Social Work Education, 2017
VOL. 36, NO. 6, 609–622
https://doi.org/10.1080/02615479.2017.1291606
Social work education crossing the borders: a field education
programme for international internship
Kiran Thampi
School of Social Work, Rajagiri College of Social Sciences (Autonomous), Kalamassery, India
ABSTRACT
The demand for setting international social work education standards
are on the rise.The increased prospects of global exchange in teaching
learning process initiated by different international universities, as a
part of their agenda for international collaboration and cross cultural
immersion in the profession are major impetuses for the same. Social
work interns who participated in international exchanges appreciated
the need for knowledge of global priorities and strategies to advance
social work education, research and skill development for practice
which also has lead to future collaboration between the institutions
in these areas. But there are many challenges for the intern as well as
the institutions involved, which should be integrated during different
phases of the exchange process. This requires meticulous planning
from the part of host institution. This paper focus on the need for
international social work, the challenges involved in international
internship and the process and content of field education provided
to the international students based on experience of the author. The
intention of the paper is to propose a general model of international
field education, which may be mutually shared and agreed by the
home institution as well as the host institution.
The social work profession has many commonalities across the globe. Although indigenization
has increased in the adoption of varied methods in response to the local problems,
globalization has strengthened the professional’s awareness of common issues and increased
opportunities for communication and exchange, which helps in providing alternatives and
choices for practice (Healy, 2008). Global standards for Social Work Education and Training
(2004) were adopted by International Association of Schools of Social Work (IASSW) and
International Federation of Social Workers (IFSW) in recognition of these commonalities.
Though the emphasis and the core value remains the same in each profession; the cultural
sensitivity as well as the influence of social environment in assessment, diagnosis and treatment
demands adoption of unique local patterns. It is important to consider international
field placements, as it provides a cross-cultural learning experience for the participants and
prepares them for international practice. The participants of international field placements
get an opportunity to understand different systems of social welfare and also the difference
KEYWORDS
Social work education;
international social work;
international field education
programme; international
internship
© 2017 Informa UK Limited, trading as Taylor & Francis Group
CONTACT  Kiran Thampi  kiranthampis@rajagiri.edu
610   K. THAMPI
in approaches to the same problems which they are confronting or likely to confront in their
local situations. This paper focuses on the need and importance of international social work
exposure programmes, its’ challenges, as well as the process and content of field education
provided to the international students based on experiences of the author. The purpose of
the paper is to propose a model of international field education which may be useful for
academicians, administrators and the interns, who are interested in the same. The proposed
model is based on the experiences of the author in guiding the international interns in a post
graduate programme offered by one of the schools of social work in India. This is a general
model which can be useful for the students who aspire for an international placement as
well as for the institutions which are preparing their students for the international placements.
Host institutions will also gain from the article, as they need to prepare themselves
for helping the international students to gain professionally. As this proposed model only
gives a general framework of action, the success of the international exchange programme
depends a lot on innovations of sending institutions and host institutions in the process.
International social work-need and importance
As per the global definition of social work (Approved by the IFSW General Meeting and
the IASSW General Assembly in July 2014),
Social work is a practice based profession and an academic discipline that promotes social
change and development, social cohesion, and the empowerment and liberation of people.
Principles of social justice, human rights, collective responsibility and respect for diversities
are central to social work. Underpinned by theories of social work, social sciences, humanities
and indigenous knowledge, social work engages people and structures to address life challenges
and enhance wellbeing (IFSW, 2014).
The global definition of social work recognizes the importance of respecting diversity of
cultures. The cultural diversity demands the professional to be competent and it would
be more challenging if the culture is totally different from own culture. As there are more
opportunities for international social work practice, the literature shows that the exposure
during training phase of social work education provided a deeper commitment to the social
work profession and a lifelong global perspective (Lindsey, 2005).
‘International social work is defined as international social work practice and the capacity
for international action by the social work profession and its members’ (Healy, 2001, p. 7).
