Getting off to a good Getting off to a good start with your Internstart with your Intern

Loretta Vitale Saks, MSW & Ellen F. Thursby, PhDLoretta Vitale Saks, MSW & Ellen F. Thursby, PhDNCSSS Office of Field EducationNCSSS Office of Field EducationAugust 26, 2009August 26, 2009

This presentation is the intellectual property of the authors and may be used only with written permission and appropriate credit.

OrientationOrientation

Introductions to staffIntroductions to staff Office space, conference rooms, Office space, conference rooms,

coffee pot, restroomscoffee pot, restrooms Safety Safety

Meeting with clients, home visits, Meeting with clients, home visits, neighborhoodneighborhood

LogisticsLogistics IDs, HR orientationIDs, HR orientation

Orientation: SupervisionOrientation: Supervision

Meet regularlyMeet regularly Minimum of 1 hr weekly requiredMinimum of 1 hr weekly required

• More availability early in the yearMore availability early in the year Important to meet throughout the yearImportant to meet throughout the year

• Keep challenging your student to growKeep challenging your student to grow Who else can student go to in your Who else can student go to in your

absence?absence? Relationship building, an ongoing processRelationship building, an ongoing process

Call on liaison if need some help!Call on liaison if need some help!

Orientation: Promoting Orientation: Promoting Professional BehaviorProfessional Behavior

Work ethicWork ethic Importance of relationshipsImportance of relationships Responsibility to co-workers, clients …Responsibility to co-workers, clients … Intern represents the agencyIntern represents the agency

Orientation: Promoting Orientation: Promoting Professional BehaviorProfessional Behavior

Make expectations clear Make expectations clear • Personal phone callsPersonal phone calls• Computer use for non-agency businessComputer use for non-agency business• Dress codeDress code• Time and attendance requirementsTime and attendance requirements• Cell phones & textingCell phones & texting

Orientation: Time ManagementOrientation: Time Management

Finding the right balanceFinding the right balance For self & for studentFor self & for student

Scarce resourceScarce resource Too much time for some studentsToo much time for some students

Most students want to be busyMost students want to be busy

Multiple ExperiencesMultiple Experiences

Provide opportunities for students to Provide opportunities for students to assume different roles:assume different roles:

• LeaderLeader Role ModelRole Model• OrganizerOrganizer EducatorEducator• Advocate Advocate CounselorCounselor• Problem SolverProblem Solver ClinicianClinician

Adult Learning TheoryAdult Learning Theory

Key Assumptions about Adult LearnersKey Assumptions about Adult Learners Adults are motivated to learn as they Adults are motivated to learn as they

experience needs and interests.experience needs and interests. Adults’ orientation to learning is life centeredAdults’ orientation to learning is life centered Experience is the richest source for adult Experience is the richest source for adult

learninglearning Individual differences increase with ageIndividual differences increase with age

Knowles, Malcolm S. (1998) The adult learner.

John Dewey’s John Dewey’s System of LearningSystem of Learning

ExperienceExperience Important to understand interns’ past Important to understand interns’ past

experiences in order to effectively design a experiences in order to effectively design a “liberating educational experiences” to allow “liberating educational experiences” to allow the person to fulfill their potentialthe person to fulfill their potential

DemocracyDemocracy ContinuityContinuity InteractionInteraction

Dewey, J. (1938/1997). Experience and education. Macmillan.

The Field Instructor as FacilitatorThe Field Instructor as Facilitator

Set the mood or climate for learningSet the mood or climate for learning Clarify the purpose of assignments/tasksClarify the purpose of assignments/tasks

Provide detailed directions at firstProvide detailed directions at first Enhance student’s desire to learnEnhance student’s desire to learn Organize resources and make them Organize resources and make them

availableavailable

The Field Instructor as FacilitatorThe Field Instructor as Facilitator

Review student’s workload regularlyReview student’s workload regularly Clarify expectations for student’s Clarify expectations for student’s

performanceperformance Encourage feedback from your studentEncourage feedback from your student Be available to your student – Be available to your student –

intellectually and emotionallyintellectually and emotionally

Goals of the Learning PlanGoals of the Learning Plan

Learning Plan negotiates the Learning Plan negotiates the externallyexternally identified needs with the learner’s identified needs with the learner’s internalinternal needs and interestsneeds and interests

The Learning Plan provides a vehicle to The Learning Plan provides a vehicle to make learning experiences a mutual make learning experiences a mutual undertaking between learner and field undertaking between learner and field instructorinstructor

Steps to developing a Steps to developing a Learning PlanLearning Plan

Step 1: Identify the learning needsStep 1: Identify the learning needs• Social work competencies identified by professionSocial work competencies identified by profession• Can include other competencies unique to Can include other competencies unique to

individual or agencyindividual or agency

Step 2: Specify learning objectives Step 2: Specify learning objectives • What student will learnWhat student will learn, not what student will do, not what student will do

