Field Instructor Seminar I - PowerPoint PPT Presentation

Loading...

PPT – Field Instructor Seminar I PowerPoint presentation | free to download - id: 68c679-MWEzN



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Field Instructor Seminar I

Description:

Field Instructor Seminar I Introductions How busy has our summer been We had to place: 111 BSW Students 19 MSW Yr 2 Students 20 MSW Part Time Students Quick ... – PowerPoint PPT presentation

Number of Views:31
Avg rating:3.0/5.0
Slides: 45
Provided by: atkinson
Learn more at: http://www.yorku.ca
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Field Instructor Seminar I


1
Field Instructor Seminar I
Building a Positive Context for Supervision
Learning Friday, September 16, 2011 Vina
Sandher M.S.W. R.S.W.
2
The Field Education Dream Team!
Vina Sandher Field Education
Manager 416-736-2100 ext. 39488 vsandher_at_yorku.ca
Assistant Field Education Coordinators MSW
students BSW students Sheryl Abraham Zalina
Mohamad 416-736-2100, ext. 33354
416-736-2100 , ext. 66320
sabraham_at_yorku.ca zalinam_at_yorku.ca
Esther Ng Program Assistant
416-736-2100, ext. 20662 estherng_at_yorku.ca
3
Introductions
Name Agency and Area of Practice Program your
student is in Why did you choose to be a Field
Instructor
4
Topics Covered
  • 1.School of Social Work Mission Statement
  • 2.Summer months practicums!
  • 3.Quick Facts about Student Practicums
  • 4.The Triad and roles/responsibilities
  • 5. Practicum Process--Learning contract mid
    point progress review and final evaluation
  • 6. Key policies and procedures
  • 7. Supervisory relationships power imbalances
  • 8. Transfer of learning learning exchange

5
Mission Statement
  • The School of Social Work, York University, is
    committed to social work education which develops
    practice strategies for human rights and social
    justice, and thus affirms that personal
    experiences are embedded in social structures

6
Mission Statement
  • Through research, curriculum, and critical
    pedagogy, the School will
  • Address oppression and subordination as
    experienced and mediated through class, gender,
    race, ethnicity, religion, sexual orientation,
    age and ability
  • Promote an understanding of how values and
    ideologies construct social problems and how they
    construct responses
  • Prepare students to be critical practitioners and
    agents of change.

7
What is a Critical Approach?
  • Critical paradigm
  • Inquiry that attempts to uncover the structure of
    the world that oppresses people
  • Reality is shaped by social, political, cultural,
    economic, ethnic and gender values

8
Principles of Critical Approach
  • Reflexivity, emancipation dialogue
  • Commitment to social change social justice
  • Equality of clients in practice research.

9
How busy has our summer been
  • We had to place
  • 111 BSW Students
  • 19 MSW Yr 2 Students
  • 20 MSW Part Time Students

10
Quick Facts About Student Placements
  • BSW Students
  • 1 placement consisting of 700 hours (in the last
    year of their program) Sept-end April (if doing
    3 days/week)
  • MSW 2Yr Program
  • Yr 1------450 hours (Winter 2012)
  • Yr 2------650 hours (Fall 2011)
  • September-about April 20, 2011 (if doing 3
    days/week)
  • MSW Advance Standing Part Time Students
  • 1 placement consisting of 450 hours (different
    end dates based on how many days in placement
    2-5days a week).

11
Key Policies and Procedures
  • Students are expected to attend placement 3 full
    regular working days/week (Exception post degree
    students and Part Time MSW students)
  • Students are required to attend integrative
    seminars at the School and may need to be
    released from placement to attend these (dates in
    the confirmation packages)
  • 4 seminars 2 hours each
  • Lunch hours and time away from placement should
    not count in their hours

12
The Triad
13
Students Role/ Responsibilities
  • Come Prepared
  • Be on time
  • Show Initiative
  • Keep their log of hours
  • Remind you of the documentation that is required
    and timelines
  • Make link from theory to practice
  • Provide Reflections and debriefing

14
Field Instructors Role/ Responsibility
  • Orientation
  • Provide learning opportunities
  • Challenge the Student
  • Mentor the Student
  • Collaborate with the student to do the Learning
    Contract/Midpoint Check-in/Final Evaluation
  • Provide supervision (min. 1 hr/week

15
Faculty Advisor/PRS Course Director
  • Link between School, placement, and student
  • Convene 4 seminars to integrate theory and
    practice (for BSW and MSW 2 year program students
    ONLY)
  • Mediate / Troubleshoot
  • Submits Complete Documentation for students to
    Field Education Manager and assigns grade
  • Conduct site visit (for BSW and MSW 2 year
    program students ONLY)

16
  • Lets Take a Break!

17
Learning Contracts
  • By the 3rd week of placement, students should be
    handing in their LC
  • Collaborative approach
  • Basis for development of student/field instructor
    relationship
  • Flexible, dynamic, organic and subject to change
  • Begins transfer of learning process
  • Begins learning process
  • Field Instructors should signed a hard copy
  • Serves to provide basis for evaluation process.

18
Learning Contracts
  • Based on
  • -Field agency capacity
  • -School expectations
  • -Student learning goals
  • Helps to
  • -Establish goals
  • -Identify steps in reaching
  • goals
  • -Evaluation criteria
  • -Time frame

19
Learning Contract Two Parts
  • Part 1
  • Administrative
  • The details of the placement
  • Who, where, when

20
Learning Contract Educational
  • Part 2 - Educational
  • Goals Students and field instructors determine
    goals that reflect the criteria outlined in the
    Development Area but are specific to the context
    of the agency
  • Plan for goal attainment Explains how student
    will meet each goal tasks, activities, projects
    and method of evaluation

21
Learning Contract Educational
  • For example
  • Major Learning Goal
  • To develop skills in working with individuals
    and groups
  • Plan Goal Attainment
  • Attend a community group as an observer and then
    plan and facilitate a group session. My
    supervisor will attend a group session with me
    and give feedback on my group work skills.

