Social Work Placement

New Approaches.
New Thinking.

Assessment
Creative Superviison
Feedback

Marguerita McGovern

Social Work Placement.

Copyright © 2018 Marguerita McGovern

Contact details: Marguerita.mcgovern@nuigalway.ie

ISBN 978-1-908358-37-0

All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means without the prior written permission of the author. The opinions expressed in this book are personal to the author and contributing guests.

Digital book(s) (epub and mobi) produced by Booknook.biz.

SECTION 1

Introduction

Click to View: https://youtu.be/IDDHIYhnHjE

Books in this series

Book 1

Social Work Placement: New Approaches. New Thinking

Language, Professional Identity, Beginnings and Expectations

Book 2

Social Work Placement: New Approaches. New Thinking Assessment, Creative Supervision, Feedback

Book 3

Social Work Placement: New Approaches. New Thinking Home visiting, Power, The Virtual World, Cultural Competence

Book 4

Social Work Placement: New Approaches. New Thinking Reflective Practice influenced by Emotional Intelligence

Book 5

Social Work Placement: New Approaches. New Thinking Failing Forward

Book 6

Social Work Placement: New Approaches. New ThinkingImaginative Groupwork

Book 7

Social Work Placement: New Approaches. New Thinking Endings, Finishing Well

Contact details: Marguerita.mcgovern@nuigalway.ie

ISBN 978-1-908358-37-0

Copyright © 2018 Marguerita McGovern

Follow us on Facebook

The opinions expressed within this book are reflective of the author and contributors regarding their personal and professional experience.

Glossary

Practice Placement can also mean Practicum or Field Education or Fieldwork Placement. Fieldwork Placement is the current term used in Ireland and U.K.

Practice Learning takes place within the practice placement, practicum or Field education experience.

Placement Practice Teaching refers to the teaching given by the Practice Teacher to the student while on placement.

Fieldwork Co-ordinator and Practice Learning Coordinator are interchangeable. In Ireland these are University based staff positions.

Practice Teacher or Fieldwork Supervisor is the field educator, fieldwork assessor. In the majority of fieldwork placements this is the qualified registered social worker giving the social work student experience and supervision on placement. Practice Teachers may or may not hold Postgraduate qualifications in Practice Teaching or Supervision. It is desirable that Practice Teachers may have attended some in-service training courses in social work practice teaching and/or supervision but this is not always a requirement for taking a student on placement.

Tutor is interchangeable with the title Liaison person for some worldwide social work course placements. The Tutor may be an internal staff and/or outside senior practitioner acting as mentor to the social work student.

Tri-partite Meeting : This is the name given to the meeting which takes place within the Agency during the placement period. In Ireland and in the majority of Masters in Social Work courses in U.K. there are two Agency visits per placement (one within the first 10 days of placement and one at approximately week 8 of a 14 week placement). This is followed by a telephone conversation between all parties towards the end of the placement (approximately week 12 or a 14 week placement). Meetings are attended by the Practice Teacher, Student and Tutor and usually last one hour. At NUIGalway, Ireland, using the template in the Fieldwork Manual the written report of these meetings is taken by the student and verified by all parties. The student,

practice teacher, tutor and the Fieldwork Co-ordinator all receive copies of these meetings with a copy held in the MSW student’s file.

Where possible the term individual, family, community is used to illustrate the type of groupings that social work students become involved with during their placement. These groupings are also referred to as clients, client groups or service users.

The term University is interchangeable with College, Technical Institute or other third level institution

The MA Social Work is also referred to as the MSW. In many instances examples and opinions discussed can also be transposed onto a BSW course.

Assessment — Creative Supervision — Feed Back

Assessment of learning on Practice: NUIGalway, Professor of Social Work Caroline McGregor

Click to View: https://youtu.be/WaF9Cu_Gv2U

Assessment of learning is an on going process and indicates a balanced and integrated distribution throughout a social work programme inclusive of placement. On placement students are required to demonstrate proficiencies and competencies jointly set out by the University and usually the registering body (CORU, NISCC, HPC, GSCC). This is in order for the student to reflect on social work delivery models, gain feedback on practice, build emotional resilience and review their approach to relationships with individuals, families and communities. Basically students are required to use and process knowledge gained in an effective, efficient and accountable way. The evidence and assessment of student’s work on placement is usually produced within a portfolio and submitted to the University as coursework at the end of placement. Practice teachers for their part submit a signed report of their judgement on the student’s practice over the course of a placement. The planning and model of this report or assessment is important because it needs to be ‘fit for purpose’. Successful assessment has to meet the objective of evaluating levels of professional practice (Cleak et al. 2015). For example, an assessment tool which omitted a consideration of professional autonomy and accountability would leave the student without an adequate foundation on which to recognise and build a profession identity. Moreover, an assessment tool which failed to evaluate a student’s effective communication would be remiss in assessing the most basic of social work skills; interpersonal and professional relationships. The key to good assessment is consistency, transparency and appropriateness. During the course of the placement, it is essential that all those involved understand the process of assessment from the beginning to the end, including any procedures around difficulties, failures or appeals. It is also important that those carrying out the assessment are trained and understand their role in the development of the student. Assessment can be seen as a creative tool used by a collective. This collective includes; the University, the professional registration body, the practice teacher, the student and the supporting tutor. It is expected that where there are different personnel engaged in the assessment protocol, the responsibility for example of failure of the placement, does not fall entirely on one person to make that decision and judgement. Where there are difficulties for the student on placement each person involved in the collective has a role to play. Supporting the quality assurance bodies within social work programmes, such as Practice Assessment Panels (made up of course staff and off campus senior practitioners) help to regulate and strengthen assessment procedures and process.

Recent research by Grant & Kinman (2014) acknowledges that the function of good assessment is to build a supportive culture. What negates against this are ‘difficulties around time constraints, work demands, little self-care and inadequate supervision’ (p.175). Traditionally the assessment criteria for students of professional social work has been through competency based education (CBE) identifying key measurable skills (Arkava & Brennan, 1976; Brennan, 1982). This is an uncomplicated way of being able to ‘tick box’ key abilities performed on placement. It is straightforward but standards may vary and agreement around what constitutes core skills may differ (Siegel & Greenberg, 2000; Sliwa & Kowalske, 2000). There is also the perceived problem with CBE that assessors may give above average assessment marks despite recognisable differences in performance among students (Bogo et al. 2002; Govaerts et al. 2006; Muntz et al. 2004). Furthermore, the process of assessment is influenced by the relationship between the student and the supervisor (Bogo, et al. 2007; Gonsalvez & Freestone, 2007) and suggest a tendency toward leniency (Gonsalvez & Freestone, 2007; Govaerts et al. 2006). Realistic impediments, particularly in the interpretation and functioning around professional social work practice have revealed difficulties in making CBE the basis and only element of an assessment tool (Hyland, 1995; Williams, 1997). Competence based assessment allows the student to demonstrate their abilities to perform tasks or skills to a required standard. It has however been identified as being machine-like, rudimentary, uninspiring but above all, not inclusive of a creative holistic nature vital to social work practice (Kelly & Horder, 2001). Due to the complicated nature of human interaction and communication it is difficult to see how a ‘tick box’ approach to social work assessment could be helpful. The research has tried to prove that in the areas of judgement and reflection CBE is not particularly fit for purpose because of the complicated value based nature of casework (Eraut, 1994). For assessment at all stages it is important for students not just to understand their development of a particular skill or competency but its application, impact and outcome in a variety of social work settings.