Steps to developing a Steps to developing a Learning PlanLearning Plan

Step 3: Learning ActivitiesStep 3: Learning Activities• What will be done to achieve the learning What will be done to achieve the learning

objectivesobjectives

Step 4: Evaluation CriteriaStep 4: Evaluation Criteria• Evidence of accomplishmentEvidence of accomplishment

Step 5: Time FrameStep 5: Time Frame• When will the activity begin/concludeWhen will the activity begin/conclude

Thinking about SupervisionThinking about Supervision Recognize shift in role Recognize shift in role

Helper of clients Helper of clients toto mentor/educator/supervisor of mentor/educator/supervisor of studentsstudents

• ““Start where the student is”Start where the student is” Doer Doer toto explainer explainer

• Practitioner to one who assists student with Practitioner to one who assists student with interpreting/applying theory to practiceinterpreting/applying theory to practice

Member of agency hierarchy Member of agency hierarchy toto colleague/ colleague/ collaborator with intern as well as evaluator of interncollaborator with intern as well as evaluator of intern

Employee Employee toto one who advocates for student’s one who advocates for student’s positive learning experiencepositive learning experience

Ortiz Hendricks et al, quoting Perlman quoting Aptaker, (1966), (4-5).

Thinking about SupervisionThinking about Supervision Self-assessmentSelf-assessment

Education and experienceEducation and experience Supervisory/teaching styleSupervisory/teaching style Consider strengths, weaknesses, Consider strengths, weaknesses,

limitationslimitations Recall your own field experienceRecall your own field experience Identify agency supports and stressors Identify agency supports and stressors

impacting youimpacting you

Thinking about SupervisionThinking about Supervision Assessment of studentAssessment of student

Previous work/volunteer experiencePrevious work/volunteer experience Student’s specific interests Student’s specific interests Theoretical knowledgeTheoretical knowledge Organizational understandingOrganizational understanding Attitudes and valuesAttitudes and values Goals and objectives for placementGoals and objectives for placement Prior experience being supervisedPrior experience being supervised

• Expectations of field instructorExpectations of field instructor Obstacles to learningObstacles to learning

Thinking about SupervisionThinking about Supervision

Helpful to take Helpful to take Personal Style Personal Style Inventory (Field Manual p. 108 ff)Inventory (Field Manual p. 108 ff)

• Encourage student to take as wellEncourage student to take as well• Looks at preferred ways of thinking & Looks at preferred ways of thinking &

behaving in 4 dimensions along a continuumbehaving in 4 dimensions along a continuum Much like Myers-Briggs InventoryMuch like Myers-Briggs Inventory

• Useful for discussing personal styles, and Useful for discussing personal styles, and how they may impact the supervisory how they may impact the supervisory relationshiprelationship

Personal Styles InventoryPersonal Styles InventoryI – Introversion EE – – Extroversion

IndependentIndependent

ReflectsReflects

Careful before actingCareful before acting

Avoids othersAvoids others

Misunderstood by othersMisunderstood by others

Needs quiet to workNeeds quiet to work

Interacts with othersInteracts with others

Is openIs open

Is well understoodIs well understood

Does not work without peopleDoes not work without people

Needs change, varietyNeeds change, variety

Is impatient with routineIs impatient with routine

N – Intuition S – SensingSees possibilitiesSees possibilities

Works out new ideasWorks out new ideas

Solves novel problemsSolves novel problems

Is inattentive to detailIs inattentive to detail

Leaves things out in leaps Leaves things out in leaps of logicof logic

Jumps to conclusionsJumps to conclusions

Is practicalIs practical

Is patientIs patient

Is careful, systematicIs careful, systematic

Loses the overall in detailsLoses the overall in details

Is frustrated with the Is frustrated with the complicatedcomplicated

Prefers not to imagine the Prefers not to imagine the futurefuture

T – Thinking F – FeelingIs logical, analyticalIs logical, analytical

Has critical abilityHas critical ability

Is justIs just

Does not notice people’s Does not notice people’s feelingsfeelings

Does not show feelingsDoes not show feelings

Shows less mercyShows less mercy

Understands needs, Understands needs, valuesvalues

Demonstrates feelingDemonstrates feeling

Persuades, arousesPersuades, arouses

Is not objectiveIs not objective

Is uncritical, overly acceptingIs uncritical, overly accepting

Bases justice on feelingsBases justice on feelings

P – Perceiving J - JudgingCompromisesCompromises

Sees all sides of issuesSees all sides of issues

Is not judgmentalIs not judgmental

Is indecisiveIs indecisive

Does not planDoes not plan

Does not finish projectsDoes not finish projects

DecidesDecides

PlansPlans

Remains with a taskRemains with a task

Is unyielding, stubbornIs unyielding, stubborn

Is inflexible, not adaptableIs inflexible, not adaptable

Wishes not to interrupt workWishes not to interrupt work

See Field Manual (p. 108 ff).

