Developing the Role of the Group Facilitator: Learning from Experience

Nuttman‐Shwartz, Orit; Shay, Sarit

doi:10.1002/9781119950882.ch12

Cited by 2 publications

(4 citation statements)

References 16 publications

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“…The educational function includes instilling knowledge, skills, and attitudes that are needed in practice, and the supportive function provides the psychological and interpersonal context that enables social workers to perform effectively in their job and derive satisfaction from what they do (Kadushin and Harkness, 2002). These three components must exist simultaneously but can be present to varying degrees, depending on the process and on the type of clients (Nuttman-Shwartz and Shay, 2011).…”

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confidence: 99%

A psycho-educational learning framework for international field work abroad

Ranz

2015

International Social Work

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International field work training has focused mainly on the importance of support systems and supervision. However, to the best of our knowledge, there is no detailed framework that specifies the components and strategies that should be included. To fill this gap, this article will explore the use of an experiential 3-week psycho-educational training seminar. Four main components were developed for the psycho-educational seminar on the basis of the approach to traditional field work practicum. In addition, five strategies were adopted to achieve these components. Practical guidelines are proposed for training social work students in international field work abroad.Field work training in social work combines theoretical instruction with professional training in the field. In this setting, students are expected to learn theories and skills, which they implement in their practical training. One of the challenges faced in this learning process is the need to reduce the gap between theoretical knowledge and practice in the field (Vayda and Bogo, 1991). Toward this end, learning spaces have been developed in some social work programs, where students study in small groups (about 10-18 participants), based on the reflective approach developed by Schon (1991). These are supportive settings in which the students process, identify, and assess their feelings and perceptions. They engage in critical examination of their experiences in the field in an attempt to understand the implications of those experiences (Segal-Engelchin et al., 2004). Based on this approach, additional models have been developed, which also emphasize teaching of the social aspect of social work and exploration of social problems (e.g. Nuttman-Shwartz and Hantman, 2003).In addition to the learning spaces provided in academic settings, students are supervised in their field work placements. Supervision has three main functions: administrative, educational, and

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confidence: 99%

A psycho-educational learning framework for international field work abroad

Ranz

2015

International Social Work

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“…The mutual learning model has been accepted and effectively applied toward social work training (Nuttman-Shwartz & Shay, 2011), and it was also the basis of the current learning model. The findings of this study show that this model enabled the students to learn through encounters with their peers, as well as through examination of processes and issues that concern social work students from the two target countries (Israel and India).…”

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confidence: 99%

“…The first stage of work focused on interpersonal encounters, which were based on work in small groups and development of interpersonal relationships. The second stage of collaborative work was based on cognitive tasks, which followed the model of study groups (Ettin, 1999;Nuttman-Shwartz & Shay, 2011).…”

Section: Methodsmentioning

confidence: 99%

“…In these meetings the students had an opportunity to familiarize themselves with the prevailing social problems and structure of social work in Israel and India, with emphasis on the local culture, politics, and traditions. The content of the program was designed jointly by the host school and the visiting school, and it was based on accepted processes of educational and group development in social work (Nuttman-Shwartz & Shay, 2011).…”

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confidence: 99%

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International Encounters: Experiences of Visitors and Hosts in a Cross-Cultural Program

Ranz¹,

Nuttman‐Shwartz

Thachil

2015

Journal of Social Work Education

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The present study aimed to gain further insights into how visiting international social work students and their hosts from different cultures learn about each others' social services, culture, and personal values. Six Israeli students and 8 Indian students have written narratives and reflections on their experiences in the international encounter during the fieldwork exchange program. Content analysis of the students' papers revealed a learning process that students go through, through which paternalistic attitudes move in the direction of cultural sensitivity that leads to cultural relativism, and then moves back again. Through this process, the students acquire the knowledge and skills they need for implementing international social work in line with social work values and declaration.

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Developing the Role of the Group Facilitator: Learning from Experience

Cited by 2 publications

References 16 publications

A psycho-educational learning framework for international field work abroad

A psycho-educational learning framework for international field work abroad

International Encounters: Experiences of Visitors and Hosts in a Cross-Cultural Program

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