Social work professional development in Canadian psychiatric teaching facilities.

Abstract

A national survey of psychiatric social workers in all Canadian hospitals with Psychiatric Residency Training Programs was conducted. Various professional activities and university appointments were considered. Comparisons were made among provinces to determine differences and similarities. The results indicate a large number of similarities. The major part of social workers' professional time is spent in client-centred activity, though some regional differences emerge as to the mode of activity emphasized (e.g. individual or systems). A secondary but clearly evident role was formal and informal teaching. While educational pursuits were requested of social workers, their activities were generally not recognized through academic appointments. Research appeared to be a low priority. The lack of academic recognition for teaching and the lack of research productivity were viewed as external and internal aspects of an identity issue that social work needs to address.