MSW Students' Views of Supervision: Factors Contributing to Satisfactory Field Experiences

Miehls, Dennis; Everett, Joyce E.; Segal, Cara; Bois, Carolyn du

doi:10.1080/07325223.2013.782458

Cited by 28 publications

(21 citation statements)

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“…Students also appreciate a balance between being supervised and being autonomous (Miehls et al, 2013) as well as a balance between being supported and challenged with tasks so practice teachers assign 'them the work they most want -and the work they least want' (Homonoff, 2008, p.152). At the beginning of the placement students also value activities that introduce them to the setting, its policies and procedures (Miehls et al, 2013) and are told what is expected of them (Knight, 2001). …”

Section: Skills and Developmentmentioning

confidence: 99%

“…While practice teachers expect that students are able to talk about their own learning needs (Simpson et al, 2014), students see collaborative goal setting as one of the elements of good supervision (Miehls, et al, 2013) and like to work with the practice teacher to develop a learning contract in which 'expectations and responsibilities have been clearly identified ' (Davys and Beddoe, 2010 p. 8 444). Students also appreciate a balance between being supervised and being autonomous (Miehls et al, 2013) as well as a balance between being supported and challenged with tasks so practice teachers assign 'them the work they most want -and the work they least want' (Homonoff, 2008, p.152). At the beginning of the placement students also value activities that introduce them to the setting, its policies and procedures (Miehls et al, 2013) and are told what is expected of them (Knight, 2001).…”

Section: Skills and Developmentmentioning

confidence: 99%

“…While modelling good practice is appreciated by students (Spence, Wilson, 5 Kavanagh, Strong & Worrall, 2001;Fortune et al, 2001;Bogo, 2006) and contributes to motivation (Fortune et al, 2005) the ability to model good practice in a way that assists students' learning is reported to be dependent on the number of students a practice teacher is supervising (Wilson, O'Conner, Walsh & Kirby, 2009). Also students report that identification with a practice teacher who models good practice helps them develop their own professional identity as a practitioner (Miehls, et al, 2013). Identification with and learning from the practice teacher is found to be influenced by the quality of the relationship.…”

mentioning

confidence: 99%

“…Students may differ in their skill levels so awareness of the developmental level of the student is important (Karpenko & Gidycz, 2012) so that her or his learning is appropriately scaffolded (Nye, 2007). While practice teachers expect that students are able to talk about their own learning needs (Simpson et al, 2014), students see collaborative goal setting as one of the elements of good supervision (Miehls, et al, 2013) and like to work with the practice teacher to develop a learning contract in which 'expectations and responsibilities have been clearly identified ' (Davys and Beddoe, 2010 p. 8 444). Students also appreciate a balance between being supervised and being autonomous (Miehls et al, 2013) as well as a balance between being supported and challenged with tasks so practice teachers assign 'them the work they most want -and the work they least want' (Homonoff, 2008, p.152).…”

mentioning

confidence: 99%

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Supervision of students in social care education: practice teachers’ views of their role

