Social work students' reflection about conducting child welfare assessment in a guided case-based learning environment.
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| Title: | Social work students' reflection about conducting child welfare assessment in a guided case-based learning environment. |
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| Authors: | Opio-Göres, Mary1 (AUTHOR) m.opio@psy.lmu.de, Kollar, Ingo2 (AUTHOR), Dorner, Birgit3 (AUTHOR) |
| Source: | Social Work Education. Mar2026, Vol. 45 Issue 2, p288-305. 18p. |
| Subject Terms: | *Child welfare, *Content analysis, *Facilitated learning, *Metacognition, *Social work education, Case-based reasoning, Two-way communication |
| Abstract: | 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Social Work Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192312154 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Social work students' reflection about conducting child welfare assessment in a guided case-based learning environment. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Opio-Göres%2C+Mary%22">Opio-Göres, Mary</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> m.opio@psy.lmu.de</i><br /><searchLink fieldCode="AR" term="%22Kollar%2C+Ingo%22">Kollar, Ingo</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Dorner%2C+Birgit%22">Dorner, Birgit</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Social+Work+Education%22">Social Work Education</searchLink>. Mar2026, Vol. 45 Issue 2, p288-305. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Child+welfare%22">Child welfare</searchLink><br />*<searchLink fieldCode="DE" term="%22Content+analysis%22">Content analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Facilitated+learning%22">Facilitated learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br />*<searchLink fieldCode="DE" term="%22Social+work+education%22">Social work education</searchLink><br /><searchLink fieldCode="DE" term="%22Case-based+reasoning%22">Case-based reasoning</searchLink><br /><searchLink fieldCode="DE" term="%22Two-way+communication%22">Two-way communication</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Social Work Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=192312154 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/02615479.2024.2443493 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 288 Subjects: – SubjectFull: Child welfare Type: general – SubjectFull: Content analysis Type: general – SubjectFull: Facilitated learning Type: general – SubjectFull: Metacognition Type: general – SubjectFull: Social work education Type: general – SubjectFull: Case-based reasoning Type: general – SubjectFull: Two-way communication Type: general Titles: – TitleFull: Social work students' reflection about conducting child welfare assessment in a guided case-based learning environment. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Opio-Göres, Mary – PersonEntity: Name: NameFull: Kollar, Ingo – PersonEntity: Name: NameFull: Dorner, Birgit IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 02615479 Numbering: – Type: volume Value: 45 – Type: issue Value: 2 Titles: – TitleFull: Social Work Education Type: main |
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