International action has four dimensions: internationally related domestic practice and
advocacy, professional exchange, international practice and international policy development
and advocacy. Professional exchange consists of international placement exchanges
of students in the profession, placement exchange of staff members including academicians
and practitioners, collaborative research work and publications. When we discuss about
professional exchange in the context of international social work, we are in a way contributing
to the profession through equipping the social workers to adapt their training and
education to infuse perspectives from other cultures into their local settings (Hendriks,
Kloppenburg, Gevorgianiene, & Jakutiene, 2008). It is also said that the social work practices
can be learned from other cultures and modified to match the need of a practitioner’s local
population (Ashencaen Crabtree, 2008). If the goal of professional exchange is expected
to be mutually beneficial, a host institution in a developing country like India has a lot to
gain and to offer to the process.
SOCIAL WORK EDUCATION   611
The revised version of the USA’s Council for Social Work Education’s (CSWE) standards
for reaffirmation of educational programmes clearly stresses the need for international social
work practice and exposure (Council on Social Work Education, 2004). The standards
emphasize the need for ‘preparing social workers to recognize the global context of social
work practice’ (Educational Policy, Article 1.2) and call for the inclusion of international
and cross-cultural content in social work curricula. When we analyse the literature related
to international placement exchanges in the context of globalization, the recent two decades
have seen a considerable increase in international involvement by social work education
programmes which is expected to increase (Asamoah, Healy, & Mayadas, 1997). It can be
more financially viable for the interns, if the host organization is able to fund part or even
the whole of the student expenses, provided the two institutions have mutual understanding
agreements in place. This mutual understanding agreement could include the host institution
meeting a portion of the expenses for visiting students or appropriate proportions can
be decided on considering the currency equivalence which needs to be mutually agreed.
This is why ‘mutuality in international internship’ is so important. Students also have benefitted
from supporting grants provided by the Government or related agencies through
the sending institution or the host institution. In the past decade, approximately 20–30%
of all schools of social work in the United States and 40–50% of all schools of social work
in Canada reported situating students in field placements outside of their home country
(Caragata & Sanchez, 2002; Panos, Pettys, Cox, & Jones, 2004). These rates are believed to
be much higher than in previous decades and, given the increased focus on globalization in
social work curricula, researchers expect the rates to increase (Dominelli & Bernard, 2003;
Johnson, 2004; Lyons, 2006; Rowe, 2000). Regarding the positive outcomes of the exchange,
‘the continuous interaction and discourse is likely to build social capital’ as studied by Reilly
(2001, p. 70) which is considered to be the result of shared understanding and mutual
trust. ‘The exchange programmes are also keys to develop models of practice which can be
adopted for addressing emerging social issues’ as observed by Noble (2004, p. 533). There
are other studies too which have established the positive impact of the exchange experiences
on students as well as teachers. ‘Increased self and social awareness, changes in the teaching
styles, new dimensions in teacher student relations’ are some of the claims made by Asamoah
(2003, p. 4). Also, Carlson, Burn, Useem, and Yachimo wicz (1990) report that students
who study abroad benefit in many ways, including increased commitment to peace and
international cooperation; greater interest in transnational affairs; greater emphasis on international
understanding; greater empathy of the viewpoint of other nations; improvements
in their general learning style; a greater degree of intellectuality; an enhanced academic
style; improved work habits; and greater persistence. Based upon findings from a qualitative
study of the consequences from a social work study-abroad programme, Lindsey (2005)
identifies several benefits to students as they developed new ways of thinking and improved
their social awareness, they were able to appreciate differences in social work practice and
the experience also improved their cultural sensitivity. These experiences facilitate more
meaningful professional exchanges between the students and social work academics which
can result in cross cultural research and publications.
612   K. THAMPI
Challenges in international internship
When going through different definitions of international social work in the context of the
current paper, a definition by Nagy and Falk (2000), which focuses on certain important
dimensions and cultural specifications, should be highlighted. Accordingly, international
social work has been viewed as focusing on comparative social development, social problems,
social welfare and social policy as well as practice models and methods in different
countries; cross-cultural social work has been viewed as focusing on cultural diversity,
inter-cultural communication and cross-cultural understanding. So it is imperative that
the above mentioned areas need to be focussed during the field placement programmes to
minimize issues in the process. The magnitude and nature of social problems, social welfare
system in the host nation, scope of social policy, position of social work as a profession and
the common intervention models need to be the general frame of operation. The above
mentioned areas are very difficult to traverse and the success of the exchange programme
depends on how fast the interns are able to understand the multidimensional identities of
the clients or the clientele and own self better in relation to the host culture which is termed
as ‘cultural humility’(Fisher-Bourne, Cain, & Martin, 2015). Special themed sessions and
local visits should be included to help the interns acclimatise to their new setting.
