SOCW6520 Role of Supervision in Field Education Experience Discussion
Due 06/20/2019 by 6 pm EST (Use 2 APA reference and be very detailed in answer she stated there is not enough substance in posts and she has been grading very hard) Thanks
Respond to the blog post of three colleagues in one or more of the following ways:
- Validate an idea in your colleague’s post with your own experience.
- Share an insight from having read your colleague’s posting.
Response to Stephanie
n explanation of the role of supervision in your field education experience:
Currently, the role of supervision is extremely important in my field education experience. My supervisor and I meet everyday and discuss and debrief about the day. The great thing about it, is I am able to discuss with her all the issues I had that day, what I liked/ did not like, and the process of it. This is important working in social work because it allows me to think through my thoughts, address any ethical behaviors that may come up, and any bias I may have that I do not know of. McTighe, (2011) the development of the use of self demands is beneficial for those being supervised because it brings self-awareness, insight, possible counter transference, and the ability to tolerate judgment. Which I have found to be true in my own field experience currently.
A description of your field instructor’s leadership style and an explanation of whether the leadership style will promote your agency learning agreement during your field education experience:
I would say that my supervisors leadership style is more real and direct. She does not try to sugar coat the population that we work in. She is very honest and upfront about the reality of the drug culture population. This honestly helps me because it allows for less of a culture shock and allows me to be able to focus on my field experience. It allows me to understand and practice correct ethics and professional behavior, as well, because the shock of the issues at hand are no longer present with her more direct personality. I am also able to accomplish more this way because she is able to be honest and help me process the experiences I have, thus, I am able to think ahead and understand what to do and how things are applied to the community we serve. I believe if she constantly keeps being direct and honest with me, it will help me improve my self-awareness and allow me to best serve the population in which we work (McTighe, 2011). As Bogo, Regehr, Power & Regehr, (2007) state my job as a student is to learn, embrace social work values, and practice the competency that I have learned throughout the years at Walden, and my supervisor’s direct and honesty help me with this aspect and to keep me in check to ensure my personal self does not mix with my professional self.
Resource:
Bogo, M., Regehr, C., Power, R., & Regehr, G. (2007). When values collide: Field instructors’ experiences of providing feedback and evaluating competence. The Clinical Supervisor, 26, 99–117.
McTighe, J. P. (2011). Teaching the use of self through the process of clinical supervision. Clinical Social Work Journal, 39,301–307.
Response to Phillip
An explanation of the role of supervision in your field education experience
All around, supervision is extremely important. Supervision is fundamental, essential, and central to the Social Work profession. Supervision is for us to learn and ask questions. Supervision is mandatory at our agency and for me as a field student. For all of your workers supervision is mandatory on every level in which you work. It gives us a chance to discuss client cases, administration issues, talk about practice skills, and get feedback from workers that are above us. Supervision in field education can be an avenue for students to, critically reflect on practice issues and tensions, untangle their thoughts, explore the connections between their personal and professional self, learn to practice independently and develop skills for practice (Berger & Mizrahi, 2001).
Supervision is a conversational activity between the social work supervisor and social work student worker. “Social workers have expressed a need for critically reflective conversations, particularly about ethical issues and practice concerns with clients (Berger & Mizrahi, 2001). Supervisors create opportunities to directly observe our practice
With access to supervision it will encourage a profounder understanding of the practice situation and options for intervention. This supports the primary professional obligations of me as a social worker while promoting the best interests of clients by ensuring that practice is based on present knowledge.
The NASW states, “Educational supervision focuses on professional concerns and relates to specific cases, as it helps supervisees better understand social work philosophy, become more self-aware, and refine their knowledge and skills” (2005). Educational supervision focuses on staff development and the training needs of a social worker to a particular caseload (NASW, 2005). Supervision is guided to learn about assessment, treatment and intervention, identification and resolution of ethical issues, and evaluation and termination of services (NASW, 2005).
A description of your field instructor’s leadership style and an explanation of whether the leadership style will promote your agency learning agreement during your field education experience
My field instructor’s learnership style is strong. She has a transformational leadership style as she is energetic, passionate, emotionally intelligent. She motivates me to have direct positive changes and achieve goals to my highest potential. I learn so much from her. She is so educated and experienced. She teaches me and offers support/advice. We discuss the present and future of social work. We process everything from the learning agreement from research to policy to clients to evidenced base practice. The leadership that she provides is stellar and promotes each and every part of my learning agreement. Supervisor leadership should have experience and expertise in the practice arena and with the population of the practice, such as addictions, children and adolescents, mental health, and community organization (NASW, 2005). Supervisors should have competencies in the theories and various modalities of treatment and maintain currency through the use of professional journals and continuing education (NASW, 2005). She has all of these qualities in which she supports all of my competencies in the learning agreement.
Within the supervisory environment with my field instructor, I have the opportunity to critically analyze my knowledge, values and skills and their understanding of my work I am undertaking. It is a safe place for myself to reflect on my practice, decisions and interventions. Within her leadership style the learning agreement is always promoted and supervision is always on going. Morrison (2003) asserts that “supervision does not always follow the same structure: It is an ongoing process which takes place in many different settings, ranging from the formal planned office-based session to urgent discussions in a corridor or car park”. The supervision is always there when I need it and it is a great thing to have that goes along with my learning agreement plan. My field instructor wants me to learn and she is there to teach as well as her ultimate goal of becoming a great educated social worker.
References
Berger, C., & Mizrahi, T. (2001). An evolving paradigm of supervision within a changing health care environment. Social Work in Health Care, 32(4), 1-18.
Morrison, T. (2003) Staff Supervision in Social Care. Ashford Press: Southhampton.
National Association of Social Workers. (2005). NASW standards for clinical social work in social work practice. Retrieved from www.socialworkers.org/ practice/standards/NASWClinicalSW Standards.pdf
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