Knowledge Building
Social Work Education
Research projects that provide empirical evidence about educational effectiveness in social work programs and in field education.
- Admissions
- Conceptualizing Professional Competence: Field Education
- Educational Outcomes Assessment
- Structure, Context, and Process of Social Work Education
- Teaching and Educational Approaches
- International Project
Continuing Professional Competence
Research projects that provide empirical evidence about continuing professional competence.
- Impact of Secondary Trauma on Professional Competence
- Standardized risk assessment of child abuse: Influences on judgment
- Clinical Supervision in Child Welfare
- Clinical Supervision in Addiction and Mental Health
SOCIAL WORK EDUCATION - Admissions
Making the grade: The quest for validity in admissions decisions.
- Funded by: Social Sciences and Humanities Research Council of Canada Institutional Grant.
- Principal Investigator: William Pelech (Wilfrid Laurie University); Carol Stalker; Cheryl Regehr (University of Toronto. Factor-Inwentash Faculty of Social Work); and Marilyn Jacobs.
Results: Identified a number of demographic factors including age, experience and gender as well as undergraduate GPA among students later experiencing difficulty in a social work program.
| Regehr, C., Stalker, C., Pelech, W. & Jacobs, M. (1999) Making the Grade: The Quest for Validity in Admissions Decisions . Journal of Social Work Education, 35 (2), 215-226. |
The Gatekeeper and the Wounded Healer
- Funded by: Social Sciences and Humanities Research Council of Canada Institutional Grant.
- Principal Investigator: Cheryl Regehr (University of Toronto. Factor-Inwentash Faculty of Social Work); Carol Stalker, Marilyn Jacobs and William Pelech.
Results: Identified a number of personality characteristics and personal history variables indicative of students who experience difficulty in a social work program.
| Regehr, C., Stalker, C., Pelech, W. & Jacobs, M. (2001) The Gatekeeper and the Wounded Healer: Challenges for Admissions Decision Makers in Social Work. The Clinical Supervisor, 20 (1), 127-143. |
SOCIAL WORK EDUCATION - Conceptualizing Professional Competence: Field Education
Towards a New Approach for Evaluating Student Field Performance
- Funded by: Social Sciences and Humanities Research Council of Canada (SSHRC).
- Principal Investigator: Marion Bogo (University of Toronto. Factor-Inwentash Faculty of Social Work).
- Co-Investigators: Cheryl Regehr ( (University of Toronto. Factor-Inwentash Faculty of Social Work), Glenn Regehr (University of Toronto, Faculty of Medicine, Roxanne Power (University of Toronto. Factor-Inwentash Faculty of Social Work).
This study examined and analyzed conceptualizations of professional competence through a review of the literature in social work, in depth qualitative interviews with 20 field instructors. Nineteen instructors nine from mental health settings, six in child welfare, and four in healthcare were asked to describe examples of exemplary, problematic and their most recent student across several dimensions of clinical social work practice including assessment and intervention skills; relationship building skills; differential use of self; ethics and values; report writing; and presentation skills.
Reference articles and presentations:
| Bogo, M., Regehr, C., Power, R., & Regehr, G. (2007). When values collide: Providing feedback and evaluating competence in social work. The clinical Supervisor, 26(1/2) 99-117. | |
| Regehr, G., Bogo, M., Regehr, C., & Power, R. (2007). Can we build a better mousetrap? Improving measures of social work practice performance in the field. Journal of Social Work Education, 43(2), 327-343. | |
| Bogo, M., Regehr, C., Woodford, M., Hughes, J., Power, R.,& Regehr, G. (2006). Beyond competencies: Field instructors’ descriptions of student performance. Journal of Social Work Education, 42 (3), 579 - 593. | |
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Bogo, M., Regehr, C., Power, R., Hughes, J., Woodford, M., & Regehr, G. (2004). Towards new approaches for evaluating student field performance: Taping the implicit criteria used by experienced field instructors. Journal of Social Work Education, 40 (3), 417-426. |
| Bogo, M., Regehr, C., Hughes, J., Power, R., Globerman, J. (2002). Evaluating a measure of student field performance in direct service: Testing Reliability and Validity of Explicit Criteria. Journal of Social Work Education, 38 (3), 385-401. | |
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Rethinking Practice Competency |
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An Innovative Approach to Field Assessments of Student Competence. Improving Measures of Social Work Practice Performance in the Field. |
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When Values Collide: Field Instructors' Experiences of Providing Feedback and Evaluating Competence. |
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An Innovative Online Tool to Evaluate Student Practice Competence in the Field |
Tools:
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Competency-Based Evaluation (CBE) Tool |
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Vignette Matching Evaluation (VME) Tool |
SOCIAL WORK EDUCATION - Educational Outcomes
Developing an OSCE (Objective Structured Clinical Examination) Plus Reflection for Social Work Funded by: Social Sciences and Humanities Research Council of Canada (SSHRC) and the Royal Bank of Canada Fellowship Grant.
