Modifying Field Instructors' Supervisory Approach Using Stage Models of Student Development

Dsw, Lcsw Kathleen Holtz Deal

doi:10.1300/j067v22n03_09

Cited by 15 publications

(10 citation statements)

References 20 publications

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“…Deal's (2002) work on the topic of student development (e.g., expected differences in first and second year MSW students) was presented. It was proposed that it is important to understand the developmental process of learning, but it is the relationship that provides the environment for this process to unfold.…”

Section: Module 6 (On-line): Developmental Stages Of Student Learningmentioning

confidence: 99%

“…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.…”

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confidence: 99%

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Attachment-informed Supervision for Social Work Field Education

Bennett

2007

Clin Soc Work J

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Supervisory relationships present a new population for the application of attachment theory, and conceptualization of attachment-informed supervision training offers a new direction for study. This paper presents an 8-month model of supervision training for social work field instructors of MSW students. The training's design incorporates primary attachment concepts with an understanding of the supervisory working alliance and parallel process. An overview of the in-person and on-line pilot training is presented, including perceptions from the participants regarding the training's usefulness. This training program has implications for effective social work field education, and recommendations are suggested for future attachment research on supervision.

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Section: Module 6 (On-line): Developmental Stages Of Student Learningmentioning

confidence: 99%

mentioning

confidence: 99%

Attachment-informed Supervision for Social Work Field Education

Bennett

2007

Clin Soc Work J

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“…One educator emphasized the relational dimensions of social work field supervision and began to apply attachment theory as a framework for understanding supervision's relational processes (Bennett & Saks, 2006). The other focused on informing FIs about the developmental needs of students (Deal, 2000(Deal, , 2002. The former designed and evaluated a supervision-training program that taught FIs about the basics of attachment theory and its application to various elements of field supervision (see Bennett, 2008a, for details).…”

Section: Etiology Of Modelmentioning

confidence: 99%

“…Furthermore, how can FIs discern the difference between the normative anxieties of beginning students versus attachment anxiety or the normative independence of advanced year students versus attachment avoidance? Her FIs' interest prompted Bennett to contact Deal (2000Deal ( , 2002, whose writing on developmental levels had served as content in Bennett's module on attachment and student development. Deal also had created and published a FI training model at her university focused on the developmental needs of students at beginning and advanced years of learning, emphasizing how FIs should fine tune their supervision content and approach depending on students' developmental needs (see Deal & Clements, 2002, for details).…”

Section: Etiology Of Modelmentioning

confidence: 99%

Supervision Training: What We Know and What We Need to Know

Bennett¹,

Deal²

2012

Smith College Studies in Social Work

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In this article, the authors explore supervision training, with special emphasis on the theoretical underpinnings and empirical evaluations of supervision for training social work field instructors and clinical staff in professional practice. The authors present an overview of the current literature and research on approaches to supervision training, including the content, format, and effectiveness of contemporary training models. The authors highlight findings from their recent studies, in which they examined a supervision-training model they designed and implemented, based on the relationship between attachment styles, affects, supervisory working alliance, and student competencies. Finally, the authors examine the implications and suggestions for future supervision training and research.

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“…Authors writing on this topic (Deal, 2000;Saari, 1989) begin their discussions by distinguishing between one's personal and professional identity. Individuals come to professional training program often with an adult personal identity relatively well defined.…”

Section: Professional Developmental Stagementioning

confidence: 99%

Dynamics of the Educational Triad

Lindy

2012

Smith College Studies in Social Work

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This article describes professional, developmental, and interpersonal tensions that can arise during the field experience in the educational triad formed by the relationships among the intern, the supervisor, and the faculty field advisor. It identifies conscious and unconscious sources of such tensions and clarifies the ways in which the dynamics of triads can complicate the process. The article then describes the potential for counterproductive acting out if such tensions are not identified, understood, and managed effectively. A framework for identifying and resolving triadic tensions is presented, and numerous case illustrations are offered.

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Modifying Field Instructors' Supervisory Approach Using Stage Models of Student Development

Cited by 15 publications

References 20 publications

Attachment-informed Supervision for Social Work Field Education

Attachment-informed Supervision for Social Work Field Education

Supervision Training: What We Know and What We Need to Know

Dynamics of the Educational Triad

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