W ORKING WITH S TUDENTS WHO ARE S TRUGGLING OR F AILING IN P RACTICE L EARNING S ETTINGS : P RACTICE...

WORKING WITH STUDENTS WHO ARE STRUGGLING OR FAILING IN PRACTICE LEARNING SETTINGS: PRACTICE EDUCATORS’ PERSPECTIVES

UNIVERSITY OF SUSSEX, WORKSHOP FOR PRACTICE EDUCATORS

TUESDAY 14TH JANUARY 2015

Dr Jo Finch – University of East London

[email protected]

mailto:[email protected]

CONTENTSBrief IntroductionGetting in touch with “Feelings about

Failing”Introduction to the research undertakenLiterature Review - Why practice

educators find it difficult to fail students)

FindingsPossible ways forward?Concluding CommentsDiscussion/comments/questions

INTRODUCTION Senior Lecturer in Social Work and programme

leader of the MA Social Work and Step-Up. Deputy Director – Centre for Social Work

Research Course Tutor – Tavistock Clinic – Professional

Doctorate in Emotional Well Being & Social Work/Social Care.

Long standing research interest in the issues raised by struggling or failing students in practice learning settings.

Former children and families social worker, play therapist and practice educator.

INTRODUCTION Senior Lecturer in Social Work and programme

leader of the MA Social Work and Step-Up. Deputy Director – Centre for Social Work

Research Course Tutor – Tavistock Clinic – Professional

Doctorate in Emotional Well Being & Social Work/Social Care.

Long standing research interest in the issues raised by struggling or failing students in practice learning settings.

Former children and families social worker, play therapist and practice educator.

So why am I interested in

failing students?

“Horrible” experience assessing a

practice teacher (2002/2003)

1st experience of managing student failing in placement as a new tutor (2002/3) – oppressive PE.

“The straw that broke the camel’s back” – SSD assessment 2001

“Who let that one through?”

FEELINGS ABOUT FAILING

On piece of paper, write down:1) Something you have failed at in the past (i.e. O’level maths, driving test, relationship)2) How did it make you feel at the time?3) Pass paper to me (will come back to later)

1) Qualitative study of practice educators experiences of working with failing students and why difficult to fail (Finch, 2010; Finch and Taylor, 2013).

RESEARCH UNDERTAKEN2) Qualitative

study of tutors experiences of working with struggling or failing students in placement (Finch, 2014)

3) Mixed method study of practice assessment panels, including an ethnographic exploration of PAPs, looking at decision making around failing students (Finch, 2013)





Comparative study – UK and Italian practice educators experiences (Finch and Poletti, 2013)

Exploration of how far the concept of projective identification may help us to understand the difficulties in failing social work students in placement. (Finch, Schaub and Dalrymple, 2013)

Discussion of anxiety and defences against anxiety in social work more generally (Finch and Schaub, 2014)


RESEARCH UNDERTAKEN

WHY IS IT DIFFICULT TO FAIL STUDENTS IN PLACEMENTS? (LITERATURE REVIEW)PEs not using competency model of assessment appropriately (Kemshall, 1993;

Eraut, 1994; Shardow and Doel; 1996, Furness and Gilligan, 2004; Shapton, 2006)

Procedures for dealing with placement issues, not being followed properly (Illot and Murphey, 1999; Burgess et al, 1998a, 1998b; Duffy, 2004; Vacha-Haase et al, 2004; Kaslow et al 2007)

PEs not adequately supported by agency and/or HEI (Sharp and Danbury, 1999; Finch, 2004b; Vacha-Haase et al, 2004)

Role strain or confusion (Fisher, 1990: Proctor, 1993;Owens, 1995; Cowburn et al, 2000, Duffy, 2004)

Fear of litigation (Duffy, 2004; Cole, 1991; Cole and Lewis, 2003; Royse, 2000; Raymond, 2000; Vacha-Haase et al, 2004)

Rule of Optimism (Vacha-Haase, et al 2004; Finch, 2005)

Hope that things “sort themselves out” without intervention (Good et al, 1995; Hoffman et al. 2004)

LIMITED (BUT GROWING INTERNATIONAL AND MULTIDISCIPLINARY RESEARCH BASE ABOUT THE EMOTIONAL IMPACT Bogo at al (2007) – failing students causes value

conflicts for practice educators. Gizara and Forest (2004) – ““I think that it’s an

extremely emotional, gut-wrenching kind of experience…I don’t think it feels good on any level.”

Basnett and Sheffield (2010) – experience of failing student a negative one

Schaub and Dalrymple (2013) practice educators reported feeling stressed, isolated and did not feel supported.

Finch (2010) found the experience caused a range of challenging emotions

Emerged strongly from similar studies in Nursing (for e.g. Duffy, 2004; Rutowski, 2007; Lawson, 2010)

Narrative also emerges in social work (i.e., Shapton, 2006; Finch and Taylor, 2013; Finch et al, 2013)

Suggest Practice Educators are NOT failing students when they ought to.

