An Empirically Based Field-Education Model: Preparing Students for Culturally Competent Practice with New Immigrants (article in Child Welfare Practice with Immigrant Children and Families -- Special Issue of Journal of Public Child Welfare).
Carten, Alma J. Finch, Jeanne Bertrand.
Published: July-September 2010
Journal of Public Child Welfare
Vol. 4, No. 3 , p. 365-385
Taylor and Francis Group
530 Walnut Street Suite 850
Philadelphia, PA 19106
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.
immigrants; cultural competency; schools of social work; public agencies; community based services; university Partnerships