IJSSER

Title: REINVENTING FIELDWORK PLACEMENT IN SOCIAL CARE EDUCATION IN THE COVID 19 ERA: A NECESSITY TOWARDS BLENDING THEORY WITH PRACTICE
Authors: Michael Olusegun Demehin
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Michael Olusegun Demehin Department of Health and Social Science, London School of Science and Technology (Aston Campus), B6 5RQ, Birmingham, United Kingdom
MLA 8 Demehin, Michael Olusegun. "REINVENTING FIELDWORK PLACEMENT IN SOCIAL CARE EDUCATION IN THE COVID 19 ERA: A NECESSITY TOWARDS BLENDING THEORY WITH PRACTICE." Int. j. of Social Science and Economic Research, vol. 7, no. 6, June 2022, pp. 1700-1717, doi.org/10.46609/IJSSER.2022.v07i06.017. Accessed June 2022. APA 6 Demehin, M. (2022, June). REINVENTING FIELDWORK PLACEMENT IN SOCIAL CARE EDUCATION IN THE COVID 19 ERA: A NECESSITY TOWARDS BLENDING THEORY WITH PRACTICE. Int. j. of Social Science and Economic Research, 7(6), 1700-1717. Retrieved from https://doi.org/10.46609/IJSSER.2022.v07i06.017 Chicago Demehin, Michael Olusegun. "REINVENTING FIELDWORK PLACEMENT IN SOCIAL CARE EDUCATION IN THE COVID 19 ERA: A NECESSITY TOWARDS BLENDING THEORY WITH PRACTICE." Int. j. of Social Science and Economic Research 7, no. 6 (June 2022), 1700-1717. Accessed June, 2022. https://doi.org/10.46609/IJSSER.2022.v07i06.017.
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ABSTRACT: Within the space of human existence, Aristotle (384BC-322BC) argued that two types of changes may occur which are essential change and accidental change. While essential change is often anticipated and could be largely managed, accidental change is often unexpected and could be disruptive. The advent of the Covid 19 pandemic which the world began to battle in 2019 represents a form of accidental change that has led to many other changes ranging from education, banking, health care, and social interactions among others. Despite the contactless policy which was informed by the reality of the Covid 19 pandemic, the role of social care practitioners still places on them a physical or contact-oriented responsibility of ensuring the well-being of members of the societies in which they work and practice. On the account of the foregoing challenge in the social care practice, this paper suggests the introduction or reintroduction of fieldwork placement into the curriculum of social care and social work education. This paper also suggests the exposure of social care/work trainees to technological tools through which care giving duties may still be discharged if an absolute contactless policy must be maintained. This paper concludes with suggestions and recommendations for fieldwork practice among social care/work trainees and professionals.

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