Field Instruction:
Models of Supervision to
Enhancing Student Learning
UCF School of Social Work
16 Hr. Field Instructor Training
Shellene Mazany, LCSW
Introduction
University of Central Florida (UCF)
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School of Social Work
Counseling Center
Private non-profit
Field Instruction throughout career
UCF School of Social Work
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BSW
MSW (Generalist & Advanced Standing)
Jan. 16, 2015
2
Key Points
1.
Overview of Roles within Field
2.
Perceived Benefits & Challenges of Being a
Field Instructor
3.
Supervisory Style
4.
Supervision Models and Intern Stages
5.
Tools for Successful Supervision of a Student
Intern
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Overview of Growth in Field Education - UCF
Number of BSW Students Entering Field 2009 - 2015
160
134
140
144
130
135
120
100
88
80
60
68
54
40
20
0
2009
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2010
2011
2012
2013
2014
2015
4
Overview of Growth in Field Education - UCF
Number of MSW Students Entering Field 2009 - 2014
300
263
247
250
222
218
200
172
161
150
100
50
0
2009
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2010
2011
2012
2013
2014
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Field Placement Sites – BSW & MSW
PRACTICE AREA
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BSW
MSW
Aging
13
82
Substance Abuse
9
28
Child Welfare
17
16
Healthcare
11
58
Mental Health
5
51
Public Assistance
26
15
Schools
7
34
Military/VA
N/A
9
Corrections
3
Domestic Violence/Crisis
11
Family Services
26
6
Ponder…
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Social Work student
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First internship/first agency supervisor
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Memorable traits/qualities?
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Relevance Today
Being agency Field Instructor = based on personal experience
as a student
Perceived Benefits
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Add to professional role
Learn from students; improve professional development
View as mentor to students
Gratifying – help a student develop and build self-confidence
Contribution to the social work profession; impact community
at large; improve services
Critical link between student achievement and success in field
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Relevance Today
Perceived Challenges
 Student Professionalism/Work Ethic
 Lack of commitment to (attendance issues, signs of “burn-out”
at start up)
 Entitlement; bad attitude
 Social media; absence of boundaries
 Field readiness
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Relevance Today
Perceived Challenges for Agencies
 High turnover of MSWs at field sites
 Reduction in number of students agency can to take
 Flooding market with students
 Increased competition (other mental health counseling programs)
 Diminishing resources; agency constraints
 Agency Field Instructors unable to attend trainings/orientation
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Supervisor Styles
Self Reflection:
 What do you enjoy about supervising interns? Not enjoy?
 How would you describe your supervision style?
 What special gifts do you bring to interns?
 What were your first supervisory experiences like?
Think about personalizing your sessions…
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Supervisor Styles
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Supervision Models
1. Didactic
2. Experiential
3. Collaborative
4. Solution-Focused
5. Cognitive Behavioral
6. Eclectic
7. Task Oriented
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Supervision Models
Didactic
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Provides information
a.
b.
c.
d.
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Agency policies/procedures
Books & articles to read
Information about community resources
Suggest trainings
Can provide a framework for practice
“Structured” supervision
a.
b.
Limits student participation
Limits facilitation of student responsibility for learning
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Supervision Models
Experiential
 Role Play
 Direct Observation (of student or supervisor)
 Video or Audio tape
 Interactive activities
Examples:
a) Shadowing
b) Co-facilitator team meetings
c) Student self-critique
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Supervision Models
Collaborative
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Conversational interaction
Models logical analysis of issues/concerns
Models exploration skills (i.e., asking student to explore why a particular skill or
intervention was used)
Links theory and practice
Identifies strengths and areas of improvement
Solution-Focused
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Change oriented-action oriented
Future oriented – where change is created & negotiated
Emphasis on what works for intern
Interns have strengths, resources and solutions (unaware)
Supervisor is facilitator of change process
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Supervision Models
Cognitive/Behavioral
 Focus on intern cognitions, self-talk and belief systems
 Challenges misconceptions to aid in mastering skills and techniques
 Supervisor considered “expert”
 Gives little attention to emotional expressions
Supervisory Styles that hinder this model:
“How do you feel?” Supervisor (“Feelings are more important than conceptualizations.”)