Gray, Coates, and Bird (2008) documented the lack of applicability of western notions of
social work practice with non-western cultures and recommended the development of ‘homemade’
conceptual frameworks and practice principles to support a two way exchange of
knowledge between indigenous and western cultures. To effectively perform in non-­western
environments, professional knowledge developed in the context of western paradigms needs
to be combined with local knowledge and traditional approaches to helping (Gelkopf, Ryan,
Cotton, & Berger, 2008). This could be done with the necessary theoretical inputs during the
academic interactions. They should be encouraged to reflect on their theoretical assumptions
and their applicability to the indigenous environment. Considering the other way, the international
interns should be encouraged to share the theoretical counterpart and its applicability
in the indigenous environment. If the students from the host institution are also included
during these sessions, the experience will benefit them to critically examine the models and
practices which may also motivate them to adopt and then to adapt.
Personal challenges in international exposure programmes include some degree of feeling
alone, alienated, lack of acceptance in a foreign country and issues of culture shock. Different
socio-cultural environment may trigger the development of: identification, a sense of superiority
and judgement, feelings of helplessness, hostility, guilt for being privileged, shame for
feeling superior and fear, it is of utmost importance to create a safe environment for students
to share and process their concerns, biases and reactions (Magnus, 2009). Physical challenges
may also exist including adjusting to the new climate as well as food patterns. Being in a
foreign country and new culture, it is evident that interns will take some time to get used
to the above mentioned issues. So the host institution has an important role to make the
student feel at ease. There can be frequent interactive sessions between the authority of the
host institution and the interns. Creating a support system through establishing ‘buddies’
for the interns has been very helpful. When the survey was done among 15 International
Interns from Belgium and USA, they responded positively about the support given by the
buddies from the host institution in acclimatizing to the culture of the host area and they
were able to share and relieve their concerns regarding the system. The buddies have to be
SOCIAL WORK EDUCATION   613
chosen from the students of same discipline, preferably from the same group in which the
interns will be joining for the further sessions.
It is not the sole responsibility of the host institution to provide the students with maximum
exposure in a safe environment. But the sending institution need to be able to meet
their ethical and legal responsibility of equipping students with the knowledge and skills necessary
for coping with such risks, while maintaining the ability to function and learn within
a cultural context that is foreign and often threatening (Heron, 2005). So the pre-placement
preparation is an important challenge for the sending institution. Expected behaviour,
knowledge and the skills to be gathered should be clearly mentioned in the context of the
host institution and the host nation. Most of the universities rely on the custom of having
a clearly written learning agreement at the initial phase of the placement along with the
consent of a concerned supervisor from the host institution. The regular follow up through
online system and weekly reporting to the supervisor from the host institution and the
sending institution ensures clarity and proper direction for the placement programme.
This should be included in the mutual agreement of roles and expectations between the
two institutions.
Field education programme
Field Education is considered as the ‘signature pedagogy in social work’, (EPAS, Council
on Social Work Education, 2008) representing the central form of instruction and learning
in which a profession socializes students to perform the role of practitioner. Field education
is a critical component of international social work education, because it is the place
where students integrate theoretical concepts learned in the classroom to actual client situations
within an agency setting (Rambally, 1999; Sanders, 1977). Field education is systematically
designed, supervised, coordinated and evaluated based on criteria by which
students demonstrate the achievement of programme competencies (Council on Social
Work Education, 2008). When the international exchange programmes in social work are
analysed most of the programmes focus on field education programmes with more credits
than theory courses. As suggested by Lyons and Ramanathan (1999), the skill development
model (focus on field based practice and learning) is found to be more applicable for master’s
level students among the different models of international placements. The profession of
social work calls for a theory-practicum balance as complementary requirements. But, as
mentioned in the international exchange programmes, the intern in the advanced stage of
learning is expected to have an understanding of theory which should be supplemented by
a multicultural field exposure by the host institution. It is important to provide theoretical
sessions for the interns by the host institution, as cultural differences and ethical dimensions
can be incorporated during these sessions.