- Principal Investigator: Marion Bogo (University of Toronto. Faculty of Social Work).
- Co-investigators: Glenn Regehr (University of Toronto. Faculty of Medicine, Wilson Centre); Cheryl Regehr (University of Toronto. Faculty of Social Work).
The proposed project aims to explore the potential for schools of social work to use a structured clinical examination to assess social work students’ practice competence. The examination will be patterned after selected aspects of the Objective Structured Clinical Examination (OSCE) developed in medical education and used by most health science professions. We will adapt this methodology and develop a structured clinical examination for social work practice. The structured examination will be unique however as it will include a reflective dialogue that assesses the way in which students conceptualize social work practice and integrate evidence-based knowledge in their interactions with clients.
Results: A three year project funded by the Social Sciences and Humanities Research Council of Canada
(SSHRC) is currently under way.
Reference Articles:
Bogo, M., Regehr, C., Logie, C., Katz, E., Mylopoulos, M., & Regehr, G. (2011). Adapting objective structured clinical examinations to assess social work students’ performance and reflections. Journal of Social Work Education (47)1, 5-18.
Bogo, M., Regehr, C., Katz, E., Logie, C., Mylopoulos, M. & Regehr, G. (2011). Developing a tool to assess student reflections. Social Work Education 30(2), 186-195.
Logie, C., Bogo, M., Regehr, C., & Regehr, G. (in press). The use of standardized clients in social work education: A critical synthetic review. Journal of Social Work Education.
Evaluating Performance and Reflection: OSCE for Social Work
SOCIAL WORK EDUCATION: Structure, Context, and Process of Social Work Education
The Impact of Organizational Re-structuring on Social Work Field Education
- Funded by: Social Sciences and Humanities Research Council (1998-2001).
- Principal Investigator: Marion Bogo (University of Toronto. Factor-Inwentash Faculty of Social Work).
- Co-investigator: Judith Globerman (University of Toronto. Factor-Inwentash Faculty of Social Work).
The objectives of this research were twofold: first, to gain a better understanding of the effect of organizational re-structuring and downsizing on social work field education, and secondly, to identify new models and approaches to the professional preparation of social workers given these changes.
Reference Articles:
| Bogo M., & Globerman, J. (1999). Inter-organizational relationships between schools of social work and field agencies: Testing a framework for analysis. Journal of Social Work Education 35 (2): 265-274. | |
| Globerman, J. & Bogo, M. (2002). The impact of hospital restructuring on social work field education. Health and Social Work, 27(1), 7-16. | |
| Globerman, J. & Bogo, M. (2003). Changing times: Understanding social workers’ motivation to be field instructors. Social Work, 48(1), 65-73. | |
| Globerman J. & Bogo, M. (2000). Strengthening the integration of research, teaching, and practice in graduate programs: An academic field partnership model. Kenyon, G.L. & Power, R. (Eds.). No magic: Readings in field education. Toronto: Canadian Scholars Press (pp. 115-127). | |
| Bogo, M.,, Globerman, J., & Shekter-Wolfson, L.(2002). Models of Field Instruction in University Teaching Hospitals. pp. 222-236. In Doel, M., & Shardlow, J. (Eds.) International practice learning. London: Kingsley. pp. 222-236. |
Fact Sheets:
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Interorganizational Relationships between schools of social work and field agencies |
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Understanding Social Workers' Motivation to be Field Instructors |
The Impact of Hospital Restructuring on Social Work Field Education
- Funded by: Social Sciences and Humanities Research Council of Canada Institutional Grant.
- Principal Investigators: Marion Bogo (University of Toronto. Factor-Inwentash Faculty of Social Work).
- Co-investigator: Judith Globerman (University of Toronto. Factor-Inwentash Faculty of Social Work).
The aim of this study is to describe and critically assess field education in schools of social work through description of the models and practices used. A number of crucial dimensions are examined such as identification of how field directors describe the challenges they experience in implementing the traditional model in the context of agency and university change; and development of new models and practices they are using to offer field education. Comparisons to analysis of challenges facing schools in the will be made.
