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The social work field instructor's survival guide /
Despite the critical role that community-based supervisors play in the training of social work students, there has been no comprehensive resource for core information--until now. This is a sage, practical guide for social work field instructors who want to provide expert guidance to their students i...
| Clasificación: | Libro Electrónico |
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| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
New York :
Springer Publishing Company,
[2016]
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Cover; Title; Copyright; Contents; Contributors; Preface; Acknowledgments; Share The Social Work Field Instructor's Survival Guide; Chapter 1: Working With a Practicum Student: First Steps; How Do I Become a Field Instructor?; What If I'd Like to Have a Practicum Student but I Don't Currently Have One?; Practicum and Internship Roles; Learning About the Field Instructor Role; What Are Reasonable Expectations of a Social Work Practicum Student?; Legal and Practical Considerations; Liability/Malpractice Insurance; Work Space; Supervisory Availability; Getting Ready; Conclusion; References.
- Chapter 2: Facilitating Positive School-Field Agency CollaborationThe Development of School-Field Agency Collaboration: Background; Who's Who in the Social Work Program?; Field Education Coordinator or Director; Field Education Seminar Faculty; Faculty Advisor; How Do You Ensure Good Communication Between the College and the Field Agency?; Collaboration: Ensuring Integration of Classroom and Field Setting; Conclusion; References; Chapter 3: A Checklist of Dos and Don'ts; As You Begin . . .; Do Commence Thoroughly: Initial Conversations; Do Continue Intentionally: Ongoing Supervision.
- Do Conclude Thoughtfully: Problem SolvingSummary; References; Chapter 4: Maximizing the Essential Tool: The Learning Agenda; Purpose and Development of the Learning Agenda; Universality of Social Work Education; Integration of Classroom Learning and Field Experience; Development of the Student Practitioner over Time; Discrete and Holistic Learning; Using the Learning Agenda During Field Supervision; Regular Use of the Learning Agenda in Supervision; Learning Agendas and Evaluation; Conclusion; References; Chapter 5: Teaching Policy in Field Education; Background.
- The Complementary Nature of "Micro" and "Macro" SkillsHow Can Field Instructors More Effectively Teach Policy Practice to Their Students?; Tasks and Activities for Practice Behaviors Associated with Policy Practice; Discussing Policy Practice in Supervision; Conclusion; References; Chapter 6: Integrating Theory and Practice Methods in Field Education; Literature Review; Student Feedback Related to Integration; Fostering Integration; Field Faculty Models and Strategies; Field Instructor Strategies; Recommendations; Universally Applicable; Context-Specific And/or Resource-Based Suggestions.
- References; Chapter 7: Supervisory Processes: Supporting Development and Positive Change for Every Student; Approaches to the Supervisory Relationship: Background; How Do I Identify Areas in Need of Improvement?; Common "Trouble Spots"; Emotional Self-care; Professionalism; Setting Appropriate Professional Boundaries; Integrating Classroom Knowledge with Fieldwork; Professional Writing Skills; Accepting Constructive Feedback; Asking for Help; Helping Students to Improve; When Is It Appropriate to "Fire" a Practicum Student?; Conclusion; Acknowledgment; References.