Content of field education programme for the interns
The content of Field Work was discussed and published during the workshop for faculty
development, organized by the Delhi School of Social Work. The literature titled ‘Fieldwork
supervision: in an Indian school of social work’ as early as in 1957, highlighted the importance
of field practice in social work education and includes the perspectives from faculty
members, students and field supervisors. They outlined the phases and contents of field
614   K. THAMPI
work training in general. This framework issued in the current article to explain the process
of field training in international internship. It can be summarized as four phases of field
training. They are
(1)  Orientation phase
(2)  Placement phase
(3)  Exploration-Assessment-Action
(4)  Evaluation Phase
These phases can be explained with the experience of the author in the international
exchange programme run by the Department of social work in a reputed institution in South
India. The duration of common international internship varies from 2 weeks to 5 months
with different universities across the globe according to the nature of placement. The international
exchange programme in the institution has grown over the years, emphasizing the
‘mutuality’ of exchange. The programme has hosted interns from various disciplines such as
social work, management, psychology, development studies and education. The process of
field education programme mentioned in this paper is applicable to the longest internship
with the Department of Social Work in the institution. This is a general model of internship
from one of the universities in USA and represents the general frame of internship for the
interns coming from other parts of the world. This framework of placement is applicable
in the institution for the international student internships from countries like Belgium,
Germany, France, Australia and New Zealand. The duration of each phase in the proposed
model differs according to the nature of internship. The planning for the internship starts
a year before as the interns needs to be classified according to their specializations of the
study. Different phases of Internship can be analysed by taking the example of students,
who are placed in the Institution for the 5 months Internship from one of the universities
in USA (who are in their advance field practicum). They have two major concentrations
as ‘Clinical’ and ‘Management and Community Organisation (MACO)’. Considering their
specializations (meant for advanced study) also; the specific groups need to be formed like
Ageing, Families and Children, Health, Mental Health and Social Action and Community
Development. The specializations may be different across various universities. The Interns
are encouraged to provide their specializations in the personal statement which they send
along with the request for internship. Some universities allow the interns to do the internship
in any of their interested areas with the concurrence of the faculty supervisor in their
university. So the plan for the internship contains the maximum exposure to the agencies
according to their specialized areas or areas of their interest.
Generally, the whole placement programme is divided into five phases (with four phases
as mentioned above along with a pre placement phase). The content applicable to each
phase is discussed further.
Phase 1-pre placement
Engaging with another culture entails absorbing and appreciating the other by enacting
the principles of acceptance and a non-judgmental attitude. Before leaving for the host
country, students would undergo a study abroad orientation at their home university. A
typical orientation would cover the study abroad schedule, academic expectations, costs,
staying safe while abroad, health and evacuation insurance, lodging and adapting to the
SOCIAL WORK EDUCATION   615
local culture. Each student will be assigned the responsibility to read widely on the host
country – its history, people, mores, customs, music and language. Meeting with students
from the host country who are studying at one’s own university is a great start (Social Work
International Opportunities for Academic Credit, Suggested Guidelines for Study Abroad
Programmes developed by CSWE Council on Global Learning, Research and Practice).
Alumni members (if any) will be invited to share their experience to help with potential
intern’s orientation to the proposed new country and setting. This phase is important as
the interns without proper preparation have found it difficult to adapt to the host culture
even after a considerable amount of time.
Phase 2-orientation
The orientation phase consists of introduction to the curriculum (both theory and field
placement), field settings and framing of field practicum agreement. There are other international
programmes where the students studying for their bachelor programme in social
work/social studies are coming from Belgium, Germany, France, Australia and New Zealand
in which they need short term field placements alone. In that case even, they are given a
chance to familiarize with the curriculum followed in the host institution through discussions
and assignments. This is appreciated by the interns during evaluations, as they
could contextualize some important concepts like empowerment, poverty, participation
and social structure.
