2 University of Illinois at Urbana-Champaign School of Social Work Field Education Program Field Instructor Training
3 Work Expectations Roles & Responsibilities of Supervisors What to Cover in the Initial Supervision Meeting(s) Stages of the Internship: The Role of the Field Instructor Considerations in Providing Culturally Competent Supervision Effective Supervision: Integrating Theory & Practice MODULE 4: FIELD EDUCATION SUPERVISION
4 Supervision During the Internship CSWE requires that BSW and MSW students receive at least an hour per week of social work supervision during the internship. This requirement is in place to ensure that students come to understand how the work they are involved in fits into the context of the values and principles of the field of social work. BSW Supervision Requirements BSW students must be supervised by someone who possesses a BSW or has a Bachelor s Degree or higher in a related field, such as psychology, counseling or human services. While it is preferable that BSW supervision be offered at the internship site, if it is not available the Field Education Office can assist. MSW Supervision Requirements MSW students must be supervised by someone who possesses an MSW Degree, or a Master s Degree in a related field such as psychology, counseling, etc. While it is preferable that MSW supervision be offered at the internship site, if it is not available the Field Education Office can assist. School students must be supervised by a SSW with the School Support Personnel Endorsement in SSW on PEL (formerly known as Type 73). Please note - if the student is receiving supervision through the Field Education Office, this supervision will be provided during the work day, typically via phone or computer. We ask that students be allowed the flexibility, time and resources to participate in this requirement.
5 Supervision Requirements (cont.) Students who receive BSW or MSW supervision through the Field Office will be expected to receive day-to-day supervision by another identified person at the internship site who meets the educational requirements, as previously discussed. This person will teach/mentor the student on a daily basis. Students are sometimes assigned to both a BSW/MSW supervisor and a day-to-day supervisor at the internship site. When this occurs, it s critical that roles and responsibilities be clarified. The following information will assist with this clarification.
6 Day-to-Day Supervision and BSW/MSW Supervision Roles and Responsibilities Day to Day Supervisor: Identify tasks, activities, and assignments that relate to the learning objectives. Supervise, monitor and evaluate the student s performance on tasks and assignments. Assist the student in understanding the structure, mission, goals and services of the agency. Assist the student in learning the agency s policies and procedures. Identify and provided resources within the agency to assist student in completing the requirements of the internship. Assist the student in developing skills in assessment, documentation, referral, counseling, group facilitation, and other relevant areas. Assist the student in understanding the different professional approaches to problem solving. Assist the student in understanding the culture and political structure of the agency, professional relationships with colleagues and staff. Provide informal/formal supervision throughout the internship.
7 Day-to-Day Supervision and BSW/MSW Supervision Roles and Responsibilities BSW/MSW Supervisor: Assist the student in identifying the difference between the social work perspective and other professionals in the delivery of services. Assist the student in developing a social work professional identity Model, discuss and identify a social work approach to the tasks identified by the agency s supervisor, such as person-inenvironment perspective, learning to start where the client is, empowerment, etc. Assist the student in understanding the NASW Code of Ethics. Assist the student in identifying ethical dilemmas and process those issues using social work values and ethics. Assist the student in integrating theories and concepts learned in the classroom into the practice tasks identified by the site supervisor. Provide one hour of supervision per week and be available at other times via phone, , etc. to assist social work related issues and concerns. Evaluate the student s progress in the socialization to the profession of social work. Both Day-to-Day and BSW/MSW Supervisor : Both provide supervision on an ongoing basis, feedback to the student to facilitate the learning process, written and oral evaluation of student progress, and input on the student s grade for the practicum. Both participate in the scheduled formal evaluations. Both hold the student accountable for professional behavior and document and report to the Field Liaison any issues, concerns, or inappropriate behavior demonstrated by the student. The learning experience for the student is paramount; therefore, it is critical that the supervisors work collaboratively. If the content of supervision is outside the role or responsibility of that supervisor, then the other supervisor should be contacted to discuss the appropriate way to proceed with the student.