Developing the Supervisory Developing the Supervisory RelationshipRelationship

Discuss your role & student’s roleDiscuss your role & student’s role Boundaries Boundaries

Discuss student’s concerns as they ariseDiscuss student’s concerns as they arise Give feedback from strengths perspective Give feedback from strengths perspective

Clear, consistent, supportive Clear, consistent, supportive • and also …and also …

Critical, challenging and constructiveCritical, challenging and constructive

Help student feel valued as person and Help student feel valued as person and colleaguecolleague

• Agenda suggestions: Sample agenda (Field Manual, p. 46)Sample agenda (Field Manual, p. 46) Review Review Learning PlanLearning Plan regularly: are we on target? regularly: are we on target? Discussion of clients, projects and assigned tasksDiscussion of clients, projects and assigned tasks

• What skills is student gaining?What skills is student gaining? Help student link theory to practiceHelp student link theory to practice Give feedback that is clear, consistent, ongoingGive feedback that is clear, consistent, ongoing

• More focus on + than - More focus on + than - Practice skills and techniquesPractice skills and techniques Look ahead …Look ahead …

• Termination with clients, with field instructor, with agencyTermination with clients, with field instructor, with agency• Professional developmentProfessional development

Developing the Supervisory Developing the Supervisory RelationshipRelationship

Gray, S.W., Alperin, D.E., & Wik, R. (1989). Multidimensional expectations of student supervision in social work. The Clinical Supervisor, 7(1), 89-102, cited in Dettlaff, Alan J.

DiscussionDiscussion

1.1. You and your partner recently broke up. You and your partner recently broke up. Your student is observant and notices Your student is observant and notices your mood. She asks you what is wrongyour mood. She asks you what is wrong

2.2. Your agency is going through difficult Your agency is going through difficult restructuring. How do you address this restructuring. How do you address this with your intern?with your intern?

3.3. You notice a change in your student, who You notice a change in your student, who recently began crying during supervision. recently began crying during supervision. How do you handle this?How do you handle this?

Sustaining the Supervisory Sustaining the Supervisory RelationshipRelationship

1.1. ModelingModeling• Encourage an open, exploratory process of give-Encourage an open, exploratory process of give-

and-take as relationship developsand-take as relationship develops Avoid being defensive as encourage feedback on how Avoid being defensive as encourage feedback on how

things are goingthings are going

2.2. Encourage exploration of different points of Encourage exploration of different points of viewview

• Critical reflection on decision making process Critical reflection on decision making process ““Think aloud” about steps took to arrive at a decision; Think aloud” about steps took to arrive at a decision;

were steps adequate? Did I omit alternatives? What were steps adequate? Did I omit alternatives? What assumptions did I make about the client? the assumptions did I make about the client? the community?community?

3.3. Ask discriminating questionsAsk discriminating questions• Ask questions that require critical thought to Ask questions that require critical thought to

answeranswer What are the pros/cons of being more confrontive/more What are the pros/cons of being more confrontive/more

supportive with client at this point in your work together?supportive with client at this point in your work together? Why do you think stakeholders aren’t buying into the Why do you think stakeholders aren’t buying into the

project? Any ideas?project? Any ideas?

• Help student move beyond ‘gathering’ info to Help student move beyond ‘gathering’ info to interpreting & evaluatinginterpreting & evaluating

Sustaining the Supervisory Sustaining the Supervisory RelationshipRelationship

4.4. Identify themesIdentify themes• Help intern look for themes in clients’ or groups’ Help intern look for themes in clients’ or groups’

words and behaviorswords and behaviors• Help intern develop abstract thinking and Help intern develop abstract thinking and

cognitive growthcognitive growth

5.5. Use ongoing assignments to sustain Use ongoing assignments to sustain relationshiprelationship

• Process recordingsProcess recordings• Review Review Learning Plan Learning Plan regularlyregularly

Sustaining the Supervisory Sustaining the Supervisory RelationshipRelationship

Sustaining the Supervisory Sustaining the Supervisory RelationshipRelationship

6.6. Co-construct competence *Co-construct competence *• Ask about accomplishmentsAsk about accomplishments

What has gone well this week?What has gone well this week? How How did did youyou manage that?manage that?

• Look for “accelerators” to progressLook for “accelerators” to progress What has helped you be able to connect with a client What has helped you be able to connect with a client

before? be successful implementing a new program?before? be successful implementing a new program? How can we put that into place in this situation?How can we put that into place in this situation?

* Thanks to Dr. Barbara Early for her strengths-focused discussion of “co-constructing competence.”

EARS (Elicit, Amplify, EARS (Elicit, Amplify, Reinforce, Start over)*Reinforce, Start over)*

• EElicitlicit: : What went well?What went well?• AAmplifymplify: : What was good about it?What was good about it?• RReinforceeinforce: : Wow! How did you Wow! How did you dodo

that?!that?!• SStart overtart over: : What else went well?What else went well?

*Thanks to Dr. Barbara Early for EARS, taken from a presentation she gave on cognitive-behavioral theory and supervision.

We look forward to We look forward to working with you! working with you!