Spring 2006 UMD Field Supervisors Training

1. Supervision Presented by Mike Raschick Spring 2006 UMD Field Supervisors Training

2. Interrelating Roles of Students, Supervisors, Agencies, and School Supervisor School Case Manage Teacher/Mentor Evaluate Gatekeep Teach Structure Liaison Evaluate Gatekeep Supervisor Student Agency School

3. Two Types of Field II Learning Objectives • Knowledge & Skills • “The ‘art’ of Social Work” (for instance, the “professional use of self” and creativity)

4. Knowledge & Skills • Individual/family/small group, organization, and community assessments and interventions • An ecological perspective • Values & ethics • Social justice • Cultural competency • Organizational & community dynamics • Social Welfare Policies • Problem-solving/Critical thinking • Finding and critically evaluating new information

5. Possible Ways of Teaching “The Art of SW” • Modeling • Mentoring • Provide feedback on interaction with clients or worker • Discuss & provide feedback on “professional use of self” • Role playing, process recording, etc.

6. Strengths Supervisor & Student Bring Into Their Interactions SUPERVISOR: professional self, practice experience and wisdom (including interpersonal), knowledge about client population, agency and community networks, teaching/mentoring/supervision skills, teaching style, personality Supervisor Student STUDENT: enthusiasm for applied learning; life and/or professional experience & insights related to Social Work; evolving professional self, academic knowledge, & critical thinking; learning style; personality

7. Roles & Responsibilities of Supervisors • Help students formulate a meaningful Learning Contract • Meet regularly with students—with most meetings being “structured” around learning objectives and student reflection • Planfully tap into the strengths students bring into the field placement in general and the supervisory transaction specifically (e.g., motivation to learn, academic knowledge, life and possibly professional experiences, personality, and interpersonal skills and insights) • Challenge students to develop in-depth understanding of effective Social Work (e.g., ask “tough questions” that require their critical thinking and that require them to integrate classroom and other theoretical/practice knowledge into their field practice) • Planfully help students develop the “art" , as well as the “science”, of SW • Connect with the students interpersonally & with their learning styles

8. Roles & Responsibilities of Students • High motivation/enthusiasm for field learning/”commitment to “do their best” • Evolving academic knowledge • Ability to get along well with clients and with agency staff” • The potential to be effective MSWs • Assuming primary responsibility for writing and implementing their field contracts • Assuming primary responsibility for bringing academic and other practice knowledge into their supervision and field practice • Being open to supervisory feedback, including feedback about professional “use of self”

9. Supervisor and Student Keys to Effective Supervisory Interactions SUPERVISOR: help students formulate a meaningful Learning Contract, meet regularly with students—with most meetings being “structured” around learning objectives and student reflection; planfully help students develop both the “art" and the ‘science” of SW; purposefully tap the strengths students bring into the field placement in general and the transaction specifically (e.g., motivation to learn, academic knowledge, life and possibly professional experiences, personality, and interpersonal skills and insights); connect with the students interpersonality and with their learning style; challenge students to develop in-depth understanding effective Social Worker (e.g., ask “tough questions” that require their critical thinking and that require them to integrate classroom and other theoretical/practice knowledge into their field practice) Supervisor Student STUDENT: high motivated/enthusiasm for field learning/commitment to ”do their best”; getting along well with clients and with agency staff”; demonstrating the potential to be effective MSW; assuming primary responsibility for writing and implementing their field contracts; assuming primary responsibility for bringing academic and other practice knowledge into their supervision and field practice, being open to supervisory feedback, including feedback about professional “use of self”.