22
Group Activity 1
  • Form a group at your table, and create a Learning
    Goal that is measurable!

23
Evaluation
  • Both the mid point review and the final
    evaluations are tied to the students learning
    contract
  • The mid point is a review of where the student is
    at ..a check in
  • It is the point at which concerns should be
    formally identified and plans put in place to
    address the concerns during the last half of the
    placement
  • The final is the point at which the students
    overall progress is assessed and a Pass or Fail
    grade assigned.

24
Evaluation BSW/Year 1 MSW
  • Criteria
  • Expected Level
  • The student has demonstrated growth across the
    time of placement, i.e., has demonstrated not
    only a conceptual grasp of theory and relevant
    understanding of policy and community
    development, but an ability to integrate theory
    into practice in a purposive way.
  • At the time of final evaluation, the student
    could function as a beginning social worker in a
    general service agency, i.e., capable of
    autonomous work in routine areas after a period
    of orientation with awareness, and capacity to
    seek out and utilize consultation and help from
    supervisors and other staff members.

25
Evaluation MSW
  • Criteria
  • Upon commencement of the MSW placement a student
    should demonstrate a strong grounding in social
    work theory and practice at the BSW level. Over
    the course of the placement the student is
    expected to demonstrate an advanced level of
    practice in which the student demonstrates
    initiative as a practitioner, professional and
    colleague and can function autonomously their
    individual practice and within the agency.

26
Issues.
  • The important thing about an issue is not its
    solution, but the strength we gain in finding the
    solution.-- Author Unknown
  • Dealing with conflicts in placement is ALSO a
    part of learning for our student.
  • If you need support, contact the Faculty Advisor.
  • No matter how good the student or placement,
    sometimes its not the right fit!

27
Group Activity 2IssuesIssuesIssues
  • Each table will get a vignette of a student
    conflict/issue.
  • Work with your group to come up with ways to
    address the concern with the student

28
Termination of Placement
  • Placements may be terminated without students
    successful completing their placements for two
    reasons
  • Placement failure
  • 2. Placement breakdown

29
Failure
  • Placement failure
  • Occurs as a result of a students inability to
    demonstrate the capacity to develop the required
    social work practice skills
  • b) May occur as a result of a breach of
    professional behavior

30
Breakdown
  • Placement breakdown
  • Occurs when a placement is not viable for reasons
    other than a students ability to demonstrate
    professionalism and/or the capacity to develop
    social work skills
  • For example
  • lack of adequate supervision
  • lack of appropriate learning opportunities
  • lack of fit between the student and
    supervisor/agency
  • A personal situation for the student that impedes
    their ability to complete placement

31
  • Supervisory Relationships
  • Power Imbalances

32
Time for Reflection
Think about your relationship with your student
thus far. What steps have you taken to build a
positive relationship? What works? What
doesnt?
33
Group Activity 3
  • (A) What creates a good student/supervisor
    relationship?
  • (B) What might get in the way?

34
Supervisory Relationshipswhat research says
  • Complex emotionally intense
  • Conflict is a common characteristics
  • A place where issues related to authority are
    likely to emerge for both the supervisee and the
    supervisor (Hawthorne 1975 Kadushin 1958)
  • Successes and conflicts can be a learning
    experience about helping relationships (e.g.,
    practitioner-client) (Bogo 1993).

35
Power Imbalances Supervisors
  • Position of authority in which they are charged
    with evaluating the supervisees performance
    (Caspi Reid 2002).
  • Have a greater responsibility to take steps to
    build a positive relationship.

(Bogo, 1993 Martine Alper, 1989 Judah, 1982
Reid, 2002)
36
The Relationship
  • Draw out differences between what you would
    expect from a supervisor as an employee versus as
    a student.

37
How to debrief and help students reflect
  • What informed your assessment of the situation?
  • What theory or knowledge did you draw on?
  • What was your subjective response?
  • How did your personal response influence your
    professional response?
  • What did you learn that you can use in the future?

38
Power Imbalances Difference and Diversity
  • Social identity Social location
  • Cultural self-awareness power, privilege, and
    oppression
  • Awareness of differences based on social
  • Identity location
  • Rarely discussed

39
Power Imbalances Difference and Diversity
  • Which ways might one of you have more power than
    the other?
  • Race
  • Ethnicity
  • Gender
  • Class
  • Sexual Orientation
  • Education
  • Ability
  • Discuss some of the murky
  • or grey areas of power.
  • In acknowledging the power differential, how can
    that be managed in a positive way?

40
  • Transfer of Learning
  • Learning Exchange

41
  • Students as adult learners
  • Approach as adult learners
  • Not empty vessels tremendous life experience
  • Ability to be self-directed learners
  • Experiential learning question posing approach
  • Emphasis is on building capacity to act.
  • as per Freire, 1970

42
  • As teachers we do not want to create an
    environment in which
  • Teacher knows, and students are taught
  • Teacher talks, and students listen
  • Teacher chooses, and students comply
  • Teacher is subject, and students merely objects
  • .this could be oppressive and might not allow a
    student to grow

43
  • You are the gatekeepers into the Profession and
    we thank you for your partnership and commitment
    to our students!

44
Thank You !
Questions, Comments, Feedback?
Manager Field Education Program Email
vsandher_at_yorku.ca Tel 416-736-2100 x 39488
About PowerShow.com