Another aspect needs to be clarified is the process of recording, supervision and formative
evaluation, which is spread throughout the placement. The legal formalities which the
interns need to uphold in the host country would be highlighted by the host institution.
(a) Introduction to field, curriculum and to the agency/area
Orientation phase in the Field Education programme starts with a bridge programme
for a week. The intern needs to be equipped with the local language as the majority of interaction
at the clientele level happens with the local language. Those in ‘helping professions’
(e.g. social work, nursing, education) need to develop a skill set that includes a deeper
understanding of other cultures (Merrill & Frost, 2011). The bridge programme (focused
on identifying learning goals, anticipating personal challenges, and clarifying personal value
systems) is was found to be effective which influenced the learning outcomes, as per the
evaluation reports of the interns. The introduction to the host language and the local culture
would contribute to social work students’ degree of engagement in the whole process.
Sessions on the general political scenario, food and related issues, legal systems, social
policy, social welfare and social development, family system and marriages, environmental
issues, energy conservation, waste management efforts, socio-cultural dimensions–religion,
festivals, art forms, customs, rituals and health policy and programmes needs to
be discussed at this stage in the context of state and national scenarios. The prime goal of
these sessions would be to give an overview of different aspects which they are going to
experience and confront afterwards. Discussions with the faculty mentors on the selected
courses and the field practicum schedule needs to be done at this stage and should result
in drafting a mutually agreed field practicum agreement. The field practicum agreement
contains the goal and general objectives, level of involvement, logistics, outcome expected
616   K. THAMPI
and the assessment plan. The mutuality of this document extends to the supervisor from
the international university also.
(b) General visits to social work settings-institutions/communities
General visits to social work settings could be conducted in the orientation phase. Visits
are arranged with the general goal for providing an overview of different settings, target
populations and typology of communities. The exposure should be balanced with the learning
in administration and management of Government Organizations (GOs) and Non
Profit Organizations (NPOs), NPO run projects and Government funded projects in the
socio economic and cultural contexts. These visits give an opportunity for the interns to
prepare for the challenges and possibilities for practice as well as to acclimatize to various
settings before their specialized placements. When the intern visits an agency, areas like its
structure, aims and objectives, historical background, financial position, service delivery,
area specific strategies, beneficiary selection, major programmes and issues needs to be
explored. As the interns are exposed to various communities, the focal areas for exploration
will be the community’s history, composition, resources, organizations and problems.
Special attention would be paid to get information about social problems and social work
interventions, the western nature of practice and education in most non-western host countries
and the absence of their own culturally relevant social work education and practice
(Kreitzer, Abukari, Antonio, Mensah, & Kwaku, 2009; Nikku, 2010).
(c) Recording, supervision and terminal evaluation
The recording and supervision for the field education is a very important aspect, as reflection
reinforces learning. International Universities have their own system of recording and
reporting including the ‘Electronic Field Note’ system in one of the universities in USA. The
frequency of reports depends on the need of sending universities. Some universities want
the student’s updates once in a month or some universities encourage terminal summary
reports after each phase. But weekly reports either in sending universities’ format or the
format from the host institution was found to be useful, which integrated the contextual
inputs in reflection. Weekly meetings with the faculty supervisor also help the intern to clarify
concepts and integrate theoretical underpinnings. Here, the faculty supervisor should be
able to appreciate the contextual differences in the concepts and willing to provide necessary
inputs and clarifications through individual or group field supervision meetings. According
to Thangavelu (1975), regularly scheduled meetings, both individual and group, are essential
in the supervisory relationship with joint responsibility (of students and supervisors) for
agenda and meaningful contributions to the discussions. Monthly formative evaluation
should also be conducted wherein the interns are encouraged to present their progress with
the open discussion on relevant matters of concern, including logistics.
Phase 3: placement
The placement phase consisted of two aspects i.e. short term placements and related work
assignments.