Social work assessment research and texts have tended to devote most of their energy into looking at how to be more objective, less unbalanced and cognisant of power issues in an effort to find a fair and balanced way to estimate students’ potential as professional workers (Doel et al. 1996; Cowburn et al. 2000; Kemp, 2001; Humphrey, 2007). Throughout these writings, mention of anti-oppressive practice, the need for good contracting and planning, functions, elements and delivery skills are all important and meaningful (Tanner, 1998; Cowburn et al. 2000; Kemp, 2001; Humphrey, 2007). More recently has social work research sought to project itself into a wider and greater holistic sphere integrating knowledge with practice wisdom, self reflection, critical reflection and theory? Would you generally agree that social work assessment has to be more than competency based?

An holistic approach to assessing students can be found in the appraisal of meta competencies. Bogo et al.’s (2004; 2010; 2011; 2013). research has led the way in offering an alternative to competency based education. This critical reflective approach directs the student towards competencies and their ability to relate them to a broader application where the evidence, theory and value base of social work is applied. This groundbreaking research of Marian Bogo and her Canadian colleagues has explored the extensive role of OSCE’s (Objective Structured Clinical Examination) as a form of pre-placement training and assessment leading to more confident students on placement and better outcomes for service users. ‘Themes that emerged revealed the importance that field instructors gave to a constellation of personal qualities and characteristics, a range of meta competencies, as well as the procedural skills characteristic of competency-based evaluations’ (Bogo et al. 2006 p. 579). Kane (1992) and Talbot (2004) were also proponents of ‘meta competencies’ expounding that the evaluation of practice is, on the one hand, about perfunctory abilities in how to do tasks (write reports, evaluate information etc. and on the other hand, inclusive of assessing the student with regard to their ability to communicate, to make a relationship, how they see their self development and their ability to analyse and make judgements. The suggestion is that the way forward may be to assess performance/ability and contemplation.

In 2012 the Irish Social Care and Health Professionals Council (CORU) drew up a list of Domains which outlined the elements of professional practice for multi-disciplinary health professionals.

This following example plots the six domains (as ascribed by CORU) of an MSW student’s assessment over the course of two placements but equally these general domains are used for assessment with speech therapy, occupational therapy and social care students (NUIG, 2015).

CORU ASSESSMENT DOMAINS (2012)

Application to Student Practice: Short Example:

What it means:

Role for the student. Example: MSW Yr. 1 Placement

Role for the student. Example: MSW Year 2 Placement

Professional autonomy and accountability

PRACTICE WITHIN THE LEGAL AND ETHICAL BOUNDARIES OF THEIR PROFESSION TO THE HIGHEST STANDARD

Best interest of service users, respect, rights, dignity and autonomy contribute to policy and practice, implications of duty of care for service users and professionals, code of conduct, ethics.

Observing and shadowing. Information and relationship building. Setting of learning needs and goals. Supervision contracting. Understanding report writing and any ‘screen’ technology reporting.

Carrying forward learning from Pl. 1 plus greater confidence in self and ability regarding case analysis, interviewing and report writing.

More defined learning needs and ability to be more independent in thinking. Cases should grow in complexity.

Interpersonal and professional relationships

WORK IN PARTNERSHIP WITH SERVICE USERS AND THEIR RELATIVES/SUPPORTERS, GROUPS AND COMMUNITIES AND OTHER PROFESSIONALS

Capacity building and sustaining relationships both individually and team based, engaging service communities and other professionals.

Recognising all systems supporting or not supporting service users. Being able to make assessments/care plans and being assertive in their delivery and evaluation. Understanding a multi -disciplinary approach. Using the applied agency technology correctly. Recognising possible language or communication difficulties.

Further understanding of the social work professional role and other stakeholders in the service users case. Ethics and reflective practice building within supervision. Groupwork leadership role taken on where possible.

Effective communication

DEMONSTRATE EFFECTIVE AND APPROPRIATE SKILLS IN COMMUNICATING INFORMATION, LISTENING, GIVING ADVICE, INSTRUCTION AND PROFESSIONAL OPINION

Writing concise , clear reports, drawing appropriate conclusions. Using both verbal and non-verbal skills, managing conflict and resistance. Presenting professional judgements and information in a variety of settings. Giving information to make informed choices.

Understanding how communication skills affect the assessment of service users with reference to age, gender, ethnicity, learning ability etc.

The ability to give and receive appropriate feedback. Awareness of cultural diversity.

Increased level of skills evident.

Application and engagement in the supervision process. Ability to assess and recognise conflict situations and defusing tactics.

Personal and professional development

UNDERSTAND THE ROLE OF REFLECTIVE PRACTICE IN RELATION TO PERSONAL AND PROFESSIONAL DEVELOPMENT

Self awareness and self reflection, critical reflection, awareness of the link between personal life experience and personal value systems and impact of these on one’s own decision making or actions, realising the role, purpose and function of supervision, using feedback, mentoring and support from senior colleagues.

The improvement of practice through personal reflection with feedback, mentoring and coaching provided by the practice teacher. Understanding the link between personal life experience and personal value systems and the impact of these on one’s own decision making ability, decisions or actions. Being creative in looking for opportunities to extend one’s knowledge in site visits or giving presentation or staff group discussions.

Further understanding of self within the profession. Questioning of the professional social work role.

Extended ability to gather knowledge and plan, carry out and evaluate casework in a more confident and independent way. Draw on appropriate knowledge and skills in order to make professional judgements. Setting time lines. Monitor and review the ongoing effectiveness of planned case activity and modify it accordingly. Evaluate, audit and review practice.

Provision of quality services

BE ABLE TO IDENTIFY AND ASSESS SERVICE USERS’ NEEDS. USING RESEARCH, REASONING AND PROBLEM SOLVING SKILLS TO DETERMINE APPROPRIATE CASE ACTION.

Be up to date in knowledge and procedures around agency and practice policy.

