The Task-Centered Model for Field Instruction

Service Learning: The Road from the Classroom to Community-Based Macro Intervention

“…Horizontal and vertical integration of social work knowledge, skill development, and practice competency results from the experiential learning that occurs during the practicum experience (Miller, Corcoran, Kavacs, Rosenblum, & Wright, 2005). Caspi and Reid (1998) emphasize the need for a task-centered model of field instruction that has primary goals of addressing client needs and helping students to obtain social work knowledge and skills. To meet these goals during the field experience, tasks are defined with clear expectations and accountability measures, contain feedback and evaluation processes, and link class and field knowledge.…”

Attachment-informed Supervision for Social Work Field Education

“…Many social work supervision training programs have focused more intentionally on orienting new instructors to the sponsoring university's graduate school curriculum or educating instructors about adult learning theory (Davys and Beddoe 2000;Dettlaff and Dietz 2004), student developmental levels (Deal 2002), and the process of meeting concrete goals and building skills related to practice (Caspi and Reid 1998;Fortune et al 2001). These focal points are essential for student supervision, but they may be secondary to the basic need to establish a positive relationship and working alliance between the student supervisee and the field supervisor.…”

The Need and Use of Process Recording in Policy Practice: A Learning and Assessment Tool for Macro Practice

“…Students need to examine their own beliefs, values, and thinking in relationship to others (groups, communities, and systems). It is important for students to become self-aware, critical thinkers, capable of integrating theory and practice (Caspi & Reid, 1998;Gitterman, 1988;Graybeal & Ruff, 1995;Neuman & Friedman, 1997). It is only through increased self-awareness that students build on their strengths.…”