| Abstract: |
As is the practice in many professional degree programs now, students spend time on placement as part of their learning experience, and while doing so are required to engage in reflective practice. The case study presented here details the experience of youth work students at a university in Australia who have been writing reflective online journals while on field education. The journals provide a space in which students document events which include those that have been both positive and harmful and distressing. This study provides a snapshot of their encounters of incidents which include violence, sexual harassment, malpractice and absent supervisors. I consider the implications of these revelations for field education and make recommendations about how we can secure the delivery of good work integrated learning (WIL) in universities. This article will be of interest to educators of human service practitioners, applied ethics, the law and student well-being. |