Understanding how communication skills affect the assessment of service users with reference to age, gender, ethnicity, learning ability etc.

The ability to give and receive appropriate feedback. Awareness of cultural diversity.

Confidence in professional judgements. Greater ability in discernment of theory to practice knowledge

Knowledge, understanding and skills

BE ABLE TO UNDERSTAND, EXPLAIN AND APPLY GENERIC SKILLS AND METHODS APPROPRIATE TO DELIVERING A RANGE OF SOCIAL WORK INTERVENTIONS TO MEET DIFFERENT NEEEDS WITHIN A VARIETY OF SETTINGS.

Issues and trends which influence social work practice inquiries, investigations, reports etc. Develop a rights based approach to practice. Understand the role of interpersonal exchanges in identifying, releasing and appropriately managing the expression of emotions, enhanced by an understanding of the importance of self-awareness. Understanding organisational systems and their impact on service user care. Importance of Risk assessment and risk management.

The improvement of practice through personal reflection with feedback, mentoring and coaching provided by the practice teacher. Understanding the link between personal life experience and personal value systems and the impact of these on one’s own decision making ability, decisions or actions. Being creative in looking for opportunities to extend one’s knowledge in site visits or giving presentation or staff group discussions.

Building on P. 1 . Also the student begins to understand the need to adjust/adapt their practice as needed to take account of new development in knowledge and skills. Recognising trends in public and social policy.

Looking at this table it is evident that there is immense scope around which to base the assessment process and the delivery of supervision. The goal is to build up capacity and understanding in the student, increasing their responsibility for their own learning (See Keynote ppp at end of this book). There is direct application to learning needs in the domains but also freedom for a more rounded and balanced general approach to professional practice which is inclusive of critical reflection. In the model of Blooms Taxonomy (Huitt, 2004) a thesaurus of word grouping are offered. Here both student and practice teacher can explore meanings and applications in order to critically analyse and assess.

Assessment invites the practice teacher/supervisor to report on a range of meta competencies attaining to a pass/fail grade for the student. It is an example of how students can be appraised using published criteria, regulations and procedures which are applied consistently and understood by all. The objective of any student assessment tool is to be fair, accurate, efficient and a good fit with the tasks in hand to elevate student’s learning. That the assessment is reasonable and can pertain to training across the life cycle of the training course is crucially important.

Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state.

Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate,

Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write.

Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.

Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write.

Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate.

(Huitt, 2004 p.3)

Practice teachers and supervisors themselves can also mirror assessment evaluation. The literature indicates that the most essential competencies for supervisors fall into three broad categories. Firstly, professional values such as honesty, loyalty, and integrity. Secondly, behaviours which include, role modelling, the use of humour, offering support, communicating complex concepts, and promoting critical thinking. Thirdly, the supervisor’s own sound knowledge base (Rushton & Nathan, 1996). In all, it could be suggested that the way forward is the continuing development of an array of meta competencies for both student and practice teacher in areas of communication, relationship building, self development, analysis and judgements. Stronger and more efficient assessment mechanisms across the life cycle of a placement with commitment and understanding by the practice teacher and appreciated by the student is best viewed as being developmental rather than punitive.

Supervision: Relationships

The forming of a trustworthy relationship within supervision is suggested as being of paramount importance (Kadushin & Harkness, 2002; Karpetis, 2010; Davidson, 2013; Gonsalvez & Freestone, 2007) and can also be a factor in influencing assessment (Bogo et al. (2007). Practice teachers need to consider the kind of professional relationship they want to have with their student. This is not a ‘best friends’ scenario, it is a respectful working tie which will be unique and different to each pairing. Lefrevre’s (2005) research shows that students linked the level of their ability to learn and the fairness of their placement assessment, with the relationship they had with their practice teacher. In searching for improvements in their delivery, it is suggested that practice teachers need to be ‘open, collaborative, supportive and nurturing’ (Brodie & Williams, 2013 p. 508). The following video offers a snapshot view of an opening supervision session between practice teacher (Tony) and student (Shiobhan).

This video shows a short simulated role play between a practice teacher (Tony) and student (Siobhan) on the first day of placement. This begins the relationship between parties and sets the ground rules for the weeks ahead. (Please note Tony’s mobile phone rings in the middle of this session. He does not answer it).

Click to View: https://youtu.be/4nXOkwXglqM

The psychodynamic social work approach in which ‘the relationship’ is considered to be one of the basics of social work practice (Adams et al. 2000) provides a theoretical continuum for the connection between practice teacher and student. Regardless of the social work approach, contracting and ground rules are the bases for the beginnings of any social work placement.

The Calibre of the relationship is vitally important

A selected number of studies have looked at the commonalities of good supervision; the interconnected relationship between practice teacher and student (Lefevrre, 2005) the effectiveness of that connection (Spence et al. 2001) the relevance of feedback (Bogo, 2006) and the modelling by the practice teacher of professional practice (Fortune et al. 2005). In particular, from the beginning of placement, Lefevre’s (2005) research shows that the calibre of the relationship is vitally important and ranked as being central to student’s ability to learn. Furthermore, having good connections between parties may be central but if the quality of experiences and reflective opportunities are not present, then the experience is diminished. This interconnection enables honest, open, reflective and critical engagement in a remarkable learning environment. Many supervision training programs focus on adult learning theory, on building practice skills and on meeting concrete goals rather than on the process of building the supervision relationship (Bennett, 2008). Recognising any stressors for the student and moving the relationship from one of therapeutic/educational to a more awareness/connective/supportive approach helps students to settle into their placement and practice teachers to ease the unfamiliar new learning environment and experiences experienced by some students (Karpetis, 2010; Kadushin, 1974). Should problems occur within and about this special relationship then the job of work is to recognise the difficulties, discuss the situation and investigate solutions. If necessary this may be a time to involve the tutor or other course personnel in an effort to reestablish communications and good working relationships. The key appears to be that supervision works best if there is a good relationship between student and practice teacher, where feedback is consistent and measured and practice is scaffolded by good professional modelling.

Supervision: Practice Teaching

Click to View: https://youtu.be/6M0qNXzIs68

Prof. Pamela Trevithick conversation with class Marguerita McGovern shares her views on current social work practice and offers some advice to Practice Teachers.

