Perceptions of readiness for legally literate practice: a longitudinal study of social work student views
Abstract
Law is a prescribed element of the curriculum for the social work degree. Research and development work have included a systematic review, practice survey and curriculum building; however, little evidence exists about the outcomes of teaching and learning of law in social work education. Moreover, doubts remain about how far students acquire legal knowledge and skills in its implementation. This survey of social work students in seven UK universities measured their law learning and their confidence in using this knowledge. Concept maps and a self-audit questionnaire were used to capture students' understanding and perceptions. A large sample was achieved across first, second and final year students. The interface between the legal rules and practice is a site of anxiety and perceived difficulty. In some areas students offer relatively confident self-assessments of their legal knowledge and skills for practising law. However, levels of confidence in other areas of their law learning raise doubts about the degree to which they can advocate for, and protect, service users. Conclusions are drawn about the effectiveness of students' law learning.Citation
Preston-Shoot, M., McKimm, J. (2011) 'Perceptions of Readiness for Legally Literate Practice: A Longitudinal Study of Social Work Student Views'. Social Work Education 31 (8) 1071-1089Publisher
Taylor & Francis (Routledge)Journal
Social Work EducationAdditional Links
http://www.tandfonline.com/doi/abs/10.1080/02615479.2011.608125Type
ArticleLanguage
enISSN
0261-54791470-1227
ae974a485f413a2113503eed53cd6c53
10.1080/02615479.2011.608125