supe rvisors in fie ld e duc a tion Ine s Zuc howski PhD stude nt - - PowerPoint PPT Presentation
2013 AASWWE symposium F oc using on profe ssiona l g rowth; the e xpe rie nc e s of e xte rna l soc ia l work supe rvisors in fie ld e duc a tion Ine s Zuc howski PhD stude nt in Soc ial Work Focusing on professional growth; external social
Ine s Zuc howski PhD stude nt in Soc ial Work
Focusing on professional growth; external social work supervisors in field education
Focusing on professional growth; external social work supervisors in field education
Explorative Qualitative research. Subset of data Research question: ‘What are the
Focusing on professional growth; external social work supervisors in field education
De fining mo me nt (Ho mo no ff, 2008), Co mple x Se nse o f se lf(L
a m, Wo ng , & L e ung , 2005)
Unsa fe (Ga ir & T
ho ma s, 2008),
L
e a rning a nd stre ss(Ma idme nt, 2006).
Auto no my a nd pro fe ssio na l g ro wth F
ie ld e duc a to rs= re spe c tful, c o mmunic a tio n, a va ila b le , o b se rva tio n(Ba rre tti, 2007)
Wo rklo a d issue s impa c t(Chinne ry & Be ddo e ,
2011).
Focusing on professional growth; external social work supervisors in field education
De -pro fe ssio na lisa tio n o f so c ia l wo rk(He a ly, 2004;
Mo rle y & Dunsta n, 2013),
he a vy wo rklo a ds/ e xtra re spo nsib ilitie s o f fie ld
e duc a to rs (Mo ria rty e t a l., 2009),
le ss wo rke r a uto no my (Che no we th, 2012) limit a b ility to suppo rt stude nts (Ba rto n, Be ll, &
Bo wle s, 2005). Cha ng ing fie ld + diffic ultie s to pla c e stude nts with
Focusing on professional growth; external social work supervisors in field education
Appre ntic e ship type mo de l(Ca mille ri, 2001) L
imite d pla c e me nts with so c ia l wo rk pro fe ssio na l o n-site (Ba rto n, e t a l., 2005).
re q uire e ffe c tive tria d re la tio nships (Ab ra m, Ha rtung , &
We rne t, 2000) g o o d ma tc hing pro c e sse s a nd ro le c la rific a tio ns (Zuc ho wski, 2013), c o lla b o ra tio n a nd pla nning b e twe e n supe rviso rs (Zuc ho wski, 2013b ), a nd e xtra suppo rts, tra ining a nd re c o g nitio n fo r the ta sk supe rviso rs (He nde rso n, 2010)
Pla c e me nt with e xte rna l supe rvisio n c a n o pe n up ne w
fie ld o f pra c tic e (Zuc ho wski, 2011), pro vide a b ro a d ra ng e o f e xpe rie nc e s in e me rg ing c o mmunity
e mplo ya b le a nd fle xib le g ra dua te s (Pla th, 2003).
Focusing on professional growth; external social work supervisors in field education
se e n a s a la st re so rt (Ab ra m, e t a l., 2000) stude nts, ma y b e mo re sa tisfie d in pla c e me nts
with inte rna l supe rvisio n (Cle a k & Smith, 2012)
I
nte rna lly vs e xte rna lly supe rvisio n o r o the r issue s?
L
e a rning ? Suppo rts? Pre pa ra tio n? Me ssa g e s? (Zuc ho wski, 2013).
Cha lle ng e s: so c ia l wo rk ro le s, va luing ta sk supe rviso r, fo ur wa y
pro c e ss o f a sse ssme nt a nd re po rting (Pla th, 2003).
Co nte xt (Henderson, 2010, Zuchowski, 2013b).
Focusing on professional growth; external social work supervisors in field education
Impo rta nt: pro fe ssio na l g ro wth(AASW,
No t po litic a lly inno c e nt (Ad a mso n, 2012) Co mpa tib ility (Ornste in & Mo se s, 2010) Qua lity o f re la tio nship= suc c e ss o f
T hus, in pla c e me nts with e xte rna l supe rvisio n:
Focusing on professional growth; external social work supervisors in field education
Sa mple
Purpo sive Sa mpling E
lig ib ility Crite ria : So c ia l Wo rk stude nts, fie ld e duc a to rs, ta sk supe rviso rs a nd lia iso n pe rso ns tha t ha ve b e e n invo lve d in so c ia l wo rk fie ld pla c e me nts with e xte rna l so c ia l wo rk supe rvisio n.