“Mister Rogers” Supervisor (“It’s bad when someone’s feelings get hurt.”)
“Attila the Hun” Supervisor (“Don’t argue, I’m always right.”)
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Supervision Models
Eclectic
 Incorporates multiple approaches
 Wide array of choices from which to pursue
 Intern can match intervention strategies with own individual personality
 Allows intern to learn many different models of therapy
Task Oriented
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Goal oriented; realistic and measurable
Focus on skill development
Client focused
Motivated for growth and change
Supervisor
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Set supervision goals; develop supervision plan
Focus on assessment/intervention skills
Observe/monitor intern’s work; evaluate progress
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Stages of Student Intern
 Interns move through series of stages that are
qualitatively different from each other
 To optimize intern satisfaction and growth, each
stage requires a different supervisory environment
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Intern Stages of Development
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Stage 1: Dependent
Supervisor Role – Affective focus
Provide “grounding” for intern
 Direct/Instruct
 Tight Structure
 Teach conceptual and intervention skills; empower intern to use skills
already learned
Greatest level of dependency; intern benefits from structure and
instruction
Need for support significant; confrontation will be minimal
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Stage 2: Skill Development
Supervisor Role – Cognitive Focus & Skill Development
 Provides “holding” but loosening stance
 Stimulates expansion of awareness and ideas
 Supportive guide-facilitator role; encourage more independent thought
and action
Stage 2 - Less reliance on supervisor; lessened need for structure, direction
and instruction in supervision
Confrontation may be mildly to moderately used
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Stage 3: Independent & Insightful
Supervisor – Dependency Role
 Supportive guide-collegial role
 Increased focus on personal-professional issues
 Direct focus on transference/countertransference, parallel process issues
Attainment of greater independence; focus on specific problem
areas
Support is present; confrontation can be frequent and useful
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Stage 4: Collegial
Supervisor – Support and Confrontation
 Collaborative collegial consultant role
 Challenges intern in theoretical issues and practice style
 Offers alternative perspectives regarding specific cases
 Challenges interns conceptual-intervention plans
Expect independent functioning; collegial-supportive
relationship
Confrontation is “easy”
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Distinctive Issues in Supervision
 Confidentiality in supervision
 Disclosure to clients
 Professional standards and conduct
 Appropriate self-disclosure
 Organizational changes
 Multicultural sensitivity
 Generational differences
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Generational Differences
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Generational Differences
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Dorms/Residence Halls
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Dorms/Residence Halls
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Classrooms
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Classrooms
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Health & Wellness
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Health & Wellness
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Health & Wellness
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Health & Wellness
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Tools for Successful Supervision
 Personalize your model
 Recognize and appreciate differences – look for common
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ground
Maintain self-awareness; withhold negative judgment
Develop working alliance – hold sacred the time allotted for
intern
Establish of roles and responsibilities/boundaries
Discuss expectations of student and of supervision
Find teachable moments
Initiate dialogue with student about client interactions
*Take things a step further (what would you like to do differently?)
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Tools for Successful Supervision
 Provide feedback on performance
 Clarify purpose of assignments
 Encourage intern problem-solving
 Make requests of interns to critique their own work
 Make connections to classroom work
 Provide variety of learning opportunities
 Availability outside of designated supervision time
 Early opportunities for client contact
 Treat students like professionals; offer assistance and support
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Tools for Successful Supervision
Support provided by university
 On campus orientations and trainings
 Networking opportunities during trainings
→ Establishment of mentoring relationships – more experienced
agency Field Instructors with newer agency Field Instructors
 On-site agency orientations
 Agency site visits
 Electronic distribution to and access of field documents
(Modules specific to student learning and core competencies)
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Tools for Successful Supervision
 UCF School of Social Work Field Education Office
 Website information:
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Agency Resources
All Field Documents
Qualified Supervisor Listing
Upcoming Events/Employment Opportunities
News and updates of department
www.cohpa.ucf.edu
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Field Instruction: Models of Supervision to
Enhance Student Learning
Questions?
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Discussion topics
Myths and Benefits of Having a Student
1. What are some of the myths regarding having a social work student to
supervise?
2. What are the benefits of having a social work student to supervise?
3. What do you look forward to when you have a student to supervise?
4. What concerns do you have about supervising a social work student?
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