2013 AASWWE symposium F oc using on profe ssiona l g rowth; the e xpe rie nc e s of e xte rna l soc ia l work supe rvisors in fie ld e duc a tion Ine s Zuc howski PhD stude nt in Soc ial Work
Focusing on professional growth; external social work supervisors in field education Pre se nta tio n Ove rvie w • Co nte xt o f Re se a rc h • Ba c k g ro und I nfo rma tio n • Me tho d • F inding s • Disc ussio n • Que stio ns • Re fe re nc e s
Focusing on professional growth; external social work supervisors in field education Co nte xt o f Re se a rc h Explorative Qualitative research. Subset of data Research question: ‘ What are the experiences of all key stakeholders in field education with external supervision ?’. • F o c us o f this pre se nta tio n: E xte rna l F ie ld E duc a to rs • Prio r Pre se nta tio n o n the Impo rta nc e o f Co nte xt
Focusing on professional growth; external social work supervisors in field education ie ld e duc ation is pivotal ye t c halle nging F De fining mo me nt (Ho mo no ff, 2008), Co mple x Se nse o f se lf(L a m, Wo ng , & L e ung , 2005) Unsa fe (Ga ir & T ho ma s, 2008), L e a rning a nd stre ss(Ma idme nt, 2006). Auto no my a nd pro fe ssio na l g ro wth F ie ld e duc a to rs= re spe c tful, c o mmunic a tio n, a va ila b le , o b se rva tio n(Ba rre tti, 2007) Wo rklo a d issue s impa c t(Chinne ry & Be ddo e , 2011).
Focusing on professional growth; external social work supervisors in field education alism is impac ting fie ld e duc ation Ne olibe r De -pro fe ssio na lisa tio n o f so c ia l wo rk(He a ly, 2004; Mo rle y & Dunsta n, 2013), he a vy wo rklo a ds/ e xtra re spo nsib ilitie s o f fie ld e duc a to rs (Mo ria rty e t a l., 2009), le ss wo rke r a uto no my (Che no we th, 2012) limit a b ility to suppo rt stude nts (Ba rto n, Be ll, & Bo wle s, 2005). Cha ng ing fie ld + diffic ultie s to pla c e stude nts with o n-site supe rviso rs
Focusing on professional growth; external social work supervisors in field education vision in fie ld e duc ation E xte r nal supe r Appre ntic e ship type mo de l(Ca mille ri, 2001) L imite d pla c e me nts with so c ia l wo rk pro fe ssio na l o n-site (Ba rto n, e t a l., 2005). re q uire e ffe c tive tria d re la tio nships (Ab ra m, Ha rtung , & We rne t, 2000) g o o d ma tc hing pro c e sse s a nd ro le c la rific a tio ns (Zuc ho wski, 2013), c o lla b o ra tio n a nd pla nning b e twe e n supe rviso rs (Zuc ho wski, 2013b ), a nd e xtra suppo rts, tra ining a nd re c o g nitio n fo r the ta sk supe rviso rs (He nde rso n, 2010) Pla c e me nt with e xte rna l supe rvisio n c a n o pe n up ne w fie ld o f pra c tic e (Zuc ho wski, 2011), pro vide a b ro a d ra ng e o f e xpe rie nc e s in e me rg ing c o mmunity o rg a nisa tio ns (Ab ra m, e t a l., 2000), a nd re sult in e mplo ya b le a nd fle xib le g ra dua te s (Pla th, 2003).
Focusing on professional growth; external social work supervisors in field education vision in fie ld e duc ation E xte r nal supe r se e n a s a la st re so rt (Ab ra m, e t a l., 2000) stude nts, ma y b e mo re sa tisfie d in pla c e me nts with inte rna l supe rvisio n (Cle a k & Smith, 2012) I nte rna lly vs e xte rna lly supe rvisio n o r o the r issue s? L e a rning ? Suppo rts? Pre pa ra tio n? Me ssa g e s? (Zuc ho wski, 2013). Cha lle ng e s: so c ia l wo rk ro le s, va luing ta sk supe rviso r, fo ur wa y pro c e ss o f a sse ssme nt a nd re po rting (Pla th, 2003). Co nte xt (Henderson, 2010, Zuchowski, 2013b).
Focusing on professional growth; external social work supervisors in field education vision in fie ld e duc ation Supe r Impo rta nt: pro fe ssio na l g ro wth(AASW, 2012) a nd c o mpe te nc e (L izzio & Wilso n, 2002), c ritic a l re fle c tio n (Mo rle y & Dunsta n, 2013) tra nsfo rma tive le a rning (Ca rro ll, 2010). No t po litic a lly inno c e nt (Ad a mso n, 2012) Co mpa tib ility (Ornste in & Mo se s, 2010) Qua lity o f re la tio nship= suc c e ss o f supe rvisio n (Mc Ma ho n, 2002) T hus, in pla c e me nts with e xte rna l supe rvisio n: Pro fe ssio nal fo rmatio n? I mpac t o n the fie ld? What is supe rvisio n c o ve ring ?
