Creating Inclusive Field Environments

Overview: This presentation explores the significance of creating inclusive field education experiences for social work students. It explores the field supervisor’s baseline knowledge and how focused training opportunities can create more inclusive field experiences. Presenters will share initial recommendations on how to promote inclusion within the field placement setting.Proposal text: Efforts for diversity, equity, and inclusion (DEI) remain important for making students feel safe. In social work, field is a key piece of learning. Inclusive field environments that highlight social work values support the human rights of students who are providing services to clients and communities. This study will investigate how field supervisors develop inclusive field environments and the outcomes of an inclusion training.

As DEI advocates highlight, a focus on diversity is not enough to guarantee that settings will be inclusive (Clayton, 2021; Nunes, 2021). Inclusion is defined as “the act of creating environments in which individuals and groups are engaged, respected, valued, and supported through the elimination of practices and behaviors that result in marginalization. Inclusion is achieved when all people are welcomed to fully participate” (CSWE, 2021).

Various best practices exist regarding inclusion (Girdina, 2019), for the purposes of this study, inclusive field placements are defined as a conscious effort by field placements to develop accessible environments, accountable policies, and engaged and participatory culture for interns.

Schools have seen an increase in diversity (Clauson & McKnight, 2018), which result in placing more diverse students in field, however, inclusion has not always been emphasized. Harrison and Ip (2013) denoted the challenges of international students by highlighting issues related to adapting to a new social work environment and culture and acquiring language and communication standards.

A study of social work students (Messinger, Natale, Dentato, & Craig, 2020) found that LGBTQ students experienced discrimination and unsupportive field sites. The study recommended that schools adequately assess and prepare field sites for LGBTQ students, such as reviewing nondiscrimination policies. A study of students recognized the importance of field supervisor training that includes both equity and accessibility (de Bie, Chaplin, Vengris, Dagnachew, & Jackson, 2021).

In looking at the experiences of students with disabilities (Kiesel, DeZelar, & Lightfoot; 2018), the impact of the supervisory relationship can be viewed as critical to their success. The study noted that increased training is needed for field supervisors, as well as providing students with the essential functions of the internship experience prior to being matched.

A survey was employed to assess the nature of inclusive field placements. Field supervisors were invited to participate in a training, conducted by the school's DEI Office and Field Faculty. A pre-survey was administered prior to the training to assess what actions field supervisors were taking to create inclusive placements and then after the training a post-survey was provided to evaluate reflections regarding inclusive field placement.

This presentation will provide participants with a definition of inclusive field placements, how to assess field supervisor’s confidence in developing inclusive field experiences, and recommendations for creating inclusion in field settings.