8 Internship Work Expectations Work expectations for student interns are different from an employee We expect employees to come to us with a certain set of knowledge, skills, and abilities. We cannot make this assumption with student interns. Never assume the student will understand or know what to do, how to act, or how to handle a specific situation. We should expect students to be willing to learn. We should be prepared to help them acquire and build on knowledge and skills that lead to becoming a professional.
9 What to cover in the Initial supervision meeting(s): Professional Etiquette Professional etiquette involves such issues as dress and grooming, attendance, behavior and attitude, use of time, quality of work, adherence to the NASW Code of Ethics, and identity with social work as a profession. Make sure the student intern is aware of how you would like for them to conduct themselves when interacting with you, other agency personnel, clients, and agency collaterals. Discuss agency standards for information security and confidentiality, including all policies and procedures for all technologies used by the agency. Discuss use of social media including any policies related to personal use of technology at the site, client confidentiality and privacy, and accountability for student s own social media presence Inform students of any unwritten rules that apply at your agency. Give the student immediate constructive feedback if they say or do something that is inappropriate. Failure to provide immediate feedback and clear expectations may result in continued difficulties for the student and the field instructor and may result in undue harm to a client. For example, if a student is dressed inappropriately during counseling sessions with a client, that should be addressed with the student by the field instructor immediately with clearly stated expectations for the student to follow. Arrange for training on any technologies used for client services
10 What to cover in the Initial supervision meeting(s): Time Management--Students should be informed of the expectations related to time management. The field instructor sets the work schedule including arrival and leaving time, duration of lunch and breaks, and scheduled time off. Dress Code--Students should be informed of the agency dress code policy expectations during their interview and orientation to the agency. If the dress code is casual (identify what casual means) at the agency, students should be informed of when they are expected to dress in business attire, for example: meetings outside of the agency, court attendance, etc. Telephone Protocol--Field Instructors or an agency representative should train students on proper telephone protocol for the agency. This should include proper greeting when answering the phone, when and how to take messages, and rules regarding personal telephone use. Use of Shared Space--If the student is sharing office space with the field instructor, another employee, or student intern, guidelines should be established to avoid conflicts over office supplies, office equipment, and use of space for client meetings. For example, if clients will be seen in the shared space a schedule may need to be developed to avoid violation of client s confidentiality. Use of Agency Supplies--Student should be made aware of guidelines regarding use of agency supplies.
11 Stages of the Internship: Role of the Field Instructor Students typically go through developmental stages*as they progress through the internship. These stages are shared with the students and they are encouraged to reflect on them as part of a Journal assignment in the Field Seminar Course. We strongly encourage you to have ongoing conversations with your student as to what stage they feel they are in, and assist them with identifying ways in which to move forward. The following information will provide you with additional information regarding the stages and suggestions for your role as the Field Instructor.
12 Developmental Stages on an Internship* Stages Description Field Instructor Role Common Feeling and Questions students may be asking themselves: - Review and discuss Internship Checklist - Anxiety - Clarify student responsibilities with - Excitement student and staff 1. Anticipation - The what if stage - Give the student immediate constructive feedback if they say or do something that - Can I really do this? is inappropriate - How will I juggle my life with my internship? - Share unwritten rules within the agency - Provide positive feedback in an effort to begin to develop self confidence - Be open to discussing student fears - Complete the learning plan * The Successful Internship: Transformation and Empowerment in Experiential Learning; H.F. Sweitzer, & M.A. King: Second Edition, Brooks/Cole, Belmont, CA.
13 Developmental Stages on an Internship* Stages Description Field Instructor Role 2. Disillusionment - May feel some disappointment in the internship AKA the honeymoon is over - Difference between student expectation and reality becomes more apparent - Unexpected issues may arise - Student may be challenged by relationships or policies and procedures in the agency - Consistently meet for supervision and address issues as they arise - Recognize this is an important part of the internship: not a reflection of your agency or your skills as a supervisor - Listen and help student gain perspective on the situation, taking care not to engage in a therapeutic relationship - Challenge and encourage student to learn from experiences - Discuss ethical implications of the experiences * The Successful Internship: Transformation and Empowerment in Experiential Learning; H.F. Sweitzer, & M.A. King: Second Edition, Brooks/Cole, Belmont, CA.