Based on perception of low failure rates Some self reports in some qualitative studies But no empirical evidence to support this (Jo’s next

research article?) Some exploration as to the reasons (as seen previously) But phenomena much more complex (as following

shows)

“THE FAILING TO FAIL NARRATIVE”


RESEARCH UNDERTAKEN

THE STORIES – FORMS BASIS OF MY FINDINGS CHAPTER

THE ANGRY STORY

The Dramatic Event Story

The Guilty Story

The Lack of Reflection

Story

The Internalising Failure so I Couldn’t Always Failure them Story

The Idealised Learner StoryThe What is My

Role/Assessment Story



…what I was going to do was to ask for her placement to be extended a bit but when I tried to discuss it with her, she threw a hysterical fit…which I sorted with the ambulance being called…if it had been one of my clients I would have recommended a psychiatric assessment…she was hyperventilating and throwing herself on the floor…she was kicking the locker…


THE ANGRY STORY


The Guilty Story


Story





THE ANGRY STORY

“I was really pissed off with him….I felt angry”.

(Claire)“I was just very angry at times….I was angry with the student.” (Jenny)

“…and I did actually think the next time you shout at me, I might actually shout back at you because who the fuck do you think you are…” (Daisy)


THE ANGRY STORY

“I was really pissed off with him….I felt angry”.

(Claire)“I was just very angry at times….I was angry with the student.” (Jenny)

“…and I did actually think the next time you shout at me, I might actually shout back at you because who the fuck do you think you are…” (Daisy)

“I just thought…I thought, ‘Fuck You’! You are not going to apologise for your fucking behaviour with a period. Every fucking woman in the world gets a period, yes some have difficulties, some get emotional, your deafness didn’t wash, so now you’ve like resorted to like, fucking bottom of the barrel…” (Daisy)


The Guilty Story


The Guilty Story

“…and then the guilt really set in….the sacrifices she’s made…this is her livelihood, her career and its all my fault…I felt like I am a rotten shit.” (Daisy

“it was the first fail, I felt terribly guilty, I felt really…I had sleepless nights, felt quite sick, I felt incredibly guilty….” (Claire)


THE ANGRY STORY


The Guilty Story


Story






“I actually felt it was my failing because I wasn’t getting it [evidence] out of her….” (Martha)

That was the issue I was struggling with through this whole thing. How much of her failure was my fault? (Terry)

“I would say probably 90% of the time, if a student fails, there’s something wrong with the practice teacher”. (Terry)

Ignored initial misgivings or gut feelings

Discourse of “we” and “our work” emerges



“I actually felt it was my failing because I wasn’t getting it [evidence] out of her….” (Martha)

That was the issue I was struggling with through this whole thing. How much of her failure was my fault? (Terry)

“I would say probably 90% of the time, if a student fails, there’s something wrong with the practice teacher”. (Terry)

Ignored initial misgivings or gut feelings

Discourse of “we” and “our work” emerges

“…I still feel that I must have done something wrong with that one because I couldn’t enable him or work with him to see why his way of thinking was inappropriate in social work, never mind in society”. (Lily)

“..I think the team just felt helpless in a way. They felt…they couldn’t see what they could do to turn it around.” (Tim)


THE ANGRY STORY


The Guilty Story


Story





The Idealised Learner StoryConcern about

“passive” learners

“Learned Helplessness”

Fantasy of student not realised

“I was thinking that…I am going to have a student who will take responsibility…that was my fantasy that I was going to have somebody that would just…kind of gel, adapt to the team…come with a variety of knowledge…up to date…” (Ola)

Good Learners and Bad Learners


THE ANGRY STORY


The Guilty Story


Story





The Lack of Reflection Story

Transference/Counter transference

Mirroring

Parallel processes

Projective Identification

“…out of my depth…I felt really out of my depth…I was completely out of my depth at that point” (Lily)

Lack of containment

“A nameless dread”


THE ANGRY STORY


The Guilty Story


Story




• Explicitly or inexplicitly acknowledged gate keeping role and implications.

• Acknowledged potential for role confusion, yet had brought “split” together.

• Clarity around boundaries and role of PA• Clear expectations of student as an “adult

learner”• Clear differentiation between your work and

my work• Reflective approach – lack of drama – saw

experience as a learning opportunity• 4 of 5 were/had been ASWs/AMHPs

PES WHO APPEARED TO FIND PROCESS OF FAILING STUDENTS EASIER THUS: 5/20

On piece of paper, write down:1) Something you have failed at in the past (i.e. O’level maths, driving test, relationship)2) How did it make you feel at the time?3) Pass paper to me (will come back to later)

SOME STRATEGIES

When there are difficulties avoid both

over-reacting and do not ignore

situation/your feelings/intuition.

Ensure conditions for learning are

being met – you will need to

change your approach.

Try to eliminate blocks to learning – i.e.

explore issues with student,

negotiate a different teaching

style/approach.

Be clear about the difference between

a “normal”, short term learning

block and something more

serious.

Do not take the decision to fail in

isolation (seek support)

Keep the student informed at all times – let student know as soon as possible that there are concerns about their practice/conduct/behaviour etc.

