Student Satisfaction with Models of Field Placement Supervision

Cleak, Helen; Smith, Debra

doi:10.1080/0312407x.2011.572981

Cited by 79 publications

(61 citation statements)

References 12 publications

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“…Social work fieldwork emerged from the apprenticeship model of learning by doing and through role modelling by the practitioner (Cleak & Smith, 2012). The aim of social work fieldwork supervision is to facilitate opportunities for theory and practice integration and the development of a professional persona (Cleak & Smith, 2012;Everett, Miehls, Dubois & Garran, 2011). There are four sub-themes.…”

Section: Fieldwork and Placement Learningmentioning

confidence: 99%

Learning Profiles of Social Work Students: Who Are You and How Should This Influence My Teaching?

Dykes¹,

Green²

2015

SWORK

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This qualitative study explores the impact of adverse childhood experiences (ACEs) of social work students on notions of students' learning profile. Data were obtained from both student and staff participants on third year level within the social work programme during the teaching of a particular module focusing on family wellbeing. The implications of strong reactions during teaching and learning are juxtaposed against the notions of students' learning profile and participants' teaching and learning suggestions. Several recommendations are made that have emerged from the study that attempt to relate to students' learning profile in social work professional learning. 577Social Work/Maatskaplike Werk 2015:51(4) LEARNING PROFILES OF SOCIAL WORK STUDENTS: WHO ARE YOU AND HOW SHOULD THIS INFLUENCE MY TEACHING?Glynnis Dykes, Sulina Green INTRODUCTIONInternationally, classrooms reflect an increasingly diverse world of differing ages, abilities, cultures, interests, motivations and difficulties (Rosslyn, 2004;Tomlinson, Brighton, Hertberg, Callahan, Moon, Brimijoin, Conover & Reynolds, 2003). The situation in South Africa is no different. The majority of South African students currently in higher education are first-generation (non-traditional) students commonly (and indiscriminately) described as underprepared, coming from impoverished backgrounds in terms of economic strength, poor schooling and socio-cultural resources, and using English as additional language (Bozalek, 2013;Carelse & Dykes, 2013;Collins & Van Breda, 2010;Hlalele, 2010;Smit, 2012).In order to facilitate learning for these diverse groups, it is vital to know who the adult learner is in terms of the role of personal circumstances in the learning endeavour, as well as to ascertain how adults learn (Merriam, Caffarella & Baumgartner, 2007;Ramsden, 1992). The current student profile at the university where the study was undertaken started to emerge during the 1980s, when the institution initiated an affirmative action admissions policy designed to broaden access particularly for students from all historically disadvantaged communities (Bozalek, 2013). For the non-traditional and adult learner, the concepts of self and self-directed learning are vital (HylandRussell & Groen, 2011) in that they feed into their individual learning approaches; this in turn advances the philosophy of learner-centredness (Wilcox, 1996).Learning styles have been variously defined in the literature. For this study the overall notion of learning profile will be used to refer to students' personal traits (such as biological, cultural and societal factors; emotional and social influences; academic record and learning preferences) that optimise the individual's learning (Powell & Kusuma-Powell, 2011;Rollnick, Lubben, Lotz & Dlamini, 2002). A learning profile consists of two dimensions (Fry, Ketteridge & Marshall, 2009;Vanthournout, Coertjens, Gijbels, Donche & Van Petegem, 2013), namely, learning styles (stable personal characteristics of the learner), and learning approaches (cha...

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Section: Fieldwork and Placement Learningmentioning

confidence: 99%

Learning Profiles of Social Work Students: Who Are You and How Should This Influence My Teaching?

Dykes¹,

Green²

2015

SWORK

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“…Similarly to other non‐traditional placements, there are particular factors that contribute to making the placement a successful one. These include communication between all relevant stakeholders and the use of a variety of supervisory models …”

Section: Discussionmentioning

confidence: 99%

Speech pathology and occupational therapy students participating in placements where their supervisor works in a dual role

Thomasz¹,

Young²

2015

Australian J Rural Health

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It appears that students are able to participate in placements where their supervisor works within a specific discipline, as well as a case manager. There are particular factors that are likely to make this experience successful. It is important for all stakeholders to communicate about the placement and their expectations, which may assist with managing perceptions of what an appropriate placement is. Utilising different supervisory models is also necessary. There are factors that do not appear to have a significant effect on the success of such a placement. There is no consensus about the particular level of experience that a student should have to manage this type of placement. The assessment criteria that supervisors are required to complete does not appear to be a barrier to students participating. While there are challenges, benefits for all stakeholders are identified.

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“…My previous experiences of field placement seemed to contradict long established ideas that it was the signature pedagogy in social work education. Field placement has been traditionally considered a form of apprenticeship, where students engage in direct practice supported by expert practitioners (Cleak and Smith 2012;Wayne et al 2010). Whilst students are also required to be supervised by a social worker in both placements the idea of an apprenticeship model has changed in contemporary field placement.…”

Section: Contradiction Two: Poor Supervision Training In What Is Meanmentioning

confidence: 99%

“…Whilst students are also required to be supervised by a social worker in both placements the idea of an apprenticeship model has changed in contemporary field placement. Increasingly, students are being supervised on a day-to-day basis by workplace supervisors who may not be social workers (Cleak and Smith 2012). If the workplace does not have a social worker available, the university must provide one for regular social work supervision.…”

Section: Contradiction Two: Poor Supervision Training In What Is Meanmentioning

confidence: 99%

When Teacher Becomes Student: Unveiling Contradictions within Australian Social Work Education

Newcomb

2019

Social Sciences

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Social work education in Australia is bound by a range of rules and assumptions supported by both higher education institutions and the Australian Association of Social Workers (AASW). This autoethnography explores a range of contradictions within social work education from the unique perspective of someone who was simultaneously a student and academic in social work. This experience occurred because, although PhD qualified in social work, rulings set down by the AASW lead to me being excluded from consideration in permanent roles. The position led me to becoming an online Master of Social Work (MSW) student whilst still being a social work educator allowing me to explore a range of contradictory rules and processes within social work education. Analysis of my reflections, journals, assignments and conversations with colleagues unveiled a range of mixed messages in relation to social inclusion, technical rationalism, self-care and field placement supervision. My findings contribute to current debates about how neoliberalism currently impacts on inclusion in social work education and development of a professional identity. In exploring my dual roles, this autoethnography unveils contradictions within social work education and accreditation that question the social justice mission of the profession.

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Student Satisfaction with Models of Field Placement Supervision

Cited by 79 publications

References 12 publications

Learning Profiles of Social Work Students: Who Are You and How Should This Influence My Teaching?

Learning Profiles of Social Work Students: Who Are You and How Should This Influence My Teaching?

Speech pathology and occupational therapy students participating in placements where their supervisor works in a dual role

When Teacher Becomes Student: Unveiling Contradictions within Australian Social Work Education

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