14 Developmental Stages on an Internship Stages Description Field Instructor Role Offers opportunity for growth: personally & professionally - Same as suggestions for the disillusionment stage 3. Confrontation -Understand the mismatch between perception and reality -Clarify what the concerns are & how to address them -Reassess goals, expectations & support systems - Support student as they address concerns - Role model appropriate behavior for confronting issues professionally - Address inappropriate or unprofessional behaviors ASAP - If student displays inappropriate or unprofessional behavior consistently, inform Faculty Liaison * The Successful Internship: Transformation and Empowerment in Experiential Learning; H.F. Sweitzer, & M.A. King: Second Edition, Brooks/Cole, Belmont, CA.
15 Developmental Stages on an Internship Stages Description Field Instructor Role Confidence begins to grow 4. Competence - Begins seeing self as less of a student - Begins to take on challenges independently - Increased confidence & comfort making decisions - Acknowledge growth to increase confidence - Begin to treat student as more of a professional - Allow students room for decision making skills to be put to use while providing guidance & support as needed * The Successful Internship: Transformation and Empowerment in Experiential Learning; H.F. Sweitzer, & M.A. King: Second Edition, Brooks/Cole, Belmont, CA.
16 Developmental Stages on an Internship Stages Description Field Instructor Role 5.Culmination Occurs as internship is nearing the end - Termination with clients begins - Begin to think about what is next - May have fear, anxiety or sadness over things not accomplished - Sadness about leaving the site - Make plan for termination of clients with student - Help student understand the implications of termination as a client and as a clinician - Offer to assist student with networking/ Recommendations - Review learning plan and progress made - Plan a goodbye activity with student and/or staff * The Successful Internship: Transformation and Empowerment in Experiential Learning; H.F. Sweitzer, & M.A. King: Second Edition, Brooks/Cole, Belmont, CA.
17 Considerations in Providing Culturally Competent Supervision Share your knowledge and understanding about the culture of the client populations your agency serves Guide your student in the use of appropriate techniques, methodical approaches and skills and understand the role of culture in the helping process If your student is from a different cultural background than your own, develop knowledge about that culture as it relates to social work practice
18 In field education, the focus turns from the acquisition of knowledge to the application of knowledge. INTEGRATING THEORY AND PRACTICE
19 Integrating Theory & Practice Field Education provides the student with the opportunity to integrate the knowledge they learned in their coursework with the hands-on learning they will experience in the internship. It is through this integration of theory into practice where students develop their skills. The Field Instructor plays a critical role in helping students see how social work knowledge, values, and skills are used within the work in which they are involved. By the completion of the internship, students should understand how to apply these elements in their practice. Students often don t critically analyze their actions. When one task is completed they move on to the next task. They must be prompted to make the connections between the tasks and the reasons behind the tasks. The process of making connections is the process of integrating theory and practice. It is the role of the field instructor to assist the student in making these connections. For every client interaction, students should be given opportunities to understand the social work skills that were necessary during the interaction, the social work knowledge that informed these actions, and the social work values that influenced the interaction. (CSWE, 2003). The following information will provide you with ideas for assisting students with integrating their knowledge, skills and values in the learning environment of the internship.
20 Integrating Theory & Practice Examples of Knowledge, Values and Skills SOCIAL WORK KNOWLEDGE Diversity Populations-at-Risk and Social and Economic Justice Human Behavior and the Social Environment Social Work Practice and Interventions Research SOCIAL WORK VALUES Service Social Justice Dignity and Worth of the Person Importance of Human Relationships Integrity Competence Social Work Skills Attending Building Rapport Clarifying Paraphrasing Reflecting Feelings Summarizing Stating Where the Client Is Probing Focusing Verbal Following Empathic Communication Confrontation Establishing Goals Identifying Tasks Contracting Educating Reframing Reviewing and Evaluating Terminating Skills
21 Ongoing Integration Model The Ongoing Integration Model involves processing the following questions with students: What was the purpose of the work involved? What were the knowledge, values, and skills used in the situation? How were these elements used and why were they necessary for effective practice? How can your use of these knowledge, values, and skills be improved in the future? (CSWE, 2003)
22 Field Instructor Teaching Style and Student Learning Style Various Teaching Tools Characteristics of Adult Learners MODULE 5: TEACHING & LEARNING STYLES
23 Teaching/Learning Style "Tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand." Confucius, circa 450 BC Teaching approaches are based on what we think we need in order to learn, therefore your approach to your student may be based on your learning style. Learning style describes a student in terms of those educational conditions under which he or she is most likely to learn (Hunt, 1987).