Hospital restructuring has had a dramatic impact on social work practice and field education. In a qualitative focus group study of nine educational coordintaros responsible for educationalprograms in teaching hospitals, four main themes emerged: (1) dificulty managing field education when the actual change experienced in restructuring hospitals was far less progressive and systemic than the hospital missions espoused; (2) a struggle to maintain stable student programs when change was unpredictable; (3) the importance of support, reciprocity, and advocacy from the university; and (4) the need to be creative in delivering the educational program while undergoing organizational change.
| Globerman, J. & Bogo, M. (2002). The impact of hospital restructuring on social work field education. Health and Social Work, 27 (1), 7-16. |
Fact Sheets:
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Hospital Restructuring and Social Work Field Education |
SOCIAL WORK EDUCATION - Teaching and Educational Approaches
Learning Objectives – Setting priorities for learning in the field practicum: A comparative study of students and field instructors
- Funded by: Social Sciences and Humanities Research Council of Canada Institutional Grant.
- Principal Investigators: Cheryl Regehr (University of Toronto. Factor-Inwentash Faculty of Social Work), Glenn Regehr (University of Toronto. Faculty of Medicine), Joan Lesson, and Luke Fusco.
Results: Recoded a relatively high level of agreement between student self-assessment and instructor assessment. Principal findings is that social work education students are able to accurately self assess their own level of competence. There was more level of agreement for discrete observable practice skills, than for more conceptual practice dimensions.
| Regehr, C., Regehr, G., Leeson, J. & Fusco, L. (2002). Setting Priorities in the field practicum: A comparative study of students and field instructors. Journal of Social Work Education, 38(1), 55-65. |
Field Instructor Competence in Group Supervision
- Funded by: Social Sciences and Humanities Research Council of Canada.
- Principal Investigator: Marion Bogo (University of Toronto. Factor-Inwentash Faculty of Social Work).
Group supervision is an important component of social work education allowing students to learn through peer interaction and role play while simultaneously learning about group process and dynamics. This mode is also an efficient method to deliver field education. The purpose of this study was to identify and explore the experiences of field instructors and students who participated in group supervision as the primary method of field education.
Results: The study identified key factors that enhance and those that disrupt student learning in groups. Students’ level of previous experiences with each other, level of competence, and skill as a group member emerged as significant factors influencing students’ abilities to participate in group learning. The competence of the field instructor as a group supervisor was identified as the critical element for enhancing or detracting from student learning. A model of group supervision and new contributions to group development theory emerged.
Reference Articles:
| Bogo, M., Globerman, J. & Sussman, T. (2004). Field instructor competence in group supervision: Students’ views. Journal of Teaching in Social Work, 24(1/2), 199-216. | |
| Bogo, M., Globerman, J. & Sussman, T. (2004). The field instructor as group worker: Managing trust and competition in group supervision. Journal of Social Work Education, 40(1), 13-26. | |
| Sussman, T., Bogo, M., Globerman, J. (2007). Field instructor perceptions in group supervision: Establishing trust through managing group dynamics. The Clinical Supervisor, 26(1/2), 61-80. |
Fact Sheets:
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Group Supervision in Field Education Part 1 / Part II |
SOCIAL WORK EDUCATION: International Project
The China Project
Research Team: The College of Civil Affairs (CCCA) and the Factor-Inwentash Faculty of Social Work (UTFSW) entered into a five year collaborative project (2000-2005). Faculty members include: Professors Ka Tat Tsang, Rob McFadden, Wes Shera, Howard Irving, Usha George, and Marion Bogo.
Project Description: The major components of the project were: (1) development of curricula for social work education programs in ; (2) production of textbooks and course material for social work courses; and (3) training and development of social work educators.
China Project Website
CONTINUING PROFESSIONAL COMPETENCE: Impact of Secondary Trauma on Professional Competence
Stress and Trauma in Child Welfare Workers
- Funded by: Connaught Grant, Royal Bank Fellowship (1999 - 2001).
- Principal Investigators: Cheryl Regehr (University of Toronto. Factor-Inwentash Faculty of Social Work).