(a) Short term placements
In the third phase of field education programme, the interns are placed in multiple
agencies and different projects, which provide them a holistic view about the field. The
SOCIAL WORK EDUCATION   617
placement should be based on the different fields of specialization and is for a short term,
usually for a week. Some of the universities from Europe encourage this type of placement
as the interns get a varied experience with different target groups especially in short tern
placements of two months duration. The goal of this phase is to provide an overview of the
legal framework for service provision, policies related to the field, the multiple client system,
Government programmes and schemes offered, involvement and support provided by the
nonprofit Organizations, cultural and socio economic context of development, stakeholders
in the process and their nature of participation.
(b) Work assignment
Work assignments are important for the interns based on each agency and project. It
should be framed on the basis of the expected indicators mentioned above and agreed by
both faculty and agency supervisors. This would make sure that their reflection is comprehensive
and might motivate them to overcome the language barrier to explore more.
As highlighted in the literature, the effectiveness of field learning is enhanced when the
triad of students, faculty supervisor and field instructors work in harmony and communicate
goals and expectations continuously (Fernandez, 1998). Work assignments would be
given according to the nature of agency. It could be case studies, group sessions with the
target group, developing project proposals, qualitative or quantitative assessment of data,
organizing development communication experiments in association with the field agency
staff members etc.
Phase 4: exploration/assessment/action
The fourth phase calls for an intensive placement where exploration, assessment and action
take place. The interns would be placed in a particular agency or a project in which the
intern feels he/she could contribute according to their particular knowledge and skills. The
process of selection of the agency should be supported by the faculty supervisor. Needresource
identification, programme development, assumption of social work roles and
professional involvement takes place at this stage. Ethical dilemmas would be resolved and
culturally specific interventions needs to be framed with the help of supervisors. Ethical
decisions should be taken by considering the standards of National Association of Social
Workers -Code of Ethics and International Federation of Social Workers/International
Association of Schools of Social Work- Ethics in Social Work. The key ethical dilemma
includes developing and maintaining a professional relationship with the client till termination
of the placement. These situations are much more complicated because there are
cultural and societal factors to be considered. Special emphasis would be given to the ‘direct
social work practice methods’ and its recording. Individual conferences, group conferences,
field work seminars, ongoing assessment and perspective guidance should be carried out to
strengthen the process. At this stage, the interns are matched with faculty supervisors and
given assignments on various dimensions like comparative studies, developing conceptual
papers, documentation of their experience in the placement, with an objective of possible
publication. Some universities like, Vives University in Belgium have a defined structure
for this for students to undertake research or action projects.
618   K. THAMPI
Phase 5: evaluation
The formative evaluation is carried out every month on the process as well as the outcomes.
The final evaluation would be done by the faculty supervisor, agency supervisors
and by the intern. The contents of the evaluation include summary records and other
related ­documents, personal qualities and professional skills, capability of relating theory
and practice and the efforts for cross cultural comparison. The core competencies of the
student’s country of origin which are the measurable practice behaviours comprising of
knowledge, values and skills (Council on Social Work Education, 2008), which need to be
evaluated. Evaluation indicators differ across the universities and countries as they follow
either the university policy in assessment or follow the regulations and standards set by
the regulatory authority in their country. When in international placements, students are
expected to increase their professional knowledge and cross-cultural competence, their
understanding of how global issues affect local society, their open-mindedness about others
and their use of knowledge from other traditions to enrich domestic social work practice
(Abram & Cruce, 2007; Healy, 1990; Webber, 2005). The evaluation outcomes need to be
discussed between the host institution and the sending institution. Based on the evaluation,
strategies need to be revisited and continued for the placement to be more fruitful.
The above mentioned phases are important for the international field education programme
as omission of the different phases has resulted in failure of the internship programme.
The duration of each phase depends on the duration of the programme. In one of
the placements, where the orientation phase was omitted because of the paucity of time, the
intern was found to be disconnected from the clientele as the intern was not able to accept
the importance of their traditional religious values. The intern was provided with necessary
input by the field supervisor which clarified the dilemma. There are instances where the
frequent supervision sessions with the supervisor were not done. This resulted in confused
ethical decisions in the interaction with the client. The weekly conferences were established
which resulted in building the self confidence of the intern. In one of the internships the host
institution was forced to change the field agency, as the intern was confident to contribute
more in another agency which she visited during the first phase of orientation. As per the
intern: ‘I feel, I will be able to contribute more to the agency “X” than “Y” and I have made
a wrong decision by choosing “Y” for my intensive placement’. The request was assessed
and approved in consultation with both the agencies and the supervisors. The outcome
affirmed that the decision was appropriate.