24 Teaching/Learning Style It is essential for the practicum to offer learning choices and design opportunities to assist the student in active learning. Prior to the student s arrival examine the various kinds of learning experiences available in the setting that would help the student achieve their objectives Identification of Preferred Learning Styles occurs through reflecting on past experiences and recalling what was effective and what was not effective. It is important to work with students to identify what they know about their own learning styles. Knowledge of learning styles can help you and your student construct the best possible educational environment. You may begin the internship with an authority-oriented, formal and teacherdirected approach and end with the student engaged in a self-directed, experiential, problem-solving approach.
25 Teaching/Learning Style Various Teaching Tools: The following are various tools that can be utilized to teach students with different learning styles: Read/Research- thorough reading and understanding of the literature Observe/shadow field instructor and other agency personnel Meet and Interview other agency personnel Discussions with field-instructor on a daily/weekly basis about observations, activities, clients and other areas Role-Play with field instructor Journaling This is a requirement of the MSW Field Seminar Course Simulated Experiences Recording: process, summary, audio/video of client interventions Verbal presentations of newly acquired information or client cases at agency staffings Collaborate with field instructor, other interns, other agency personnel Co-facilitate groups with field instructor, other interns, other agency personnel
26 Characteristics of Adult Learners BSW and MSW students who are completing their internships have varying backgrounds and life experience. It s imperative to gain an understanding of the skills, knowledge and experience your intern brings in order to assess where they fall on the continuum of adult learning. Social Work students are adults with varying degrees of life experience They learn differently from children and adolescents. Adults learn by doing Adults tend to be active learners who enjoy task oriented activities with visible results. Start with the simple and gradually increase to more complex situations and experiences. Student s sense of mastery over a relatively small arena will give them confidence to apply their skills to broader horizons. Some adults have some un-learning to do This is particularly true of adults who have work experience who have been trained or socialized to a certain approach or way of operating in the work environment.
27 Characteristics of Adult Learners Adults who have significant life experience are usually rather independent Adult learners, after orientation and training, are usually capable of working on their own. They are also more likely to experience transference and counter transference during their field practicum. Adults need to participate in structuring their learning experiences Field instructors must structure learning experiences with input from the student to insure the learning experience meets the learning needs of the student and expectations are clear to all parties involved. Adult learners often harbor seemingly unwarranted insecurities Some adults who return to school experience anxiety related to their knowledge and skill level. Many of them feel inadequate or unprepared to re-enter the workforce or to enter the social work profession. Most learners acquire new skills by first copying others or following instructions blindly. Totally new skills often are learned initially by rote.
28 Characteristics of Adult Learners Students are impacted by life circumstances such as parenting, maintaining employment, and family issues that continue to demand their time and attention despite the fact that they are also full-time students. Erratic or unexplainable student behavior may be the result of issues unrelated to the internship. Any concerns should be addressed with the student immediately and a plan formulated to support the student in resolving the issue(s) to prevent further impact on the internship experience. The field education liaison should be contacted to help mediate the situation if a student s personal circumstances are interfering with the learning process during the internship. This is a link to an article that provides information regarding millennials in Field Education which you may find very helpful:
29 You have completed Module 4 and Module 5 of the Training Click here proceed to Module 6 and Module 7 of the training Module 6 and Module 7/
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MSC 350, 2500 University Drive NW Calgary, AB, T2N 1N4 Phone: (403) 220-5997; Fax: (403) 282-8992 www.ucalgary.ca/gsa Graduate Students Association Mentorship Program Program Information and Mentor Handbook
VCU 1 SOCIAL WORK, MASTER OF (M.S.W.) WITH A CONCENTRATION IN CLINICAL PRACTICE Program accreditation Council on Social Work Education Program goal The VCU School of Social Work offers a graduate professional