McSweeney¹

2016

Social Work Education

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This paper presents findings from research exploring how practice teachers in social care education in Ireland view their role, in particular what elements they prioritise and what they see as relatively unimportant. Q methodology was used to compare the participants' viewpoints. Twenty practice teachers, from varying practice backgrounds and levels of experience, sorted statements outlining aspects of the practice teacher's role, during individual interviews. Analysis indicates two ways of conceptualising the role. One focuses within the agency, prioritising students' awareness of the clients using the social care service and policies as guiding practice. The second encapsulates a broader view of learning beyond the agency, focusing on the practice teacher assisting the student to integrate theory with practice and using reflection as a learning tool.Conclusions are drawn in relation to social care education.Keywords: supervision; social care students; practice teacher role; practice placement; clients; policies; reflection; theory; Q methodology ContextSocial care work is defined as 'the professional provision of care, protection, support, welfare and advocacy for vulnerable or dependent clients, individually or in groups. ' (Joint Committee on Social Care Professionals, 2003, p.13). Social care workers are employed in residential care for young people, day and residential services for individuals with intellectual disabilities, people with sensory impairments, mental health issues, youth work, services for people who are homeless, family support services and addiction services.In Ireland, social care education involves completing a three or four year degree programme of academic modules and practice placements to meet standards set down by Qualifications and Quality Ireland (Social Care Work Award Standards, 2014). Placements are considered to be an essential part of the education and preparation for practice in social care work. Students must complete between 800 and 1000 hours on placement in a variety of 2 social care settings throughout the educational programme and they must pass this element of the programme. To maximise the student's learning while on placement s/he is appointed a supervisor or practice teacher who is expected to agree learning objectives with the student, conduct regular supervision sessions to support and monitor the student's learning, and liaise with the college (Irish Association of Social Care Educators, 2009). Although, as noted by Davys and Beddoe (2000), there is not consensus on the title of the person in an agency who is in charge of the student on placement, the role essentially involves managing, assessing, monitoring, teaching, challenging and supporting the student. Citing Ford and Jones (1987) they capture the complexity of the role of the supervisor/practice teacher with responsibilities to clients, agency and standards of the service provided along with guaranteeing the students' opportunities to learn. Thus practice teachers are essential in the education of soc...

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Section: Skills and Developmentmentioning

confidence: 99%

Section: Skills and Developmentmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Supervision of students in social care education: practice teachers’ views of their role

McSweeney¹

2016

Social Work Education

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“…Also important is showing interest in the student and listening to students' suggestions (Knight, 2001), treating students as individuals so their learning is appropriately supported (Nye, 2007), making expectations clear (Davys & Beddoe, 2000), setting goals in a collaborative way (Miehls, Everett, Segal, & du Bois, 2013) and building students' confidence (Wilson, O' Connor, Walsh, & Kirby, 2009) as students are likely to 'encounter anxiety, self-doubt and stress as they enter field work' (Harr & Moore, 2011, p.354). While students appreciate being informed of agency policies (Miehls et al, 2013), Wilson andKelly (2010, p.2432) criticise reducing 'professional practice to the routine following of agency policy and procedures.' Supportive relationships allow the student to partake fully in the agency thereby learning more (Vågstǿl & Skǿien, 2011) and accept critical feedback (Bogo, 2006).…”

Section: Practice Teacher Rolementioning

confidence: 99%

Themes in the supervision of social care students in Ireland: building resilience

McSweeney¹

2017

European Journal of Social Work

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Themes in the supervision of social care students in Ireland: Building resilienceThe field placement is core to the education of social care practitioners and practice teachers' behaviours influence the learning and development of future practitioners.However the practice teacher role is complex with responsibilities to the agency, clients and the student (Davys & Beddoe, 2000). Twenty practice teachers were interviewed individually about their views of their role, in particular what they saw as most and least important. Inductive thematic analysis resulted in the identification of five themes 1) the nature of the work; 2) acceptance of individuality; 3) commonality and differences from staff; 4) focus on positives and 5) practice involves planning, doing and reflecting.Although resilience was not specifically mentioned the findings indicate that supervisors focus on ways of working with students that proactively encourages resilience in line with Grotberg's (1995) model, sending students messages in relation to I am (respected and respectful of others), I have (support; skills and strengths), I can (contribute). This study expands on the literature by informing us how practice teachers interact with students to promote resilience. It is suggested that Grotberg's model forms the basis of a new paradigm to ensure the development of future resilient practitioners.

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Innovations to Strengthen Education for Practice

Bogo

2019

Strategic Leadership in Social Work Education

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MSW Students' Views of Supervision: Factors Contributing to Satisfactory Field Experiences

Cited by 28 publications

References 21 publications

Supervision of students in social care education: practice teachers’ views of their role

Supervision of students in social care education: practice teachers’ views of their role

Themes in the supervision of social care students in Ireland: building resilience

Innovations to Strengthen Education for Practice

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