Implications for social work education, research and practice
International field placements require the host social work educational institutions to prepare
well. The teaching and learning process needs to be very open to integrate the international
perspectives. The methodology of teaching and learning demands the educators
as well as the students in the host institution to be updated as well as displaying cultural
humility. Cultural humility is the ‘ability to maintain an interpersonal stance that is otheroriented
(or open to the other) in relation to aspects of cultural identity that are most important
to the person’ (Hook, Davis, Owen, Worthington, & Utsey, 2013). Cultural humility
is an attitude, and a process oriented approach to the term “cultural competency” (which
is more commonly used) and it is regarded as lifelong commitment to self-evaluation and
SOCIAL WORK EDUCATION   619
self-critique (Tervalon & Murray-Garcia, 1998) in relation to the new culture in which the
intern is situated. This attitude of openness motivates a social work professional to learn
from the clients by setting aside stereotyped bias and perceptions (Ortega & Coulborn
Faller, 2011).
The universities need to promote ‘international social work’ more as an integral part of
their curriculum. The presence of the international interns will add new perspectives to
the discussions which will enrich the host students. There are instances where the students
in the host institutions were motivated to do the international placement abroad by interacting
with international interns. Also, the presence of international interns in different
projects encourages the project management to think in a global perspective. Experience
shows that international interns have positively contributed to the placement agencies like
preparing modules for the target groups in lieu with global standards, introducing new
models of intervention and evaluation, technology assisted service provision, initiating the
documentation system in the agency and mobilizing international funds for the agency.
The reflections of the participants in various international exchange programmes were
consolidated by the NASW international committee in 2013. The reflections showed positive
outcomes as quoted below
‘Viewing another culture’s interventions enabled me to consider aspects of my practice
and while not wholly importing techniques, it provides the opportunity to review, evaluate
and modify my own practice.’
‘Going to a different cultural context allows one to see things from a different perspective,
which in turn strengthens and straightens one’s own.’
‘Intellectually, I was amazed how similar the services are, I had expected huge difference
that did not occur. However, the techniques are clearly different due to cultural differences
and sensitivities about family rights.’
The home institution as well as the host institution needs to motivate the international
interns to create practice based evidence and disseminate the same, which will be a relevant
contribution to the social work literature. In the process, the home institution will also
benefit in providing diversity to the students in teaching and learning process and updating
themselves regarding professional practice in the host country.
Conclusion
Effects of globalization have propelled many western universities to make informed decisions
regarding the international placement opportunities for the students. Tasks and
responsibilities of social work professionals vary from country to country depending on
the needs and structure of the society. Outcomes in terms of learning objectives, proper
standards and methods for supervision and curriculum updation are some of the pertinent
issues which need to be addressed. The host institution needs to be equipped in all means
including a resourced library and quality supervisors (Council for licensing the supervisors
is yet to be formulated in India). Networking with different NGOs and Government departments
is another essential requirement from the part of host institution. Many of the social
work institutions in our country have initiated ‘live labs’ of their own or in collaboration
with the Government Departments. The live labs provide students with the opportunity to
enhance knowledge and sharpen their skills which they acquire during their study. These
labs help students to put theory into practice and be equipped in the field to serve the
620   K. THAMPI
community. The host institution mentioned in the article also have practice wings of the
Social Work Department called as live labs namely Outreach extension department (have
projects on waste management, child care, elderly community care, migrant labourers and
women empowerment), Family Counselling Centre, Adoption Agency, Training Centres for
personnel (working with children under age five and mothers as well as adolescent girls),
Research Institute and Child line centre for child care and protection. These live labs serve as
agencies for short term as well as intensive placements and ensure avenues for volunteerism,
thereby providing extra credits to the interns. The idea of ‘professional exchange’ mentioned
in the first part of the paper should grow beyond the exchange of students, thus providing
the opportunity for educators and practitioners to learn and practice by their involvement
in these types of international placements.
Disclosure statement
No potential conflict of interest was reported by the author.
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