Field Instruction: Developmental Stages Offering Supervisory Opportunities Loretta Vitale Saks NCSSS...
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Transcript of Field Instruction: Developmental Stages Offering Supervisory Opportunities Loretta Vitale Saks NCSSS...
Field Instruction: Developmental Stages Offering Supervisory Opportunities
Loretta Vitale SaksLoretta Vitale Saks
NCSSS Office of Field InstructionNCSSS Office of Field Instruction
September 2005September 2005
Overview of presentation
Developmental stages of fieldDevelopmental stages of field How they may affect supervisory processHow they may affect supervisory process
Issues for supervisionIssues for supervisionTools for supervisionTools for supervision
Field Internship Developmental Stages Stage 1: Anticipation … HoneymoonStage 1: Anticipation … Honeymoon Stage 2: Disillusionment & Confronting Stage 2: Disillusionment & Confronting
RealityReality Stage 3: Competence & MasteryStage 3: Competence & Mastery Stage 4: Closure & TerminationStage 4: Closure & Termination
The information in this presentation is taken from Cochrane, Susan F. & Hanley, Marla Martin (1999)Learning through field: A developmental approach. (1999). Allyn & Bacon: Boston, MA; and Sweitzer, H. Frederick and King, Mary A. (2004). The successful internship: transformation & empowerment. Brooks/Cole Publishing Company: Canada.
Stages & the Supervisory Process How student moves through stages will How student moves through stages will
affect the supervisory process, offering:affect the supervisory process, offering: Obstacles to the supervisory relationshipObstacles to the supervisory relationship Opportunities for growthOpportunities for growth
Task accomplishmentTask accomplishmentIncreasingly complex assignmentsIncreasingly complex assignments
Concerns that can be discussed or avoidedConcerns that can be discussed or avoided Hoped for resolutions vs. staying ‘stuck’Hoped for resolutions vs. staying ‘stuck’
Stage 1: Anticipation… Honeymoon Positive expectations as internship beginsPositive expectations as internship begins Also … some anxietiesAlso … some anxieties
Feel vulnerable and self-consciousFeel vulnerable and self-conscious What will role be?What will role be? What if …?What if …? Will my field instructor …?Will my field instructor …? Will my student …?Will my student …?
Important to identify support systemsImportant to identify support systems For studentFor student For field instructor too!For field instructor too!
Stage 1: Issues for supervision
What is supervision? What is supervision? = support, teaching, administration= support, teaching, administration Offer safe environmentOffer safe environment
Supportive yet challengingSupportive yet challengingOpen discussion of concernsOpen discussion of concernsClear supervisory boundariesClear supervisory boundaries
Clarify roles, expectations, and policiesClarify roles, expectations, and policies
Kadushin, A. (1976). Supervision in social work. New York: Columbia University Press.
Stage 1: Tools for supervision
OrientationOrientation Key for helping student feel welcome and knowledgeable Key for helping student feel welcome and knowledgeable
about agencyabout agency Initial learning activities likely to be more passive than activeInitial learning activities likely to be more passive than active Attend to administrative tasksAttend to administrative tasks
Supervisory agendaSupervisory agenda Helps student assume responsibility for learningHelps student assume responsibility for learning Have student relate classroom learning to practiceHave student relate classroom learning to practice
Learning PlanLearning Plan Can help student individualize placementCan help student individualize placement
Clarify learning goals & activitiesClarify learning goals & activities
Stage 1: Tools for supervision Communication Styles InventoryCommunication Styles Inventory
Useful tool for discussing communication Useful tool for discussing communication styles & supervisory relationshipstyles & supervisory relationship
How we respond in ‘normal’ and ‘stressful’ How we respond in ‘normal’ and ‘stressful’ situationssituations
Stage 2: Disillusionment & Confronting Reality ““What’s wrong?” stageWhat’s wrong?” stage
May feel frustration, anger, confusion, May feel frustration, anger, confusion, panic, stresspanic, stress
May become disillusioned …May become disillusioned …with agencywith agencywith field instructorwith field instructorwith social workwith social work
““This isn’t what I thought it would be”This isn’t what I thought it would be”
Stage 2: Issues for supervision
Help student develop skills in receiving Help student develop skills in receiving and giving feedback and giving feedback
Help student examine expectationsHelp student examine expectations Normalize feelings and behaviorsNormalize feelings and behaviors Give permission for student to make Give permission for student to make
mistakesmistakes Necessary for growthNecessary for growth
Stage 2: Issues for supervision Encourage student to confront doubts and fearsEncourage student to confront doubts and fears
with with peerspeers with field instructorwith field instructor with integrative seminar professorwith integrative seminar professor
Personal issues surfacing in supervisionPersonal issues surfacing in supervision?? Overreactions to clients &/or field instructor?Overreactions to clients &/or field instructor? Transference/countertransference issues?Transference/countertransference issues?
