Getting to Know the Context: The Complexities of Providing Off-Site Supervision in Social Work Practice Learning

Abstract

Field education is central to social work education, facilitating the development of practice skills, professional identity and a professional practice framework. External supervision in social work field education is becoming more prevalent due to economic, social and political changes at a global level and is likely to continue to be a feature of field education. This article provides findings from current Australian qualitative research exploring 'social work student placements with external supervision', focusing on the experiences and views of external field educators. It explores the research findings in light of international social work education research, particularly with reference to experiences and contexts in England, UK. A range of themes emerge from this study, including a focus on supervision, relationships, roles, placement preparation and assessment. Findings suggest that knowledge and understanding of the placement context is a dominant consideration in social workers' reflections on their experience of providing external supervision to social work students. External supervisors apply a range of strategies to build the understanding of the context of the students' experience and the nature of host agency policies, practices and culture. This can lead to an active engagement of students in their learning, but has implications for resourcing.

A mapping review of models of practice education in allied health and social care professions

“…occupational therapy programmes and felt part-time placements using this model were the most appropriate way to introduce it. Zuchowski (2016 ) Social work Australia Placements with external supervision…”

“…The model is often combined with other supervisory approaches, such as peer-assisted learning (Rodger et al, 2009) and project work (Thew et al, 2008). Peer support has been reported as being crucial for long-arm models (Dancza et al, 2013), while the findings of Zuchowski's (2016) phenomenological study stressed the importance of relationship building, role clarity and ensuring supervisors understand specific placement contexts.…”

Qualitative analysis of the supervision process and identification of constraints that occur in supervision

“…Supervisors must also be more intense in mobilizing the activities of the School Supervisory Work Meeting, as a forum to increase their professionalism. However, all of this is closely related to the 'row material' of the supervisors themselves, as long as recruitment is not addressed, this will remain a stumbling block in mobilizing supervisors and supervisors (Zuchowski, 2016). The solution offered in addressing the problem of supervisor recruitment (a special case at the Padang City Education Office) is the need for a breakthrough or renewal of the supervisor recruitment pattern.…”

Supervision. From Administrative Control to Continuous Education and Training of Specialists in Social Work

“…The results show that understanding the context of practice due to the supervision received has a positive effect on the social worker"s own judgement, including the debutant, leading to the emergence of a reflection on the practice. The agencies offering external supervision implement educational strategies meant to increase the students" level of involvement in the process of learning, but increases the costs of supervision requiring additional resources (Zuchowski, 2016).…”