IDENTIFYING AND ADDRESSING CHALLENGING SITUATIONS WITH STUDENTS IN THE FIELD UW School of Social Work Field Instructor Training Program Module 10

2 Identifying and Addressing Challenges in the Field: Competency Objectives: 1) Describe the qualities of effective student-PI relationships 2) Identify common challenging situations involving students 3) Develop effective strategies and strength-based methods for problem-solving with students 4) Describe ways of adjusting teaching or supervisory approaches for optimum student outcomes. 5) Identify solutions for challenging situations through small group discussion with practicum instructors.

3 The Changing Context of SW practice increasing complexity of presenting client problems agency constraints and limited resources need for workers and students to be culturally competent need for agencies to accommodate for the special needs of students

4 Categories of Challenging Situations in Practicum Wrong placement or “mismatch” requiring replacement of student Student learning problems – the “marginal” student –Student anxiety or ability may affect progression in achieving learning goals and objectives. –Students may have difficulty in “grasping” concepts, applying social work skills to practice or in being able to integrate theory and practice. –It is important to determine if this can be addressed successfully through intervention.

5 Categories of Challenging Situations in Practicum – Con’t Problems with students professional development –problems with organizational or professional behavior –difficulty in building collaborative relationships with supervisor, staff or clients –inability to give or receive feedback, overreliance on PI over time. Emotional, unethical, or illegal behavior PI instructional challenges The gifted or experienced student Other factors or special concerns

6 QUALITIES OF AN EFFECTIVE STUDENT-PI RELATIONSHIP Availability Support Structure Promotion of increasing student autonomy Feedback and Evaluation Linkage of Theory and Practice

7 TIPS ON ADDRESSING PROBLEMS Schedule regular time for supervision Model the process Model accountability Prioritize urgent issues vs. non-urgent issues Actively observe student performance Consult with SSW Practicum Liaison as early on as possible

8 TIPS ON ADDRESSING PROBLEMS – Con’t Consider appropriate revisions to performance expectations Be “specific” Give “balanced and effective” feedback Keep an undated and ongoing records

9 Feedback Should be: –based on learning objectives –stated in behavioral terms; concise; specific; direct; respectful –timely, ongoing, regular and as close to the event as possible –identify skills that need to be developed and alternative helpful behaviors sought –reciprocal and invite discussion –made accessible to BOTH student and PI

10 Case Scenario’s

11 Case Scenarios 1) Your administration student fails miserably at leading a staff meeting. 2) You compliment your student for a job well done and learn later that he actually performed poorly 3) Your student seeks out another staff member for supervision without your knowledge 4) When Should a Field Instructor Become a Counselor?

12 Case Scenarios 1) JILL, ENTHUSIASTIC BUT COMPLETELY GREEN 2) JANE, BORDERLINE ABILITY 3) VERA, CULTURAL DIFFERENCES 4) BILL, FAILURE TO ABSORB VALUES 5) KETIH, CLASSIC NEGATIVE TRANSFERENCE 6) JOHN, EXPERIENCED AND APPEARS TO BE RESISTIVE 7) SARAH, HIGHLY ADVANCED AND SKILLED IN PSYCHOTHERAPY \

13 Activity: Group Discussion (a) Discuss the range of and nature of the challenges? (b) What approaches would you use to address them?