32 pa rtic ipa nts Ra ng e o f Austra lia n unive rsitie s
Qld, ACT
, WA, Vic a nd SA
F
e xte rna l supe rvisors
15 pa rtic ipa nts
Focusing on professional growth; external social work supervisors in field education
Name (1) Ye ars of E xpe rie nc e sinc e graduating as a Soc ial Worke r Numbe r of oc c asions provide d Inte rnal soc ial work supe rvision Numbe r of time s provide d e xte rnal soc ial work supe rvision
Pa ul 40 ma ny ma ny Wa yne 35 ma ny ma ny Ro b e rt 31 ma ny ma ny Ge o rg in a 30 ma ny ma ny Anna 30 20 a fe w Ma tthe w 28 ma ny multiple Ra lph 28 se ve ra l 1 Brid g e t 20 ma ny 3-4 Ma ria 20 ma ny ma ny I
20 so me ma ny Chlo e 15 1 1 Be lind a 13 16 multiple K a re n 10 Ma ny c o uple She lly 10 nil a fe w T a nya 5 nil c o uple
Table 1: Participants: Years Working in the Human Services Field and Number of occasions participant has provided supervision to social work student, internally and externally. (1) Pseudonyms have been used throughout the presentation
Focusing on professional growth; external social work supervisors in field education
Qua lita tive Re se a rc h: se mi-struc ture d inte rvie ws
6 fa c e -to fa c e , 9 pho ne inte rvie ws E
xplo ra tive inte rvie w
F
ie ld e duc a tio n with e xte rna l supe rvisio n
10 fe ma le a nd 5 ma le pa rtic ipa nts
Da ta a na lysis
T
a pe d, tra nsc rib e d
T
he me s a nd sub the me s ide ntifie d
Nvivo Curre nt re fle c tio n o n inte rim a na lysis
Qua lita tive Re se a rc h
Sub je c tive e xpe rie nc e s, se lf-se le c tio n a nd se lf-
re po rting
One a spe c t o f a ra ng e o f e xpe rie nc e s I
nside r po sitio ning o f re se a rc he r
Focusing on professional growth; external social work supervisors in field education
Se pa ra te Pre se nta tio n: Co nte xtua l
Oppor
Challe nge s Re lationships and Spac e Supe r
Focusing on professional growth; external social work supervisors in field education
Gro wth fo r stud e nts
Ope n re fle c tio ns Se pa ra te spa c e
Be c ause I do think that the r e is a r e al be ne fit to having so me bo dy c o mple te ly o utside , with the pe r c e ptio n o f impar tiality, whic h is r e ally go o d fo r the stude nt. She lly
F
supe rvisio n a c tua lly ha ppe ning
Because my feeling is that the students that are getting external supervision are generally getting at least more consistent supervision when they get it and are better supported on placement and I think that says more about the changing of the sector than it does about whether or not social workers on site give supervision. Iona
Focusing on professional growth; external social work supervisors in field education
Gro wth fo r fie ld a nd pa rtic ipa nts
Mo de lling supe rvisio n Gro wing fie ld
it is a go o d o ppo r tunity to put the fo c us o f what skills a c o mpe te nt so c ial wo r ke r has bac k into that wo r k plac e , and also fo r
gr ass r
de ve lo pe d o ut o f a go o d ide a to again sho w the skills that so c ial wo r k c an c o ntr ibute . Ro b e rt
Pro fe ssio na l g ro wth L
yo u ar e le ar ning all the time . T hat’s why I still e njo y at 70 supe r visio n, be c ause yo u ar e always le ar ning fr
stude nt, … it ke e ps yo ur blo o dy mind ac tive Ma tthe w whe n I to o k o n my fir st stude nt fo r e xte r nal supe r visio n, ..., and I r e ally wante d to maintain my c o nne c tio ns with the pr
Focusing on professional growth; external social work supervisors in field education
No visua l o b se rva tio n
c o nte xt (Zuc ho wski 2013 b )
Busyne ss o f ta sk supe rviso rs Und e rsta nd ing o f so c ia l wo rk Hie ra rc hy in o rg a nisa tio n The nature of the changes in the non-Government sector, which is most where students are having external supervision, has increasingly placed the sector and the staff under enormous pressure and so there is less time for students Chloe students have to manage senior people who do not have an understanding of social work... the task supervisor who knows their agency well, but may not understand or appreciate what social work does particularly in that
Focusing on professional growth; external social work supervisors in field education
Ge tting two d iffe re nt o pinio ns ‘… there was miscommunication happening and that put the student in an awkward position because they were getting different messages from their task supervisor and my expectations of what was happening , wasn’t actually happening’. Karen …you have got two opinions, the answer is yours, but they all wanting us to be really concrete. 'Robert Be ing pla ye d o ff I think if you don’t provide that private space I have seen it happen that the student plays one against the other... I have seen supervisors actually fall out and if they have had the