At its core supervision is one person who knows the job helping another person to understand the job. In the following video renowned author Pamela Trevithick shares her practice wisdom. The expected outcome of good supervision is a more competent practitioner who has better understanding and better delivery of service to vulnerable individuals, families and communities. In her message to all practitioners Pamela Trevithick addresses practice knowledge and how it must have its base within theory and be inclusive of wisdom. Her research study suggests ‘.. in relation to social work practice, to work solely from unsubstantiated or unconfirmed viewpoints, impressions, assumptions or ideas - whether based or intuition, tacit knowledge or common sense notions - is not sufficient’. (Trevithick, 2012, p. 93). Supervision therefore offers a protected facility to discuss, explore, debate practice and learn elements of the profession. What would fieldwork placement be without supervision? It would be inconceivable and morally indefensible. The central role of supervision within a placement lays a duty of responsibility on the practice teacher to seek training and understanding of the elements of supervision and be confident in its performance. In addition it falls to the student to be equally prepared and open to the experience. Whether the approach to practice teaching supervision is competency based, as discussed previously, or encompasses a more critically reflective approach by way of meta competencies, may depend on the University’s preference and/or the registering body’s requirements. The optimum direction is to balance both of these approaches thus working with students towards a fuller capacity for learning.

Teachers for MSW/NUIG Yr. 2 students during an in-service training day (April, 2014) were asked, “What works and what doesn’t work in placement Supervision?” Here are their answers.

In a parallel session Students shared their following thoughts on “What works and what doesn’t work in Supervision.

Practice Teachers were also asked “What do you need for supervision on placement to work?” the answers were as follows.

When Students were asked ‘What do you need for supervision on placement to work?” they replied:

Supervision is a frequent subject in the most recently published or republished books on fieldwork placement (Thompson, 2015; Taibbi, 201; Cleak & Wilson, 2013; Williams & Rutter, 2013; Doel, 2012; Danowski, 2012; Hawkins & Shohet, 2012; Davys & Beddoe, 2011; Wonnacot, 2011; Davidson, 2011; Lomax et al. 2010; Thompson et al. 1994). Supervision in most instances is made up of both formal and informal interactions. The traditional organisational culture of placements embeds supervision as a central element of the placement training experience. Usually supervision is given by a practice teacher/fieldwork supervisor who is a professionally qualified social worker. At times this is not possible and a more varied agreement has to be entered into between placement agencies and the University.

Overall supervision can be seen not as a collection of sessions but, as a collective process

Practice teachers, not social work registered or with social work qualifications continue to offer supervision on the day to day placement experience and cases but the social work theory is injected by additional meetings with a ‘long-arm supervisor’ for example, a tutor or the fieldwork coordinator. In considering this agreement supervision needs to be appropriate to the role students are being asked to carry out. This may require adaptations to, or changes in the way in which supervision is organised and delivered. International placements are required to have the same standard of supervision practice as would be normal for local placements in order for students not to be disadvantaged. In some agencies students may have split placements. For example, in a hospital setting where the placement may cover two different disciplines with two different practice teachers over the course of the placement or in other instances where the student may the one setting and the one discipline but two different supervisors. Regardless of the model, supervision provides the opportunity for students to balance their own needs, the needs of the service users, the organisational needs and the requirements of the profession.

Supervision: Formal

Supervision is a central component within placement where students and practice teachers are expected to carry out containment, case management, information sharing and professional education, self reflection and analysis (Howe, 2008). This becomes further fractured in a breakdown between formal and informal supervision. Formal supervision is the actual time set aside each week where practice teacher and student sit down uninterrupted to unpack the complexities of professional practice. It is a valued, respected and reflective time. Overall supervision can be seen not as a collection of sessions or topics, but as a whole collective process of learning.

Figure 1: Supervision: Timings

Figure 1 is a pictorial pie chart view of anecdotal evidence from NUIG/MSW practice teachers

Here the suggestion is that the usual make up of a student supervisory session is significantly dominated by casework management. This may be due to pressure of work or agency procedures or the reflection of the practice teacher feeling more comfortable in the role of casework manager. Reflective Practice, Theory to Practice, Law, Human Rights & Social Justice all compete for time and inclusion for the remainder of each supervisory session. This is in an environment which in its work intensity may be familiar to the practice teacher but complex to a student. Inside and outside the busy formal supervisory space (which recognises the work of building a new relationship between student and practice teacher), spending most formal time discussing casework may be to the detriment of developing the ‘whole’ relationship and the ‘whole’ student. The interesting pie-chart section in the Figure 1 pie-chart titled ‘Everything Else!’ is an unfortunate reality that the end timings of a supervisory session can be hurried and treated as irrelevant (in this way we have learned nothing, in the belief that some service users themselves, share their most important information towards the end of an interview or home visit). It is reasonable to suggest that an opportunity is missed in accelerating the endings of supervisory sessions and not recognising that students may grow in confidence as a session develops and may share with their practice teacher worries or concerns about their placement while they may not feel confident in voicing these anxieties at the beginning of a session. More importantly the closing section of supervision can also be the only place left to discuss the student’s involvement in any Group work activity carried out on placement. Investigation of how the group is progressing? What skills are being used? Is there a forward plan for the group? Or exploring are there any placement difficulties for the student? All these are important discussion points not valued if thrown into a hurried, discarded sessional ending.

Figure 2: Supervision: Alternative Timings

Figure 2 suggests an alternative structure for supervision. In respecting the length and importance of casework discussions Figure 2 tries to offer an alternative in suggesting that casework and reflective practice are the main basic ingredients that make up weekly supervision. The alternating topics such as case recognition of human rights, group work, human rights etc., can be accommodated across the alternating weeks of supervision during the placement.

The key to this type of supervision is good preparation and planning so that both parties know exactly what is going to be covered on a particular week. All elements within supervision are then given their own time and respect.

There is a significant dearth of studies investigating the timings of topics within the supervision encounter Brodie (1993) and Brodie & Williams (2013) have begun a useful and powerful debate looking at the significant components of supervision; relationship, effectiveness, modelling and feedback all under the umbrella of consistency and how these are ‘time’ translated. (Brodie & Williams, 2013, p. 509). Their research shows that in a sample study of taped interviews of supervisory sessions between practice teachers and students, the three most frequently coded activities of practice teachers were; use of exploring, expressing opinion and giving feedback (p. 513). Students highest recorded activities within supervision were; providing analysis of case/practice, expressing opinion and describing case practice (p. 514). Referring to theory (a topic mainly initiated by the practice teacher) was sixth in activity importance for practice teachers and tenth for students. Interesting it is the ‘activity’ within supervision of the practice teacher and student which is under scrutiny in Brodie & Williams’ (2013) research and not the ‘topic’ undertaken within the supervisory session.

Supervision: Informal

Eraut (1999) and Ferguson (2010) suggests that informal learning is an integral part of professional development. It is not uncommon for formal learning environments to also include informal learning opportunities. What does informal supervision look like? It may be a team member talking to a student and giving a different view on a case, a team leader talking about how they view their profession, shadowing a case with a family support worker, an ad hoc conversation in the car going to or coming from a home visit, attendance at reviews or associated meetings or discussions with other health professional and social work practitioners. For the student informal learning can enhance and reinforce aspects from the formal learning environment suggesting new insights, new knowledge, new perspectives and a deeper understanding of the profession. Caution is exercised in protecting the student against informal supervision where the social work practitioner has become uncritical in their practice. This can leave some informal leaning as being incomplete or only partially understood in context.

