Process Recording in Supervision of Students Learning to Practice with Children

Mullin, Walter J.; Canning, James

doi:10.1300/j067v27n03_11

Cited by 5 publications

(4 citation statements)

References 12 publications

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“…This lea i g f o e pe ie e approach could enable students to identify constituents of effective communication and relate them to the theoretical context before subjecting them to further experimentation in placement. Methods with some measure of success in achieving this include tutor-led reflective seminars, fieldwork supervision and feedback on observed practice, which are explicitly underpinned by theory and research (Pope, 2002;Horwath and Thurlow, 2004;Mullin and Canning, 2007).…”

Section: The Role Of Social Work Educationmentioning

confidence: 99%

Becoming Effective Communicators with Children: Developing Practitioner Capability through Social Work Education

Lefevre¹

2013

British Journal of Social Work

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Article (Accepted Version) http://sro.sussex.ac.uk Lefevre, Michelle (2015) Becoming effective communicators with children: developing practitioner capability through social work education. British Journal of Social Work, 45 (1). pp. This version is available from Sussex Research Online: http://sro.sussex.ac.uk/41798/ This document is made available in accordance with publisher policies and may differ from the published version or from the version of record. If you wish to cite this item you are advised to consult the publisher's version. Please see the URL above for details on accessing the published version. Copyright and reuse:Sussex Research Online is a digital repository of the research output of the University.Copyright and all moral rights to the version of the paper presented here belong to the individual author(s) and/or other copyright owners. To the extent reasonable and practicable, the material made available in SRO has been checked for eligibility before being made available.Copies of full text items generally can be reproduced, displayed or performed and given to third parties in any format or medium for personal research or study, educational, or not-for-profit purposes without prior permission or charge, provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way. AbstractSocial workers employed within statutory settings in countries such as the UK are subject to legal and policy requirements to communicate directly and effectively with children and young people. Qualifying social work education is expected to prepare students so that they can practice competently. However, in England at least, practice and education are both falling short. While active attention is now being given to ways of facilitating improvements in practice, almost nothing is known about how qualifying courses might best promote student learning. This paper reports some of the findings from a UK-based empirical study into factors and processes which support students in developing the self-efficacy and applied understanding they need to undertake effective direct work with children. A superficial focus o the doi g of o u i atio te h i ues a d skills appears to be inadequate: courses must additionally provide a range of experiential, participatory, didactic and critically reflective learning opportunities which can enable deep learning of the underpinning knowledges, ethical commitments and personal qualities also needed. A model is presented of an integrated and coherent learning sequence which could be used by programmes to ensure students develop the necessary generic, childcentred and applied child-specialist capabilities in communication with children. KeywordsChildren, communication, direct work, skills, social work education, use of self 2 IntroductionEnshrined in Articles a d of the UN Co e tio o the 'ights of the Child, hild e s right to participation in matters which concern them should no l...

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Section: The Role Of Social Work Educationmentioning

confidence: 99%

Becoming Effective Communicators with Children: Developing Practitioner Capability through Social Work Education

Lefevre¹

2013

British Journal of Social Work

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“…The fourth element of process recording comprises comments or questions from the instructor. These might identify additional relevant areas for consideration; offer other queries or insights salient to the learner's understanding; or provide positive feedback (Mullin and Canning, 2007;Wilson, 1980). Given the vulnerability that learners might experience in documenting their own actions, feelings and reflections, it is of paramount importance for the instructor to convey respect and understanding (Fox and Gutheil, 2000).…”

Section: Process Recording As a Pedagogical Toolmentioning

confidence: 99%

“…However, investments of time can be meaningful when process recording is aimed at enhancing skills in particular areas, and gratifying for both teacher and student if the recording has desirable learning outcomes (Walsh, 2002). Second, although learners are instructed to report observable words and actions as accurately as possible, process records are reconstructions of events and therefore, not necessarily fully accurate or complete (Clarke, 1998;Graybeal and Ruff, 1995;Mullin and Canning, 2007). At times, learners might wish to appear more skilled than they actually are.…”

Section: Potential Challenges and Benefits Of Process Recordingmentioning

confidence: 99%

Exploring process recording in behavioural ethics education

Simola

2019

JARHE

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Purpose The purpose of this paper is to introduce, illustrate and explore the use of process recording as a pedagogical tool in behavioural ethics education. Design/methodology/approach An overview of the nature and components of process recording as a pedagogical tool is provided. Potential challenges and benefits associated with its use are described. The particular relevance of process recording for behavioural ethics education is highlighted. Illustrative examples of ethics-related process records are discussed. Findings Process recording shows promise as a pedagogical technique for meeting three goals of behavioural ethics education (i.e. Chugh and Kern, 2016). These include: enhancing literacy with research-supported concepts and principles such that these can be applied in “real-world” settings; increasing student awareness of gaps that might exist between their intended and actual ethical behaviour; and, fostering the sense that ethical skills are not static, but rather, open to development. Research limitations/implications This paper introduces, illustrates and explores the use of process recording in behavioural ethics education. Additional, more systematic study of process recording in ethics education would be useful. Practical implications Process recording shows promise as a tool for supporting learning about behavioural ethics. Practical information on its use and concrete examples are provided. Originality/value Despite the need for pedagogical tools in behavioural ethics education, as well as the previously identified relevance of process recording as a potential tool in ethics education, there has been no prior exploration or illustration of process recording within this realm.

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“…These structured forms do not address the uniqueness of PR of child interviews. Mullin and Canning (2007), however, identified four content areas that they saw as essential to PR of child interviews. After a review of student PR, they recommended including (1) a full description of play, interaction, and environment where they occur; (2) the child's and student's exact words and non-verbal expressions;…”

Section: Review Of Literaturementioning

confidence: 99%