Examining Student-Field Instructor Problems in Practicum

Giddings, Martha M.; Vodde, Rich; Cleveland, Peggy

doi:10.1300/j001v22n02_12

Cited by 23 publications

(6 citation statements)

References 27 publications

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“…This actually is consistent with research, cited previously, that has found that supervisees are reluctant to discuss sensitive topics with their supervisor Pisani, 2005;Yourman, 2003). Research in trainee supervision specifically suggests that the evaluative role that the supervisor plays may prevent supervisees from being completely honest (Giddings et al, 2003;Power & Bogo, 2002). Field supervisors increasingly face time constraints and other agency obligations which may affect their willingness and ability to attend to complex issues like self-disclosure (Chapman et al, 2003).…”

Section: Impact Of Field Supervisionsupporting

confidence: 83%

“…There is evidence that trainees are reluctant to talk openly with their field supervisor because of the evaluative role she or he plays (Giddings, Vodde, & Cleveland, 2003;Power & Bogo, 2002). Furthermore, evidence drawn from the clinical supervision literature demonstrates that supervisees are reluctant to talk about sensitive issues in supervision (Ladany, Hill, Corbett, & Nutt, 1996;Pisani, 2005;Yourman, 2003).…”

Section: Rationale For Study and Research Questionsmentioning

confidence: 99%

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Students' Attitudes Towards and Engagement in Self-Disclosure: Implications for Supervision

Knight

2014

The Clinical Supervisor

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Social work students were surveyed to ascertain their attitudes toward and engagement in two types of self-disclosure (SD), transparency and self-involving. In general, trainees reported being prepared by their classroom education to engage in SD with clients. Students' use of self-disclosure was consistent with what has been found to be helpful to clients, even though they often were unsure of their actions. Of particular concern was the finding that students generally were not comfortable discussing SD with their field supervisor. Yet, the results suggest that the field supervisor plays an important role in encouraging students' appropriate use of selfdisclosure. Suggestions for how the supervisor can assist trainees in making informed decisions regarding self-disclosure in their work with clients are provided.

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Section: Impact Of Field Supervisionsupporting

confidence: 83%

Section: Rationale For Study and Research Questionsmentioning

confidence: 99%

Students' Attitudes Towards and Engagement in Self-Disclosure: Implications for Supervision

Knight

2014

The Clinical Supervisor

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“…Given the complexity of this form of learning, a sizable body of literature has developed on the range of techniques employed to support student learning during the practice placement learning (Abram et al, 2000;Ayala et al, 2012;Barron, 2007;Bogo, 2006;Chen & Fortune, 2017;Chui, 2009;Domakin, 2014;Fortune et al, 2001;Giddings et al, 2003;Kanno & Koeske, 2010;Knight, 1996;LaPorte & Sweifach, 2011;Maidment, 2000;Parker, 2007;Wilson et al, 2009). It appears that a broad array of field instruction practices can support learning, with a tendency to move away from the apprenticeship model, where students gained knowledge by observing, and being observed by an experienced practitioner.…”

Section: Literature Reviewmentioning

confidence: 99%

What makes a good placement? Findings of a social work student-to-student research study

Flanagan

Wilson

2018

Social Work Education

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Social work fieldwork placements are recognised as a key component of social work education. This article analyses the experiences of students who have completed one social 2 work placement and examines what they felt was most effective in aiding their learning. The innovative methodology used for the research enabled first year students to design an on-line survey which they administered to their second year student colleagues. As a result the first year students gained experience in designing and administering a piece of research, but also gained a greater understanding of what previous students have found assisted their learning on placement. This cross-sectional research surveyed accessed the 2014/15 cohort of year 1 and year 2 Masters in Social Work (MSW) students. It was conducted in two phases: in the first phase a year 1 student-staff team surveyed year 2 students who had just completed their placements, and in the second phase staff researchers surveyed both year 1 and year 2 students who had just completed their placements.Students reported how prepared they felt for placement and also who or what facilitated their learning on placement. Students' perception of the volume of learning on placement was strongly correlated with satisfaction. It is argued that being able to clearly identify types of interaction that enhance students' learning, leads to more positive outcomes for all involved in the placement experience.

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“…With regard to the process, significant scholarly attention has been given to the processes, problems, and issues in fieldwork and supervision (Munson,1993;Shulman, 1993;Kadushin and Harkness, 2002).Students problems or conflicts associated with the supervisor transaction were related to greater student distress in their fieldwork and this issues were discussed by many scholars (Barlow & Hall, 2003;Barlow et al, 2006;Giddings et al, 2003;Tepper, 2000).The review of literature has evidently revealed that students are usually motivated and ready to learn are in a safe, respectful environment and contribute in the process of learning (e.g. Shardlow & Doel, 1996;Bogo, 2010;Doel, Shardlow, & Johnson, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

A Situational Analysis Of Issues And Challenges Faced By Social Work Students During Their Field Placements In Karachi, Pakistan

Riaz

2017

PJASS

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Field work is viewed as the important pillar of Social Work profession. The aim of this study is to examine the issues and challenges faced by the Social Work Students during their Field Placement in different agency settings. This study articulates the teaching philosophy, conceptual framework, and fieldwork practices followed by Student of Social Work Department at Karachi University. Qualitative research design was employed in this study and purposive sampling strategy was used for data collection. The results of the study drawn that the main constraints stem from a lack of social work agency supervisors, lack of training for agency supervisors, the lack of a fieldwork curriculum and nonexistent or insufficient funding of fieldwork related activities.

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Examining Student-Field Instructor Problems in Practicum

Cited by 23 publications

References 27 publications

Students' Attitudes Towards and Engagement in Self-Disclosure: Implications for Supervision

Students' Attitudes Towards and Engagement in Self-Disclosure: Implications for Supervision

What makes a good placement? Findings of a social work student-to-student research study

A Situational Analysis Of Issues And Challenges Faced By Social Work Students During Their Field Placements In Karachi, Pakistan

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