Supervision as an integral part of practice teaching and as such has been well covered in the research of (Page & Wosket, 1994; Brown & Bourne, 2002; Dempsey et al. 1997; Garthwait, 2005; Lishman, 2004; Wilson et al. 2009). Individual and group student supervision has been further researched by Arkin et al. (1999) and the practitioner individual or group supervision/consultation by Shulman (1997). Furthermore Karpetis’s (2010) has focused on a collection of approaches including the feminist and task centred approach. With all of these research choices it is easy to lose sight of the basic components of supervision and why it is important.

Supervision Basics: Functions-Elements-Skills

In order to try and balance the construction of a supervisory session it is important to address the basics. For several years now Tony Morrison’s six factor model of supervision has excelled and in his recent work which emphasises putting ‘difference’ on the agenda, he has grasped the fundamental ethical and professional considerations on raising issues regarding discrimination within supervision (Morrison, 2012; 1997; Horwath & Morrison, 2005). The fundamental question laid out in Figure 3 is what is required for good supervision and how is it acquired?

SUPERVISION BASICS

Functions:

Elements:

Skills:

To make a professional assessment.

To focus on the student’s performance and not any other aspect of their nature e.g. morals, personal beliefs unless they impinge on practice.

To guide overarching professional values, attitudes and identity.

To uphold the integrity and safety of the individual, family or community attending the Agency.

Promoting the self management skills of the student and their ability to work in the setting.

Enabling the student to take direction and promoting self regulated learning.

Encouraging the productive use of supervision: To plan, observe, feedback and look to the future.

Putting theory into practice.

Discussing reflective practice and the use of self.

Exploring the meaning of resilience.

Observing

Monitoring

Listening

Encouraging

Coaching

Assessing

Supporting

Being able to ask for help if difficulties arise.

Figure 3: The Basics of Supervision

Supervision is only one element of the whole placement experience. It is without doubt a significant element and without question of paramount importance, but in a 40 hour working week on placement, where there can be emergency situations, agency requirements and the usual push and pull of working life, formal supervision therefore may require from both parties, commitment, patience and imagination.

Supervision: 8 points for good Supervision

There is a cross-over element to this next video. Lynne McPherson in 2014 came to NUIGalway as an International visiting researcher, she talks here about her research on supervision within the workplace. There are definite similarities from workplace supervision into the more educational approach that placement supervision requires. Her emerging new research illustrates an 8 point check list in what works for good supervision. She suggests areas such as: Safety; responding to the emotional impact of the work; learning and growth; leadership; integrity and justice; balancing functions; organisational processes; community understanding and valuing practice.

Lynne McPherson, La Trobe University, Melbourne, Australia in conversation with Marguerita McGovern

Click to View: https://youtu.be/gthdotHsh_Q

Lynne’s model of supervision involves offering supervisees a space in time in which regular, consistent and predictable supervision can take place (McPherson et al. 2015). The mention within the video of transactional management introduces the concept that as well being efficient practice teachers, supervisors have to show and model good leadership skills with their student. The changing face of social work across many regions and countries over the last number of years coupled with estimated poor staff retention and lack of organisational loyalty, has lead researchers to consider alternatives to the ever encroaching managerial type approach to social work and its service delivery. Transformational leadership (Tafvelin et al. 2014; Mertz et al 2007; Rank & Hutchison, 2000; Bass & Riggio, 2006) would appear to offer an alternative.

In the research studies mentioned above, transactional management was shown to be more creative and more innovative in its approach. Rank & Hutchison (2000) in particular submitted that social workers in managing their roles wanted to have a vision, promote social work values, motivate, stimulate and facilitate change (p. 487). “Good leaders manage meaning” Lynne McPherson says in the video. The ‘meaning’ of the placement experience for students may have them coming into an environment which is in flux due to legal, social, technological or resource changes. How practice teachers manage and lead their students through this maze is a way of modelling both micro and macro skills. The choice of the transformational management approach is in choosing a model based on vision and empowerment (Bass & Riggio, 2006). It encourages the idea that if one can illicit clarity around role and job and can promote commitment in the form of identifying with and involving oneself in the organisation, the worker (student/employee) will enjoy greater motivation, loyalty and personal potential. This will then lead to more commitment to the agency and a more macro view of the profession. In professional training terms this means the supervisor building a trusting relationship with the student, having a vision regarding the work, encouraging commitment to the organisation and giving the student responsibility in order to increase their feelings of being empowered. It also means from a placement perspective, the practice teacher having a constant presence and encouraging co-workers to engage with the student. The challenge in transformational management is that inherently, social workers do not see themselves as leaders, they at times feel powerless against the elements of policy and procedure and have low morale (Brilliant, 1986)

What do students say about Supervision?

The following podcast (made by a sub group of MSW students) shares placement supervision experiences. Group 1 decided to reinvent the television programme ‘The X Factor’ (a programme which looks for a ‘special quality’ in a person that makes them unique).

Click and listen: https://youtu.be/6z_Y2NikhaY

Field practice is an emotionally intense experience for students in discovering their own emotions and recognising the emotions of the service users due to difficulties in the areas of poverty, housing, education, culture, disability etc. These feelings of helplessness can at times be overwhelming. The importance of supervision is to take these experiences and with the help of the practice wisdom of supervisor uncover the layers of assistance, facilitation and support that can be offered.

Supervision: Feedback

In the two following short videos Marian Bogo shares her opinion on what constitutes good feedback resulting in better learning.

Click to View: https://youtu.be/5lTy9ZTCAno

Professor Marian Bogo, renowned author, talks about Feedback within the Placement experience of Suervision.

Click to View: https://youtu.be/o-CEbkzhqG0

Within supervision the optimum for both practice teacher and student is to give and receive feedback within a timely framework. In itself, this statement does not go far enough. Preparing the student for feedback is equally important so that the outcome is better practice. Scaffolding the process allows the practice teacher to begin by giving a prelude to feedback by saying for example: “Towards the end of our supervision I’m going to give you some feedback. The feedback I give you will be thoughtful and meaningful. It will include what you did well, what you didn’t do well, what you can improve on and how this will help your professional development and equally your service to clients. You will have two choices, you can accept the feedback or disagree with it. Either way, my goal is to help you to explore your relationships within practice and enhance your professional development”. This leaves no room for ambiguity and if a written record is kept as part of the supervision session, it can build towards the student understanding their personal and professional impact on their work (it can also be of value as a recorded report should there by difficulties as the placement progresses). A theory context within Page & Wosket’s (2001) ‘Supervising the Counsellor’ offers the metaphor of a bridge as a space during supervision to pause within the process. This is useful within the practice teacher/student didactic as a place where reactions can be viewed and valued, considered and consolidated.

