Field Instruction: models of Supervision to Enhancing
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Transcript Field Instruction: models of Supervision to Enhancing
Field Instruction:
Models of Supervision to
Enhancing Student Learning
UCF School of Social Work
16 Hr. Field Instructor Training
Shellene Mazany, LCSW
Introduction
University of Central Florida (UCF)
School of Social Work
Counseling Center
Private non-profit
Field Instruction throughout career
UCF School of Social Work
BSW
MSW (Generalist & Advanced Standing)
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2
Key Points
1.
Overview of Roles within Field
2.
Perceived Benefits & Challenges of Being a
Field Instructor
3.
Supervisory Style
4.
Supervision Models and Intern Stages
5.
Tools for Successful Supervision of a Student
Intern
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Overview of Growth in Field Education - UCF
Number of BSW Students Entering Field 2009 - 2015
160
134
140
144
130
135
120
100
88
80
60
68
54
40
20
0
2009
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2010
2011
2012
2013
2014
2015
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Overview of Growth in Field Education - UCF
Number of MSW Students Entering Field 2009 - 2014
300
263
247
250
222
218
200
172
161
150
100
50
0
2009
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2010
2011
2012
2013
2014
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Field Placement Sites – BSW & MSW
PRACTICE AREA
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BSW
MSW
Aging
13
82
Substance Abuse
9
28
Child Welfare
17
16
Healthcare
11
58
Mental Health
5
51
Public Assistance
26
15
Schools
7
34
Military/VA
N/A
9
Corrections
3
Domestic Violence/Crisis
11
Family Services
26
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Ponder…
Social Work student
First internship/first agency supervisor
Memorable traits/qualities?
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Relevance Today
Being agency Field Instructor = based on personal experience
as a student
Perceived Benefits
Add to professional role
Learn from students; improve professional development
View as mentor to students
Gratifying – help a student develop and build self-confidence
Contribution to the social work profession; impact community
at large; improve services
Critical link between student achievement and success in field
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Relevance Today
Perceived Challenges
Student Professionalism/Work Ethic
Lack of commitment to (attendance issues, signs of “burn-out”
at start up)
Entitlement; bad attitude
Social media; absence of boundaries
Field readiness
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Relevance Today
Perceived Challenges for Agencies
High turnover of MSWs at field sites
Reduction in number of students agency can to take
Flooding market with students
Increased competition (other mental health counseling programs)
Diminishing resources; agency constraints
Agency Field Instructors unable to attend trainings/orientation
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Supervisor Styles
Self Reflection:
What do you enjoy about supervising interns? Not enjoy?
How would you describe your supervision style?
What special gifts do you bring to interns?
What were your first supervisory experiences like?
Think about personalizing your sessions…
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Supervisor Styles
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Supervision Models
1. Didactic
2. Experiential
3. Collaborative
4. Solution-Focused
5. Cognitive Behavioral
6. Eclectic
7. Task Oriented
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Supervision Models
Didactic
Provides information
a.
b.
c.
d.
Agency policies/procedures
Books & articles to read
Information about community resources
Suggest trainings
Can provide a framework for practice
“Structured” supervision
a.
b.
Limits student participation
Limits facilitation of student responsibility for learning
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Supervision Models
Experiential
Role Play
Direct Observation (of student or supervisor)
Video or Audio tape
Interactive activities
Examples:
a) Shadowing
b) Co-facilitator team meetings
c) Student self-critique
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Supervision Models
Collaborative
Conversational interaction
Models logical analysis of issues/concerns
Models exploration skills (i.e., asking student to explore why a particular skill or
intervention was used)
Links theory and practice
Identifies strengths and areas of improvement
Solution-Focused
Change oriented-action oriented
Future oriented – where change is created & negotiated
Emphasis on what works for intern
Interns have strengths, resources and solutions (unaware)
Supervisor is facilitator of change process
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Supervision Models
Cognitive/Behavioral
Focus on intern cognitions, self-talk and belief systems
Challenges misconceptions to aid in mastering skills and techniques
Supervisor considered “expert”
Gives little attention to emotional expressions
Supervisory Styles that hinder this model:
“How do you feel?” Supervisor (“Feelings are more important than conceptualizations.”)
