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Journal of Social Work
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Beyond the Classroom

Learning Social Work Law in Practice

Suzy Braye

University of Sussex, England s.braye{at}sussex.ac.uk

Michael Preston-Shoot

University of Bedfordshire, England, michael.preston-shoot{at}beds.ac.uk

Amanda Thorpe

University of Bedfordshire, England, amanda.thorpe{at}beds.ac.uk

• Summary: This article draws on the findings of two research studies: the first a systematic research review and survey of current education practice in teaching law to social workers; the second a `user review' involving focus groups with a range of stakeholders in practice learning for social work students.

• Findings: Although law is recognized as an important component of social work practice, much of the focus on how social workers learn about law has, to date, been upon classroom-based learning. Law often has a low profile in practice, despite the rich opportunities it offers.

• Applications : Building from evidence of poor alignment between classroom learning and practice, the authors present an analysis of the barriers and opportunities that exist for enhancing the profile of law in the practice arena and conclude with indicators for the development of good pedagogic practice and improved practitioner confidence.

Key Words: education • law • placement • learning • social work • practice

Journal of Social Work, Vol. 7, No. 3, 322-340 (2007)
DOI: 10.1177/1468017307084074
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