In all, it is suggested that assessment and supervision contain four components: 1. Preparedness by all. 2. Observation of written and verbal work on placement. 3. Feedback. 4. Planning ahead for future learning. Supervision becomes not just a ‘checking or auditing’ exercise but a critical practice using the supervisors self as a major tool in the overseeing of work thus creating a trusting bond between parties (Beddoe et al. 2010; Davys & Beddoe, 2010).

Supervision: Evaluation after placement

Evaluating the placement experience as well as the model of assessment is important. MSW Yr. 1 Practice Teachers and Students were asked to draw Road Maps of their placement experience.

Figure 4: Example of Practice Teacher Road Map

This shows a somewhat exasperated practice teacher by the end of placement. There are a number of potholes and a worried face here. The placement starts well with the contract making, but hits a bump in the early stages. It is unclear whether or not the issues get resolved but the weeks progress with the practice teacher trying to build relationships and help the student develop. We come to the bridge just after half way through the placement and things seem to be getting better. There are some hopeful signs with the bridge and the sun but the practice teacher is working hard to support the student while feeling very challenged. The in-service training day back at the University for practice teachers (half way through placement) seems to offer peer support and a break away from the situation. At the end of the road the exasperated practice teacher says “Phew! I’ve done all I can!” It is interesting that at no point in this ‘rocky’ placement was the tutor or the College invited in to offer further guidance or support outside of the usual tripartite meetings. The practice teacher passed the student on this placement. In making Road Maps this type of creative evaluation helps the practice teacher to debrief and reflect on their experiences.

Figure 5: Example of Student MSW Yr. 1 Road Map

This looks like a balanced Road Map. The big finger is on the ‘Go’ button and it begins with readiness and hope of a good experience. Anxiety and juggling everything plays a significant part with the clock always ticking. Interesting about a third of the way through placement this student begins to get very tired. This is a common phenomena with first year students around the 6 to 8 week mark when they can get sick or fatigued with their energy levels dropping. Things pick up after this and the words “making progress” and “staying positive” reflect the student “keeping her head down” and working hard up to the end of placement. The most heart warming item in this Road Map is the sun where underneath the student has written “To-day I got it right!”.

The evaluation of supervision and the placement are worth sharing either as a joint creative task with practice teachers and students together or in peer group sessions of practice teachers and students separately. To this end students are also required at NUIGalway to fill out a Practice Teacher Evaluation form where they can feedback to the practice teacher post placement, their experience of his/her practice teaching approach. For their part practice teachers are additionally encouraged to discuss their placement experience with their own work supervisors or line managers. There is a knock-on benefit in this for the agency, as a good policy of supervision can encourage organisations towards the potential for good quality assurance of service delivery, greater abilities to manage risk and higher retention of staff.

THE UNIVERSITY’S RESPONSIBILITY

Universities have a duty of care toward practice teachers in particular. This can show itself in a commitment to not only providing efficient and sufficient in-service training but to follow up after the student has left the agency and to enquire how the practice teacher found the experience. Relationships between placement sites and by default, practice teachers and the personnel of the social work course should endeavour to be congenial and inter-supportive. Little research has been afforded to this topic but both parties are inter-dependent and both parties have to strive towards centring the placement within the course. Building on goodwill improves relationships and cements further commitment from practice teachers and agencies towards future placements. Follow up can be as simple as a phone call or a call-in meeting. Assessment on placement as well as being an academic standard function also leads practice teachers into the role of ‘gate-keepers’. Recognition is needed that many practice teachers are uncomfortable with this responsibility and further confidence building is needed to build up confident, secure practice teachers who are secure in their practice and strong in their convictions.

NEW APPROACHES. NEW THINKING

The beat of good supervision is within the heart of good placement. The responsibility to sustain and uphold quality placements and not slide towards mediocrity. Supervision is to hear what is being said and find a direction in response. It is old thinking and uncreative to believe that supervision is only about managing cases in the form of a ‘download’ of people, places and problems. New thinking brings supervision into finding direction and pursuing choices. It may be the choice for the practice teacher to run two separate half hour supervision sessions; one dedicated to case management and the other to different aspects of student learning such as reflective practice, law, theory and human rights and social justice. It may be to start the supervisory session with a discussion on human rights instead of case management. Adaptation and creativity can make the difference between a placement that is functional and a placement that is inspirational.

Keeping connected with other like minded individuals during placement can revitalise and strengthen both student and practice teacher confidence. Whether this is as peer group interaction or specific to social work settings, in some geographical regions there may be a number of social workers taking students at the same time but in different agencies. Meeting together diminishes feelings of isolation. Often the coming together can be of a social nature or sometimes related to a topic. One group of NUIG/MSW practice teachers said “We didn’t know we had so much in common until after the third cup of coffee!”

The availability of placements in some regions is at crisis point. For a variety of reasons agencies may find it difficult to commit to students on placement due to; organisational or staff change, insufficient staff with professional qualifications or registration, low morale, no history of social work student placement. What could be offered here in the form of an enticement? Money - though in higher education this is probably, for the majority of courses, not possible. Resources - a room for a ‘staff development day’. Expert training - all lecturers on social work courses have specific expert knowledge in various aspects of social work. Share this knowledge. Invite an agency in or go out and contribute to a recognition of fieldwork capability. Virtual placements are ‘new world’ thinking. Designed case scenarios asking on-line participants to choose and discuss appropriate interventions are interesting as a method of training but possibly insufficient in the overall substitution for the ‘real live placement experience’. Virtual placement may have a niche position in the early years of undergraduate training where approaches and mistakes can be made and discussed within the classroom. For a student already working and taking their social work course part time or on a block/module basis, placements within their own place of work may be the only choice. This requires good planning and connection between all stakeholders; university and agency. There can be problems of role identity and role distinction but with clear contracting and well set assessment criteria, the student can have a constructive, beneficial placement experience. Good supervisory practice is therefore powerful and central to monitoring students’ experiences within placement. It includes for the practice teacher the skills of management, mentoring, coaching, teaching. Above all it should be an enjoyable time for the student, learning new skills and pushing out boundaries of expectation. For the practice teacher it is a time of great responsibility, a time to reflect and galvanise their approach to their own professional practice and a duty of reciprocity fulfilled.

QUESTIONS

How do you know when Supervision is working?

Feedback is important regardless if it hurts? Discuss.

Management runs social work like a business. Is there any merit in this?