This study examined ongoing stressors, critical incident stressors and supports in 175 workers in a large urban child welafare agency. A further component of the study involved 20 qualitative interviews that explored the response to trauma of workers and in particular the impact of coroner's inquests on individual workers and service delivery. Results were disseminated in refereed papers, the popular media, professional publications and in invited presentations to government policy makers.
| Regehr, C,. Chau, S., Leslie, B & Howe, P. (2002). Inquiries into the Deaths of Children: Impacts on Child Welfare Workers and their Organizations. Children and Youth Services Review. 24 (12) 885-902. |
Fact Sheets:
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Stress, Trauma and Support in Child Welfare Practice |
CONTINUING PROFESSIONAL COMPETENCE: Assessing Children's Risk of Abuse: The Influence of Context and Worker Variables on Professional Judgement.
- Funded by: Social Sciences and Humanities Research Council of Canada
- Principal Investigators: Cheryl Regehr (University of Toronto. Factor-Inwentash Faculty of Social Work), Co-Investigators: Vicki LeBlanc (Faculty of Medicine, The Wilson Centre, Aron Shlonsky and Marion Bogo (Factor-Inwentash Faculty of Social Work)
This research project investigates the degree to which the previous experiences of the child welfare worker and his or her pre-existing emotional and physiological state will interact with the context variables in the clinical situation and in turn will influence professional judgment regarding the acute risk to a child. An experimental design utilizing standardized patients performing in risk scenarios was utilized. Participant child welfare workers recruited from local agencies rated the risk of harm to children presented in the scenarios on standardized instruments presently used in their practice. Psychological and biological measures of distress were administered before and after exposure to the scenarios. The influences of prior workplace trauma exposure, psychological and physiological arousal, parent variables and threat variables on professional judgment are examined.
- Funded by: The Sandra Rotman Chair.
- Investigators: Ted Bober, Physician Health Program Ontario Medical Association; Cheryl Regehr, (University of Toronto. Factor-Inwentash Faculty of Social Work).
| Regehr, C., Bober, T. (2005). Strategies for Reducing Secondary or Vicraious Trauma: Do They Work? Brief Treatment and Crisis Intervention Advance Access. Oxford University Press. |
Tools:
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Coping Strategies Inventory |
CONTINUING PROFESSIONAL COMPETENCE: Clinical Supervision in Child Welfare
- Funded by: The Royal Bank Fellowship
- Investigators: Katharine Dill (Doctoral student, University of Toronto, Factor-Inwentash Faculty of Social
- Work) and Marion Bogo (University of Toronto, Factor-Inwentash Faculty of Social Work).
This exploratory study examined the beliefs, practices, and experiences of 51 child welfare supervisors in Ontario, Canada. The study identified a number of interwoven factors at the organizational, supervisory, and practice level that affects the nature of supervision offered. Implications are drawn for child welfare practice, models of supervision which integrate administrative, clinical and educational features, organizational culture, and training new supervisors, especially during the current Transformation Agenda in Child Welfare in Canada.
Reference articles:
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Clinical Supervision in Child Welfare Practice — Moving Beyond the Administrative |
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Dill, K. & Bogo, M. (2009). Moving beyond the administrative: Supervisors’ perspectives on clinical supervision in child welfare. Journal of Public Child Welfare 3(1), 87-105.
Bogo, M. & Dill, K. (2008). Walking the tightrope: Using power and authority in child welfare supervision. Child Welfare. 87(6), 141-157. |
CONTINUING PROFESSIONAL COMPETENCE: Clinical Supervision in Addiction and Mental Health
- Funded by: Centre for Addiction and Mental Health and the SSHRC Institutional Grant
- Investigators: Jane Patterson and APC/N Steering Committee (Centre for Addiction and Mental Health), and Marion Bogo (Factor-Inwentash Faculty of Social Work, University of Toronto).
This study examines the perceptions and expectations of front-line clinical staff at the Centre for Addiction and Mental Health with respect to the factors for effective clinical supervision for a range of clinical staff.
Reference articles:
Bogo, M., Paterson, J., King, R., & Tufford, L. (2011). Supporting front-line practitioners’ professional development and job satisfaction in mental health and addiction. Journal of Interprofessional Care. 25, 209-214
Bogo, M., Paterson, J., Tufford, L., & King, R. (2011). Interprofessional clinical supervision in mental health and addiction: Toward identifying common elements. The Clinical Supervisor Journal 30(1), 124-140.
A clinical supervision manual has been published by the Centre for Addiction and Mental Health.
Reference articles and presentations:
Supervision in Addiction and Mental Health
Supporting a Culture for Interprofessional Development in the Mental Health and Addiction Field