Refer to CUA Counseling CenterRefer to CUA Counseling Center Contact Counseling Center social workers for referralsContact Counseling Center social workers for referrals
Stage 2: Tools for supervision Supervision as time for ‘checking in’Supervision as time for ‘checking in’
Refer back to Refer back to CSI CSI if relationship is difficultif relationship is difficult Refer back toRefer back to Learning Plan Learning Plan to see how to see how
progressingprogressing Assist students with tasksAssist students with tasks
Review assignmentsReview assignments Agency paper Agency paper Process recordingsProcess recordings Agency-required documentationAgency-required documentation
Stage 3: Competence & Mastery
Confidence growsConfidence grows More awareMore aware More activeMore active More analyticalMore analytical
Really invested in the workReally invested in the work Seek more challenging assignmentsSeek more challenging assignments More tuned in to ethical issuesMore tuned in to ethical issues Learn to leave worries at agencyLearn to leave worries at agency
Compromise between reality & expectationsCompromise between reality & expectations Take more initiative in learningTake more initiative in learning
Stage 3: Issues for supervision Help student evaluate own practiceHelp student evaluate own practice Review growthReview growth
Is student seeking additional challenges? Is student seeking additional challenges? Identify what learning is still neededIdentify what learning is still needed
Stage 3: Tools for supervision
Review process recordings, assessments, macro Review process recordings, assessments, macro assignmentsassignments Interviewing and assessment skillsInterviewing and assessment skills Use of selfUse of self Beginning to apply theory to interview or taskBeginning to apply theory to interview or task
Revisit Revisit Learning PlanLearning Plan Early AssessmentEarly Assessment
Discuss where growth most neededDiscuss where growth most needed Review Review Final Evaluation Final Evaluation to check that NCSSS to check that NCSSS
expectations are being metexpectations are being met
Stage 4: Closure & Termination
Ambivalent process for all involved!Ambivalent process for all involved! ““A process everyone would like to ignore”A process everyone would like to ignore”
Time for reflection …Time for reflection … On past experiences with endingsOn past experiences with endings On growth and learningOn growth and learning
Use learning to develop new goals and Use learning to develop new goals and plansplans
Much of this section is taken from Danowski, William A. (2005). In the field, a real-life survival guide for the social work internship. Boston, MA: Allyn & Bacon.
Stage 4: Issues in Supervision
Start the closure process earlyStart the closure process early How does your agency deal with termination with How does your agency deal with termination with
interns? interns?
Exploration of students’ feelings about …Exploration of students’ feelings about … Leaving the internship settingLeaving the internship setting Terminating with clientsTerminating with clients Passing on incomplete tasks/projects to othersPassing on incomplete tasks/projects to others End of supervisory relationshipEnd of supervisory relationship
Stage 4: Issues in Supervision Parallel processParallel process
Intern-client termination field instructor-Intern-client termination field instructor-student terminationstudent termination
Complicated feelings: ambivalence, Complicated feelings: ambivalence, confusion, sadness, reliefconfusion, sadness, relief
What next?What next?
Stage 4: Issues in Supervision Talk about clients’ feelings about Talk about clients’ feelings about
terminationtermination‘‘Experts at termination’ – may have had Experts at termination’ – may have had
numerous social workersnumerous social workersHow can termination help client grow in How can termination help client grow in
relationships?relationships?• Mourn loss of relationship but Mourn loss of relationship but
hopefulness of taking something new hopefulness of taking something new with youwith you
Stage 4: Tools in supervision Supervisory agendaSupervisory agenda Process recordings, case presentations, reports, Process recordings, case presentations, reports,
projectsprojects Another look at the Another look at the Learning PlanLearning Plan
Have objectives been met?Have objectives been met? New goals: discussion of career paths in social workNew goals: discussion of career paths in social work
NCSSS End-of-Year Evaluation of Field NCSSS End-of-Year Evaluation of Field ParticipantsParticipants Good opportunity to evaluate self as field instructorGood opportunity to evaluate self as field instructor