References

AASW Australian Association of Social Work. Accessed 11/06/2015. http://www.aasw.asn.au/

Adams, A., Erath, P. and Shardlow, S. (2000) Fundamentals of Social Work in Selected European Countries: Historical and Political Context, Present Theory, Practice Perspectives, Russell House, Lyme Regis.

Arkava, M. and Brennan, C. (1976)(eds) Competency-based education for social work: Evaluation and curriculum issues. New York: Council on Social Work Education.

Arkin, N., Freund, A. and Saltman, I. (1999) A group supervision model for broadening multiple-method skills of social work students. Social Work Education. Vol. 18 (1) pp. 44-58

ASWB Association of Social Work Boards. Accessed 11/06/2015. https://www.aswb.org/

Bass, B. M. and Riggio, R. E. (2006) Transformational Leadership. (2nd ed). Mahwah, NJ: Erlbaum

Beddoe, L., Ackroyd, J., Chinney, A. A. and Appleton, C. (2010) Live Supervision of Students in Field Placement: More than just watching. Social Work Education Vol. 30 (5) pp. 512-528

Bennett, S. (2008) Attachment-informed supervision for social work field education. Clinical Social Work. Vol. 36, pp. 97-107.

Bogo, M., Regehr, C., Tufford, L., Katz, E., Logie, C. and Mylopoulos, M. (2013) Towards Understanding meta-competence: An Analysis of Students’ reflection on their simulated interviews. Social Work Education Vol. 32 (2) pp. 259-273

Bogo, M., Regehr, C., Katz, E., Logie, C. and Mylopoulos, M. (2011) Developing a Tool for Assessing Students’ Reflections on Their Practice. Social Work Education Vol. 30 (2) pp. 186-194

Bogo, M., Regehr, C., Power, R., and Regehr, G. (2007). When values collide: Field instructors’ experiences of providing feedback and evaluating competency. The Clinical Supervisor. Vol. 26 (1-2) pp. 99-117.

Bogo, M., Regehr, C., Power, R., Hughes, J., Woodford, M. and Regehr, G. (2004) Toward new approaches for evaluating student field performance: Tapping implicit criteria used by experienced file instructors. Social Work Education Vol. 40 (3) pp. 417-426

Bogo, M., Regehr, C., Hughes,y J., Pwer, R. and Globerman, J. (2002) Evaluating a measure of student field performance. Social Work Education, Vol. 38 (3) pp. 385-401

Bogo, M., Regehr, C., Woodford, M., Hughes, M., Power, R. and Regehr, G. (2006) Beyond Competence:Field Instructors’ Descriptions of Student Performance. Social Work Education Vol. 42 (3) pp. 579-593

Brennan, E. C. (1982) Evaluation of field teaching and learning. In B.W. Sheafor & L.E. Jenkins (eds). Quality field instruction in social work. New York. Longman

Brilliant, E. (1986) Social work leadership: A missing ingredient? Social Work Vol. 30 pp. 325–31.

Brodie, I. (1993) Teaching from practice in social work education: a study of the content of supervision sessions. Social work Education Vol. 13 (2) pp. 71-91

Brodie, I., and Williams, V. (2013) Lifting the Lid:Perspectives on and Activity within Student Supervision. Social Work Education Vol. 32 (4) pp. 506-522

Brown, A. and Bourne, I. (2002) The Social Work Supervisor. Open University Press

Clark, F. & Arkava, M. (1997) The pursuit of competence in social work. San Francisco. Jossey-Bass

Cleak, H., Hawkins, L., Laughton, J. and Williams, J. (2015) Creating a Standardised Teaching and Learning Framework for Social Work Field Placements. Australian Social Work. Vol. 68 (1) pp. 49-64

Cleak H. and Wilson J. (2007) Making the Most of Field Placement (2nd ed) Thomson Learning. Melbourne

CORU Health and Social Care Professionals Council. Accessed on 23/3/2015 at http://www.coru.ie/en/about_us/social_workers_registration_board

Cowburn, M., Nelson, P. and Williams, J. (2000) Assessment of social work students:standpoint and strong objectivity. Social Work Education Vol. 19 (6) pp. 627-637

Danowski, W. A. (2012) In the Field: A Guide for the Social Work Practicum. Pearson

Davidson, C. (2011) The Relationship between Supervision Self-disclosure and the working alliance among social work students in Field Placement. Journal of Teaching in Social Work. Vol. 31 (3) pp. 265-277

Davys, A. and Beddoe, L. (2010) Best Practice in Professional Supervision: A guide for the helping professions. London. Philadelphia: Jessica Kingsley Publishers

Dempsey, M., Halton, C. and Murphy, M. (1997) ‘The Use of Self in Social Work. Opportunities for Reflections During Professional Training.’ Irish Social Worker. Vol. 15. (3)

Doel, M. (2012) Social Work: The Basics. Abingdon. Oxon: New York, N.Y: Routledge

Doel, M., Shardlow, S., Sawdon, C. and Sawdon, D. (1996) Teaching Social Work Practice. Ashgate Publishing. Hampshire

Eraut, M. (2004) ‘Non-formal learning and a tacit knowledge in professional work.’ British Journal of Educational Psychology. Vol. 70 pp. 113-136

Ferguson, H. (2010) Walks, Home Visits and Atmospheres: Risk and the Everyday Practices and Mobilities of Social Work and Child Protection. British Journal of Social Work. Vol. 40 (4) pp.1100-1117

Fortune, A. E., McCarthy, M. and Abramson, J. S. (2001) Student learning processes in field education: relationship of learning activities to quality of field instruct, satisfaction and performance among MSW students. Social Work Education. Vol. 37 (1) pp. 111-124

Garthwait, C. (2005) The Social Work Practicum. Pearson

Gonsalvez, C., and Freestone, J. (2007). Field supervisors’ assessments of trainee performance: Are they reliable and valid? Australian Psychologist, 42 (1) pp. 23-32.

Govaerts, M., van der Vleuten, C., Schuwirth, T. and Muijtjens, A. (2006) Broadening perspectives on clinical performance assessment: Rethinking the nature of in-training assessment. Advances in Health Science Education. Vol. 12 pp.239-260

Grant, L. and Kinman, G. (2014)(eds) Developing Resilience for Social Work Practice. Palgrave Macmillan Education

Gross, J. M. (1981) Instructional design: Bridge to competence. Journal of Education for Social Work. Vol. 17 pp.66-74

Hawkins, P. and Shohet, R. (2012) Supervision in the Helping Professions. 4th edn Open University Press

Horwath, J. and Morrison, T. (2005). Effective staff training in social care: From theory to practice. Routledge.

