The Usefulness of Developmental Stage Models for Clinical Social Work Students

Evaluating a Measure of Student Field Performance in Direct Service

“…Although a few studies evaluating aspects of field education use student performance as the outcome measure (Deal, 2000;Fortune et al, 2001;Reid, Bailey-Dempsey, & Viggiana, 1996), the grea t majority use stu- field instructor ratings of student performance, using the program's regular evaluation form (Fortune et al, 2001;Koroloff & Rhyne, 1989;Lazar & Mosek, 1993); researchers' ratings of student performance from process recordings (Deal, 2000;Vourlekis, Bembry, Hall, & Rosenblum, 1996); and researchers ra tings of student performance on audiotapes (Reid et al, 1996). (Birmingham, Berry, & Bussey, 1996;Breitenstein, Rycus, Sites, & Jones Kelley, 1997;Fox, Burnham, & Miller, 1997;Reilly & Petersen, 1997).…”

Beginnings and Endings in Social Work Supervision: The Interaction Between Attachment and Developmental Processes

“…More advanced students gradually understood helping as a process and were able to form more complex and differentiated conceptualizations of their clients. Although Deal's (2000) study was based on a synthesis of several developmental models (Friedman & Kaslow, 1986;Holman & Freed, 1987;Ralph, 1980;Saari, 1989;Stoltenberg, McNeill, & Delworth, 1998), her finding is consistent with Saari's model. She found that advanced clinical MSW students increasingly recognized and addressed interpersonal processes between themselves and their clients.…”

“…Knowledge of attachment provides a useful lens for understanding innate capacities of students and field instructors and the dynamics of their relationship (Bennett & Saks, 2006;Foster, 2003;Watkins, 1995a;Pistole & Watkins, 1995;White & Queener, 2003). Knowledge of stages describing normative social work student development offers implications for ways the supervisory relationship might change over time (Deal, 2000;Deal, 2002;Gelman, 2004;Holman & Freed, 1987;Reynolds, 1942;Saari, 1989). This article discusses the literature on both attachment and developmental stages and then conceptualizes how attachment and development can interact within the context of supervision.…”

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

“…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).…”

“…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).…”