have happened. Shelly
Focusing on professional growth; external social work supervisors in field education
Impo rta nt
So it’s abo ut having the se r e latio nships and c o nve r satio ns happe n and we ar e walking c lo se ly, yo u kno w, no t r ight be side e ac h o the r , but we ar e no t go ing c o mple te ly in diffe r e nt dir e c tio ns. K
a re n
Build e r o f ind ivid ua l re la tio nships
So I always c o ntac t fir st o ff and I just say hi and I am, yo u kno w, it wo uld be go o d and me e t, to have a c hat , to ge t to kno w e ac h o the r Matthe w
Me e ting s, Priva te Spa c e a nd
And I may have said like… in my role as a professional supervisor, I just want to really concentrate on the critical reflective practice, and around social work values, I may have said that to alleviate [name of task supervisor]’s fears, like the task supervisor’s fears, maybe. Tanya
Focusing on professional growth; external social work supervisors in field education
I think it wo uld b e b e ne fic ial fo r the m, I think e ve ntually yo u wo uld have the stude nt and the liaiso n pe rso n invo lve d as we ll, b ut, ve ry e arly o n, … just to have that
disc ussio n and to kno w what pe r spe c tive the y are b o th
c o ming fro m as we ll. Be c ause I think if yo u are an e xte rnal supe rviso r yo u c o uld g ive b e g iving so me g uidanc e to stude nts, mayb e ab o ut so me thing the y c o uld b e do ing in the wo rk plac e , b ut If yo u ar
e no t having a disc ussio n with the task supe r viso r abo ut the applic ability o f that, the n it go all pe ar shape d Bridg e t
I think b o th, the re ne e ds to b e the o ppo rtunity fo r a
pr ivate …spac e to kind o f fo r m a te am appr
the n invo lve the stude nt and have tho se ho ne st o r ro b ust disc ussio ns… o r diffic ult disc ussio ns if the y are ne c e ssary, She lly
Focusing on professional growth; external social work supervisors in field education
T
‘….tr
aining, c o ac hing, liste ning, its lar ge ly fac ilitating, it’s pr
psyc ho lo gic al gr
within a disc ipline ’. Ra lph
Pro g re ss pra c tic e fra me wo rks
What yo u ar e atte mpting to do is to give , yo u want that pe r so n to de ve lo p as bo ld pr
so nally, so that as the y c an be a, an e ffe c tive pr ac titio ne r .
Ma tthe w
L
e doing e ve r y da y a nd how the y a r e g oing a bout it a nd putting fr a me wor ks a r
he lping the m to g e t e nc our a g e d a nd the m putting the ir
a me wor ks a r
doing , wha t a m I le a r ning out of this, wha t the or e tic a l, wha t I ha ve le a r ne d in the c la ssr
a nsla ting into the fa c e to fa c e c onta c t with the c lie nt Ge o rg ina
Focusing on professional growth; external social work supervisors in field education
So c ia l Wo rk Co mpo ne nt
F
It is just an o ppo r tunity to say, we ll lo o k as a so c ial wo r ke r this is the fe e dbac k ,… just r e lating it bac k to so c ial wo r k kno wle dge , whic h pe o ple fr
disc ipline s c an’t do . … and it is no t that this [pr ac tic e by no n- so c ial wo r ke r s] is a bad way, but it is just what we ne e d to do is highlight, we ll, what is the so c ial wo r k c o ntr ibutio n to this? And ho w is it diffe r e nt fr
e ge tting fr
supe r viso r ? Ma r ia
T
a sk Supe rviso rs: pa rtic ipa tio n in a sse ssme nt, o b se rva tio n
T he two task supe r viso r s ar e the mo st e xpe r ie nc e d c o mmunity wo r ke r s ar
e , so who am I afte r fo ur , five ye ar s to take a mo r e le ad in that? L ike I like to think that this is disr e spe c tful. T hat’s what the y do . T hat’s what the ir e xpe r ie nc e is. T hat’s why we have plac e me nts in tho se o r ganisatio ns, be c ause that’s what the y br
a nya
Focusing on professional growth; external social work supervisors in field education
Space, time and
Busyness of task
Cost shift?
Differing messages
Relationships, space and time
Focus on professional formation and growth of student
Lack of social work context otherwise Fitting AASW expectations
Focusing on professional growth; external social work supervisors in field education
Focusing on professional growth; external social work supervisors in field education
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