Focusing on professional growth; external social work supervisors in field education Me Method Sa mple Purpo sive Sa mpling E lig ib ility Crite ria : So c ia l Wo rk stude nts, fie ld e duc a to rs, ta sk supe rviso rs a nd lia iso n pe rso ns tha t ha ve b e e n invo lve d in so c ia l wo rk fie ld pla c e me nts with e xte rna l so c ia l wo rk supe rvisio n. 32 pa rtic ipa nts Ra ng e o f Austra lia n unive rsitie s Qld, ACT , WA, Vic a nd SA F oc us in this pre se nta tion: the e xpe rie nc e s of e xte rna l supe rvisors 15 pa rtic ipa nts
Focusing on professional growth; external social work supervisors in field education Table 1: Participants: Years Working in the Human Services Field and Number of occasions participant has provided supervision to social work student, internally and externally. Name (1) Ye ars of E xpe rie nc e Numbe r of oc c asions provide d Numbe r of time s Inte rnal soc ial work supe rvision sinc e graduating as provide d e xte rnal soc ial a Soc ial Worke r work supe rvision Pa ul 40 ma ny ma ny Wa yne 35 ma ny ma ny Ro b e rt 31 ma ny ma ny 30 ma ny ma ny Ge o rg in a Anna 30 20 a fe w Ma tthe w 28 ma ny multiple Ra lph 28 se ve ra l 1 Brid g e t 20 ma ny 3-4 Ma ria 20 ma ny ma ny o na 20 so me ma ny I Chlo e 15 1 1 Be lind a 13 16 multiple a re n 10 Ma ny c o uple K She lly 10 nil a fe w a nya 5 nil c o uple T (1) Pseudonyms have been used throughout the presentation
Focusing on professional growth; external social work supervisors in field education Qua lita tive Re se a rc h: se mi-struc ture d inte rvie ws 6 fa c e -to fa c e , 9 pho ne inte rvie ws E xplo ra tive inte rvie w F ie ld e duc a tio n with e xte rna l supe rvisio n 10 fe ma le a nd 5 ma le pa rtic ipa nts Da ta a na lysis T a pe d, tra nsc rib e d T he me s a nd sub the me s ide ntifie d Nvivo Curre nt re fle c tio n o n inte rim a na lysis Qua lita tive Re se a rc h Sub je c tive e xpe rie nc e s, se lf-se le c tio n a nd se lf- re po rting One a spe c t o f a ra ng e o f e xpe rie nc e s I nside r po sitio ning o f re se a rc he r
Focusing on professional growth; external social work supervisors in field education F indings Se pa ra te Pre se nta tio n: Co nte xtua l und e rsta nd ing o f pla c e me nt, Ma tc hing a nd re so urc ing Oppor tunitie s Challe nge s Re lationships and Spac e Supe r vision and Gr owth
Focusing on professional growth; external social work supervisors in field education Oppor tunitie s Gro wth fo r stud e nts Ope n re fle c tio ns Se pa ra te spa c e Be c ause I do think that the r e is a r e al be ne fit to having so me bo dy c o mple te ly o utside , with the pe r c e ptio n o f the stude nt . She lly impar tiality, whic h is r e ally go o d fo r F re sh pe rspe c tive s supe rvisio n a c tua lly ha ppe ning Because my feeling is that the students that are getting external supervision are generally getting at least more consistent supervision when they get it and are better supported on placement and I think that says more about the changing of the sector than it does about whether or not social workers on site give supervision . Iona
Focusing on professional growth; external social work supervisors in field education Gro wth fo r fie ld a nd pa rtic ipa nts Mo de lling supe rvisio n Gro wing fie ld it is a go o d o ppo r tunity to put the fo c us o f what skills a c o mpe te nt so c ial wo r ke r has bac k into that wo r k plac e , and also fo r o the r gr ass r o o ts age nc ie s, that, have de ve lo pe d o ut o f a go o d ide a to again sho w the skills ibute . Ro b e rt that so c ial wo r k c an c o ntr Pro fe ssio na l g ro wth L e a rn, ke e p a c tive , c o nne c t with pro fe ssio n yo u ar e le ar ning all the time . T hat’s why I still e njo y at 70 supe r visio n, be c ause yo u ar e always le ar ning fr o m the stude nt, … it ke e ps yo ur blo o dy mind ac tive Ma tthe w whe n I to o k o n my fir st stude nt fo r e xte r nal supe r visio n, ..., and I r e ally wante d to maintain my c o nne c tio ns with the pr o fe ssio n . Io na
Focusing on professional growth; external social work supervisors in field education Challe nge s No visua l o b se rva tio n c o nte xt (Zuc ho wski 2013 b ) Busyne ss o f ta sk supe rviso rs Und e rsta nd ing o f so c ia l wo rk Hie ra rc hy in o rg a nisa tio n The nature of the changes in the non-Government sector, which is most where students are having external supervision, has increasingly placed the sector and the staff under enormous pressure and so there is less time for students Chloe students have to manage senior people who do not have an understanding of social work... the task supervisor who knows their agency well, but may not understand or appreciate what social work does particularly in that organisation ’. Georgina
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