The Open Expression of Differences in the Field Practicum: Report of a Pilot Study

Raphael, Frances B.; Rosenblum, Amy

doi:10.1080/10437797.1989.10672119

Cited by 5 publications

(5 citation statements)

References 11 publications

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“…While active participation of the student in field education is emphasized in practicum manuals and field education literature (Bogo & Vayda, 1998;Davenport & Davenport, 1988), guidelines are insufficient to address students' apprehension about the safety of open expression of concerns and the possibility that unresolvable differences may result (Raphael & Rosenblum, 1989). Therefore, it remains the field instructor's responsibility to take the initiative in developing and maintaining a productive working relationship (Bogo, 1993).…”

Section: Improving Communicationmentioning

confidence: 96%

Educating Field Instructors and Students to Deal with Challenges in Their Teaching Relationships

Power

2003

The Clinical Supervisor

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Section: Improving Communicationmentioning

confidence: 96%

Educating Field Instructors and Students to Deal with Challenges in Their Teaching Relationships

Power

2003

The Clinical Supervisor

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“…(Raphael & Rosenblum, 1989. p. 110) Since students do not tend to easily express differences with those who control their educalion, it is incumbent upon social work educators to actively encourage and model this exchange within the educational process (Raphael & Rosenblum, 1989). The negotiation and implementation of the contract throughout the field practica offer opportunities to accomplish this crucial component of teaching and learning.…”

Section: Resultsmentioning

confidence: 99%

“…Despite the norm of open and honest communication in social work, Rosenblalt and Mayer (1975) found hat none of the students in their survey openly confronted their supervisors. Raphael and Rosenblum (1989) reported that there continues to be relatively little expression of differences in field instwction.…”

Section: Tfle Clinical Supervisormentioning

confidence: 99%

“…This situation limits the potential for learning from such differences. One study reported that when differences are shared openly the benefits include: a heightened atmosphere of trust, respect, collaboration and mutuality as well as increases in student motivation, self-esteem and conIidence in their professional judgement (Raphael & Rosenblum, 1989).…”

Section: Tfle Clinical Supervisormentioning

confidence: 99%

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Learning Contracts

Parsons

Durst

1992

The Clinical Supervisor

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Social Work's commilment to the principles of self-dclcrtninaliot~ and empowemlent has proven diffiwlt to operatiot~alize. When leamine contracts in field education ulilize bolh ~osilivist and interaclioni5 theoretical frameworks, they facilitate 'studenl participation and empowerment in a manner consistent will1 adult learning principles. As a resull, students are better able to apply lhe concept of self-determination for the empowerment of clients and the profession. This paper examines Urn implicalions of both frameworks for learning contracts. The positivist tradilion prevails in learning contracts; yet lhe interactional process is cructal lo h e i r effective use. Consequently, learning contracts are misunderstood and underutilized.

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“…To encourage independence and initiative, the field instructor must be very alert in identifying such behaviours in the students and reward them with abundant recognition and praise. The expression of differences should be actively encouraged through modelling behaviour and outreaching efforts (Raphael & Rosenblum, 1989). …”

Section: Discussionmentioning

confidence: 99%

The Development of the Student Worker in Field Practice Training

Leung

1998

Hong Kong J. Social Work

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Findings from a pilot study on the field practice experience of undergraduate social work students give support to the postulation that in field practice, students go through a developmental process with stages, through which they learn to master practice knowledge and skills, develop personal awareness and establish a professional identity. The stages are roughly identified as "looking for certainty", "chaos" and "finding one's place". In each stage, common patterns of trainee needs, characteristics and emotional experiences are highlighted. Suggestions are made on how field instructors can provide the facilitating conditions for the students' learning and development through an understanding of these stages.

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The Open Expression of Differences in the Field Practicum: Report of a Pilot Study

Cited by 5 publications

References 11 publications

Educating Field Instructors and Students to Deal with Challenges in Their Teaching Relationships

Educating Field Instructors and Students to Deal with Challenges in Their Teaching Relationships

Learning Contracts

The Development of the Student Worker in Field Practice Training

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