enormous employment opportunities are available for social workers in
private as well as public sector companies. Though it was considered a low paid profession earlier,
these days many corporate offices are taking up social responsibilities and they search for good
qualified social workers who are paid in par with the other workers. Career opportunities in this field
would depend on an individual’s area of specialization. Social workers who specialize in the area of
human resource management can get jobs in the Personnel, HRM, Welfare departments of factories
and commercial organizations, as executive officers, trainee officers, welfare officers and social
security officers. Trained professionals can get executive cadre jobs in government, semi-government
undertakings, private organizations as labor welfare officers, welfare officers, social workers etc. There
are also Non-Government Organizations (NGO) and institutes providing services to different sections
in the society. NGO’s need trained social workers to work in various fields. Social workers can also take
up teaching assignments. After a few years of experience, one can even become a consultant with
various organizations and can also start freelance work. Social workers can pursue a career as a
counselor in healthcare, adoption, environmental protection, community policing etc. They can
specialize in child welfare and family services, mental health services, public assistance, medical social
work, community organization, social work, planning and policy development or social welfare
administration.

Conclusion:

Field learning has always been an integral part of the social work curriculum, given the practice nature
of the profession. Clearly, social work educators and field instructors who are well prepared and
knowledgeable about approaches to learning in field education can better understand and explain the
complexity of learning in field social work placements and design programmes for students that meet
their educational needs both individually and collectively. Hence, all stakeholders involved in the
process of field learning (e.g. field educators, faculty liaisons, and university faculty) should be well
aware of two significant learning theories, with a special emphasis on sociocultural approaches to
learning. As the literature has clearly shown, students are generally motivated and ready to learn
when they are in a safe, respectful environment and are given meaningful opportunities to practice
their skills, values, and ethics and participate and contribute in the process of learning Field Learning
in Social Work Education.