Follow the university procedure

Evidence and Documentation, Mantra - Student failure is not

your failure You have a moral and

professional gate keeping duty.

No-one has the right to become a social worker no matter how “nice” and hardworking they are

POSSIBLE WAYS FORWARD FOR ALL STAKEHOLDERS Acknowledge and reflect on the difficult and

painful emotional feelings that can emerge when working with a struggling or failing student (may include, anger, guilt, rage, shame, frustration…)

These feelings may well tell you something about the student’s state of mind

And if not acknowledged, could impact adversely on the assessment process.

Need for support (line manager, tutor, colleagues, friends).

Remind ourselves of our gate keeping responsibilities.

Remember the issue of very complex – easy to blame and be angry at others.

POSSIBLE WAYS FORWARD FOR ALL STAKEHOLDERS Acknowledge and reflect on the difficult and

painful emotional feelings that can emerge when working with a struggling or failing student (may include, anger, guilt, rage, shame, frustration…)

These feelings may well tell you something about the student’s state of mind

And if not acknowledged, could impact adversely on the assessment process.

Need for support (line manager, tutor, colleagues, friends).

Remind ourselves of our gate keeping responsibilities.

Remember the issue of very complex – easy to blame and be angry at others.

Transference?

Projective Identification?

Try and see as a form of communication rather than attack

Student tryin to communicate unconsciously something very painful

CONCLUDING COMMENTS Working with failing or struggling students can cause unpleasant, difficult and

confusing emotions. Students (or supervisees) will be projecting difficult

and challenging feelings onto you. Can remind us of our own previous experiences of

failure Important for practice educators, tutors and PAP

members to reflect upon these difficult feelings… ..and use them to aid the student in their

development and learning... But I would encourage you to be reflective and

consider these feelings as a form of communication …but be able to fail the student if necessary, in a

reflective and “calm” way, ensuring due process has occurred.

CONCLUDING COMMENTS Working with failing or struggling students can cause unpleasant, difficult and

confusing emotions. Student will be projecting difficult and challenging

feelings onto you. Can remind us of our own previous experiences of

failure Important for practice educators, tutors and PAP

members to reflect upon these difficult feelings… ..and use them to aid the student in their

development and learning... But I would encourage you to be reflective and

consider these feelings as a form of communication …but be able to fail the student if necessary, in a

reflective and “calm” way, ensuring due process has occurred.

Thank you for listening.

Any questions or comments?

BIBLIOGRAPHYFinch, J & Schaub, J. (2014) Projective Identification as an Unconscious Defence: the Example of

Social Work Practice Education in Armstrong, D. & Rustin, M.(eds) Social Defences against Anxiety: Explorations in the Paradigm, Karnac, London

Finch, J. (2014) “Running with the Fox and Hunting with the Hounds:” Social Work ‘Tutors’ Experiences of Managing Students Failing in Practice Learning Settings, British Journal of Social Work, (advanced access) doi:10.1093/bjsw/bcu085

Finch, J. (2014) A Critical Exploration of Practice Assessment Panels: Participation, power, emotional and decision making in relation to failing social work students, York, Higher Education Academy, http://www.heacademy.ac.uk/resources/detail/disciplines/hsc/Social-Work-and-Social-Policy/A_critical_exploration_of_PAP_Finch

Finch, J., Schaub, J. & Dalrymple, R. (2013) Projective Identification and the Fear of Failing: Making Sense of Practice Educators’ Emotional Experiences of Failing Social Work Students in Practice Learning Settings, Journal of Social Work Practice,

Finch, J and Parker, J (2013) Editorial, Special Edition – Failing Students, Journal of Practice Teaching and Learning, Vol. 11 (3) p3-6

Finch, J. and Poletti, I. (2013) ‘It’s been hell.’ Italian and British Practice Educators’ Narratives of Working with Struggling or Failing Social Work Students in Practice Learning Settings, European Journal of Social Work, DOI:10.1080/13691457.2013.800026

Finch, J. and Taylor, I. (2013) The Emotional Experience of Assessing a Struggling or Failing Social Work Student in Practice Learning Settings, Special Edition – Field Education, Social Work Education, 32 (2) pp:244-258 DOI: 10.1080/02615479.2012.720250

Finch, J (2010) Finch) Can't fail, won't fail - why practice assessors find it difficult to fail social work students: a qualitative study of practice assessors' experiences of assessing marginal or failing social work students. Doctoral thesis, University of Sussex. Available free: http://sro.sussex.ac.uk/2370/

http://www.heacademy.ac.uk/resources/detail/disciplines/hsc/Social-Work-and-Social-Policy/A_critical_exploration_of_PAP_Finch

http://www.heacademy.ac.uk/resources/detail/disciplines/hsc/Social-Work-and-Social-Policy/A_critical_exploration_of_PAP_Finch

http://sro.sussex.ac.uk/2370/

W ORKING WITH S TUDENTS WHO ARE S TRUGGLING OR F AILING IN P RACTICE L EARNING S ETTINGS : P RACTICE...

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