INDIVIDUAL RESPONSIBILITY & HARD CHOICES

By Mickey Skidmore, AMHSW, ACSW, FAASW

Last month I was teaching the final workshop for an MSWQ class. I was in the process of reviewing all the things that the students had in fact learned during the term (as students often overlook this while trying to cross the finish line). And in that process, I was endeavouring to underscore this effort with a sense of empowerment — to bring closure to this effort on somewhat of a high note. 

As it turned out, this in fact triggered a massive rant from one of the students, who was rather successful at derailing the last 60+ minutes of the workshop. “I can’t hold it in any longer … I don’t feel empowered at all … I am broken.” At first he whinged about the difficulties of this particular class. Although he acknowledged he had not done well on his previous assignments, due largely to not following the instructions; but nonetheless, he went on to frame this as “once you’ve been blacklisted, you can never get out of the naughty basket.”

As he continued, he went from complaining about this class to the larger landscape of the Social Work program and department. “I work two jobs … and take a full course load … and then have to work at a field placement for a thousand unpaid hours on top of having a family.” He was exasperated and livid. He related that he had heard several hard luck stories from both domestic and international students regarding the financial hardship and rigours of this Social Work program.

His diatribe became increasingly hyperbolic. “You guys need to get together and do something about this … as the well-being of the WSU student body is at a critical mass.” He related awareness of more than one student contemplating suicide over these concerns this term and predicted if the status quo persists, there would be student casualties in the next semester. He insisted that the only feedback that leads to meaningful change was aggressive negative feedback. He deemed positive or constructive feedback as meaningless or worse — useless. (And he noted that he had plenty of that which he intended to provide on the official feedback surveys).

There was absolutely nothing that I could say that would have appeased him or not be interpreted as defensive — so, I  encouraged him to have his say.

Reflecting on my own field placement experiences more than 40 years ago, I can relate to such hardships. What is clear, whether you agree or not, is that this basic Social Work model appears to have been around for some time — in several places in the world. This particular student stated “it is wrong now … and it was wrong then. You shouldn’t have had to endure that either.” He passionately related that past comparisons should not justify persisting in this manner. And I have gone on record for some time now, that perhaps this is a conversation that appears to be long overdue.

Having said that, what stands out for me is the one-sided dynamic of this conversation. What is not addressed in this exchange is the fact that students make the choice to undergo this course of study. So perhaps what needs to be explored is how considered and informed is the choice that students are making? 

When I was preparing for the final year of my MSW and wrapping my head around the demands of the course work and two unpaid field placements, it was clear to me that I would not be able to work or maintain the requirements of a regular job AND meet the demands of the program. I had to make a hard choice that involved considerable sacrifice for this final year. (I made this choice my fundamental priority). Even still, it was a stressful, demanding, and challenging ordeal. And yes, I realise there are many who are not in the position to make a similar choice. And there is still the issue of whether or not this a viable model for Social Work training.

So let’s unpack this a bit. Why would any reasonable person make a choice to undergo a full time course load in addition to unpaid field placements with the other responsibilities mentioned? If you are an international student, why would you pay nearly double the tuition fees and choose to put yourself in a position that may seem stacked against you? Not only does there seem to be a lacking of any responsibility for the choice that they made — but then after they make this choice, they scapegoat the University and ask them to change the rules because they made a poor choice?

I still hear far too many stories of international students buying in to the fairy tale that an MSWQ degree is an easy path to permanent residency status. The calculus seems to be paying exorbitant tuition fees and endure the next two years for this privilege. That’s the price for PR status in Australia. Moreover, the expectation for many is that they can essentially “phone it in.” The number of students that become incredulous when they are confronted with attendance requirements confirms this. It is a rude awakening when these students discover the rigorous demands of a program and that the expectations they envisioned were indeed a fairy tale. 

Let’s be clear. The Social Work profession is not for everyone. While the work is rewarding for many, it is difficult, challenging, stressful, demanding, often low-paying and in many cases confronting. It is simply not everyone’s cup of tea. I never read this in any educational materials, but after successfully earning my MSW my reflection of this experience led me to chose this interpretation:

It was a programmatic design deliberately structured to place students under enormous stress to determine how they would manage and cope with this as part of their preparation for Social Work practice. Additionally, such designs afforded students the opportunity to experience some degree of solidarity with disenfranchised individuals who also are confronted with making hard choices in challenging circumstances. And finally, it tended to acknowledge Social Work ideals and values that aligns with humility and service more so than monetary compensation. (If your aim is to become rich or wealthy, Social Work may not be the path for you).

In my view students would benefit significantly if they planned the course selection of their semesters (terms) with academic advisors who could engage them in conversations about how realistic their decision making is. If you already have significant responsibilities (employment; children; carer duties; etc) perhaps it is more realistic for you to take one or or two class per semester rather than a full-time course load.  Who says you have to complete a Social Work degree in four years? Moreover, they may also aid in strategising for how they might manage future field placements.

This becomes more challenging for international students who also have to contend with limited timeframes associated with student visas. So, some of these options may not be available to them. But they can begin by making a realistic appraisal of whether they can achieve this aim given the limitations they must adhere to. Again, why would you pay hefty tuition fees for a semester ending in December — when you know your visa expires in November prior to the completion of the term?

As I’ve noted previously, the conversation regarding the model for Social Work education and training is probably well overdue. But for the conversation to be productive, it cannot be a one dimensional exchange underscored in emotional manipulation or extortion. Focusing solely on misguided expectations of international students; or on the pervasive sense of entitlement of domestic students without consideration of any role of individual responsibility for the choices they are making in this effort is unlikely to yield any useful or product outcomes.