Howe, K. (2008) Mastering Social Work Supervision. Social Work Education. Vol. 32 (8) pp. 1-2

Huitt, W. (2004). Bloom et al’s. ‘Taxonomy of the cognitive domain’. Educational psychology interactive. Vol. 22.

Humphrey, C. (2007) Observing students’ practice (through the looking glass and beyond). Social Work Education. Vol. 26 (7) pp. 723-736

Hyland, T. (1995). Morality, work and employment: Towards a values dimension in vocational education and training. Journal of Moral Education, 24(4), 393-406.

Kadushin, A. (1974) Supervisor-supervisee: a survey. Social Work, Vol. 19. pp. 288-297.

Kadushin, A. and Harkness, D. (2002) Supervision in Social Work. (4th ed) Columbia University Press, New York.

Karpetis, G. (2010) Field practice supervision of social work students: a psychodynamic view on the emotional context of the process and the setting during the client assessment phase. European Journal of Social Work. Vol. 13, No. 4, pp. 503-522

Kane, M.T. (1992) The assessment of professional competence. Evaluation in the Health Professions Vol.15 (2) pp. 163-182

Kelly, J. and Horder, W. (2001) The how and the why: Competencies and holistic practice. Social Work Education Vol. 20 (6) pp. 689-699

Kemp, E. (2001) Observing practice as participant observation - linking theory to practice. Social Work Education. Vol. 20 (5) pp. 723-736

Lefevre, M. (2005) Facilitating practice learning and assessment: the influence of relationship. Social Work Education. Vol. 24 ( 5) pp. 827-840

Lishman, J. (2004) Handbook of Theory for Practice Teachers in Social Work. Jessica Kingsley.

Lomax, R., Jones, K., Leigh, S. and Gay, C. (2010) Surviving your Social Work Placement. Palgrave Macmillan

McPherson, L., Frederico, M. and McNamara, P. (2015) Safety as a Fifth Dimension in Supervision: Stories from the Frontline. Accessed 25th May 2015Australian Social Work. http://dx.doi.org/10.1080/0312407X.2015.1024265

Mertz, L.K., Fortune, A.E. Zendell, A.L. (2007) Promoting Leadership Skills in Field Education. Journal of Gerontological Social Work. Vol. 50 (1-2) pp. 173-186

Morrison, T. (2012) Staff Supervision in Social Care: Making the real difference for staff and service users. (11th ed). Pavillion

Morrison, T. (1997). Learning, training and change in child protection work: Towards reflective organisations. Social Work Education, 16(2), 20-43.

Muntz, Y., Moorthy, K., Bann, S., Shah, J., Ivanova, S., and Drazi, S. (2004) Ceiling effect in technical skills of surgical residents. American Journal of Surgery. Vol. 188 pp. 294-300

HPC Health Professionals Council. Accessed on 11/06/2015. http://www.hpc-uk.org/aboutregistration/regulators/socialwork/

NISCC Northern Ireland Social Care Council accessed on 11/06/2015 http://www.niscc.info/

NUIGalway, Ireland (2014) MSW Fieldwork Handbook. Course resource.

Page, S. and Wosket, V. (2001) Supervising the Counsellor: A Cyclical Model. (2nd ed) Routledge, London.

Rank, M. and Hutchison, W. (2000) An analysis of leadership within the social work

profession. Journal of Social Work Education Vol.36 (3) pp. 487–502

Rushton, A. and Nathan, J. (1996) The Supervision of Child Protection Work. British Journal of Social Work. Vol. 26 (3) pp. 357-367

Sliwa, J. A., and Kowalske, K. J. (2000). Assessing resident clinical competence. American Journal of Physical Medicine and Rehabilitation, Vol. 79 pp. 468-473.

Siegel, B. S., & Greenberg, L. W. (2000). Effective evaluation of residency education: How do we know it when we see it? Journal of Paediatrics. Vol. 105 (4) pp. 964-965.

Spence, S. H., Wilson, J., Kavanagh, D., Strong, J. and Worrall, L. (2001) clinical supervision in four mental health professions: a review of the evidence. Behaviour Change. Vol. 18 (3) pp. 135-155

Shulman, L. S. (1997). Professional development: Learning from experience. Common Schools: Uncommon Futures: A Working Consensus for School Renewal. New York: Teachers College Press. Vol. 101.

Tafvelin, S., Hyvonen, U. and Westerberg, K. (2014) Transformational Leadership in the Social Work context: the importance of leader continuity and co-worker support. British Journal of Social Work vol. 44 (4) pp. 886-904

Taibbi, R. (2013) Clinical Social Work Supervision: Practice and Process. Boston. Pearson

Talbot, M. (2004) Monkey see, monkey do: A critique of the competency model in graduate medical education. Medical Education Vol. 38 (6) pp. 587-592

Tanner, K. (1998) ‘Towards an equality model: Observation through a Power Lens’ in Observation and its Application to Social Work; Rather like Breathing, eds P. Le Riche and K. Tanner. Jessica Kingsley. London

Thompson, N. (2015) Understanding Social Word:Preparing for Practice. 4th edn Basingstoke. Macmillan

Thompson, N., Osada, M. and Anderson, B. (1994) Practice Teaching in Social Work. (2nd ed). Pepar

Trevithick, P. (2010) Social Work Skills and Knowledge: A Practice Handbook. McGraw-Hill. England

University College Cork, Ireland. (2014) Ruth Murray, Social Work Fieldwork Co-ordinator. Personal communication.

Williams, B. (1997). University-based social work education: Quaint and dated? Canadian Social Work Review, 14 (1) pp. 69-81.

Williams, S. and Rutter, L. (2013) Practice Educators Handbook (2nd ed). Learning Matters. Sage

Wilson, G., O’Connor, E., Walsh, T. and Kirby, M (2009) Reflections on practice learning in Northern Ireland and the Republic of Ireland:lessons from student experiences. Social Work Education. Vol. 28 (6) pp. 631-645

Wonnacot, J. (2011) Mastering Social Work Supervision. London. Jessica Kingsley

Acknowledgements

Many thanks to those who have contributed through the videos and podcasts:

Professor Caroline McGregor

Tony and Siobhan

Professor Pamela Trevithick

Lynne McPherson

NUIG/MSW class of 2010-2012

Professor Marian Bogo

NUIG Postgraduate Diploma in Practice Teaching, Supervision and Management Class of 2013-2014

Powerpoint Template design from www.PresenterMedia.com

Additional on-line resources

Joan Wilmot talks about the 7 eyed Model of Supervision

https://youtube/JJwhpz8NSV0

Lis Beddoe discusses her book Best Practice in Professional Supervision

https://youtube/pyTXadIRxXY

Bob Cooke: Clinical Supervision Checklist:

https://youtube/o5zPhPWpK0g