“Mister Rogers” Supervisor (“It’s bad when someone’s feelings get hurt.”)
“Attila the Hun” Supervisor (“Don’t argue, I’m always right.”)
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Supervision Models
Eclectic
Incorporates multiple approaches
Wide array of choices from which to pursue
Intern can match intervention strategies with own individual personality
Allows intern to learn many different models of therapy
Task Oriented
Goal oriented; realistic and measurable
Focus on skill development
Client focused
Motivated for growth and change
Supervisor
Set supervision goals; develop supervision plan
Focus on assessment/intervention skills
Observe/monitor intern’s work; evaluate progress
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Stages of Student Intern
Interns move through series of stages that are
qualitatively different from each other
To optimize intern satisfaction and growth, each
stage requires a different supervisory environment
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Intern Stages of Development
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Stage 1: Dependent
Supervisor Role – Affective focus
Provide “grounding” for intern
Direct/Instruct
Tight Structure
Teach conceptual and intervention skills; empower intern to use skills
already learned
Greatest level of dependency; intern benefits from structure and
instruction
Need for support significant; confrontation will be minimal
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Stage 2: Skill Development
Supervisor Role – Cognitive Focus & Skill Development
Provides “holding” but loosening stance
Stimulates expansion of awareness and ideas
Supportive guide-facilitator role; encourage more independent thought
and action
Stage 2 - Less reliance on supervisor; lessened need for structure, direction
and instruction in supervision
Confrontation may be mildly to moderately used
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Stage 3: Independent & Insightful
Supervisor – Dependency Role
Supportive guide-collegial role
Increased focus on personal-professional issues
Direct focus on transference/countertransference, parallel process issues
Attainment of greater independence; focus on specific problem
areas
Support is present; confrontation can be frequent and useful
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Stage 4: Collegial
Supervisor – Support and Confrontation
Collaborative collegial consultant role
Challenges intern in theoretical issues and practice style
Offers alternative perspectives regarding specific cases
Challenges interns conceptual-intervention plans
Expect independent functioning; collegial-supportive
relationship
Confrontation is “easy”
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Distinctive Issues in Supervision
Confidentiality in supervision
Disclosure to clients
Professional standards and conduct
Appropriate self-disclosure
Organizational changes
Multicultural sensitivity
Generational differences
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Generational Differences
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Generational Differences
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Dorms/Residence Halls
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Dorms/Residence Halls
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Classrooms
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Classrooms
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Health & Wellness
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Health & Wellness
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Health & Wellness
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Health & Wellness
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Tools for Successful Supervision
Personalize your model
Recognize and appreciate differences – look for common
ground
Maintain self-awareness; withhold negative judgment
Develop working alliance – hold sacred the time allotted for
intern
Establish of roles and responsibilities/boundaries
Discuss expectations of student and of supervision
Find teachable moments
Initiate dialogue with student about client interactions
*Take things a step further (what would you like to do differently?)
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Tools for Successful Supervision
Provide feedback on performance
Clarify purpose of assignments
Encourage intern problem-solving
Make requests of interns to critique their own work
Make connections to classroom work
Provide variety of learning opportunities
Availability outside of designated supervision time
Early opportunities for client contact
Treat students like professionals; offer assistance and support
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Tools for Successful Supervision
Support provided by university
On campus orientations and trainings
Networking opportunities during trainings
→ Establishment of mentoring relationships – more experienced
agency Field Instructors with newer agency Field Instructors
On-site agency orientations
Agency site visits
Electronic distribution to and access of field documents
(Modules specific to student learning and core competencies)
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Tools for Successful Supervision
UCF School of Social Work Field Education Office
Website information:
Agency Resources
All Field Documents
Qualified Supervisor Listing
Upcoming Events/Employment Opportunities
News and updates of department
www.cohpa.ucf.edu
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Field Instruction: Models of Supervision to
Enhance Student Learning
Questions?
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Discussion topics
Myths and Benefits of Having a Student
1. What are some of the myths regarding having a social work student to
supervise?
2. What are the benefits of having a social work student to supervise?
3. What do you look forward to when you have a student to supervise?
4. What concerns do you have about supervising a social work student?
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