HOW STUDENTS LEARN HOW SUPERVISORS TEACH SUPERVISING and EVALUATING STUDENTS

1. HOW STUDENTS LEARNHOW SUPERVISORS TEACHSUPERVISING and EVALUATING STUDENTS • October 9, 2013 • Ramapo College of New Jersey • Social Work Program • Field Instructor Training

2. Agenda • Introductions • Learning Contract/Field Liaison/Agency Contact • Learning/teaching Styles • Students with disabilities • Supervision of social work students • Student evaluation

3. Ramapo College Social Work Program Website • http://ww2.ramapo.edu/sshs/social/fieldinstruct.aspx

4. Completing the Student Learning Contract • How to complete it—for TPI students it is due on Thurs. Oct. 10 • How to match possible agency tasks with the competencies/practice behaviors • What are the issues and problems you are having when attempting to complete it?

5. Student Learning Contract • A contract is a written or verbal agreement between two parties spelling out each other’s expectations • The field instructor and student will spell out, in writing, the expectations for the student in field, and the field instructor’s role in the student’s education • http://ww2.ramapo.edu/sshs/social/fieldinstruct.aspx

6. Roles of the Field Instructor • As a Field Instructor you are not only supervisors and mentors but teachers. • It is therefore important to understand who your students are and how they learn best. • It is helpful to pay attention to these issues early in the student’s placement. • Research suggests: • Learning style differences influence students’ and field instructors’ perceptions of the field placement. • The relationship between field instructors and students can be enhanced by recognizing and responding to learning style differences.

7. THE LIAISON CONTACT • RCNJ Social Work Program will switch to new model of Field Liaison Contact. • Visits will take place with new agencies and/or field instructors or if a situation warrants a face to face visit. • Electronic Liaison Contacts will be used as a way to reduce stress on field instructor’s busy lives in trying to schedule regular visits with the field liaison each semester.

8. TOPICS TO COVER • What are the learning goals (what competencies working on) (review of Learning Contract) • What are the client (individual, family, group, organization) assignments – what are the learning experiences from these contacts • What are the other assignments, meetings, recordings, projects etc – what are the learning experiences from theses • What are the next steps for the student ? New clients, meeting, projects

9. STUDENT/FIELD INSTRUCTOR ISSUES • Mental health counter transference issues—student can’t separate their issues from those of the clients • Compassion fatigue • Vicarious trauma • Self –care and burnout—how do we handle these issues? With students, supervisees and ourselves?

10. Who are our students? • The students in the our program reflect a range of: • Cultures • Practice experience • Socio-economic background • Educational achievement • Age – which may range from 20 year old to students in their 50’s • We must pay attention to these difference

11. Student Age • Some of the students are “returning students.” • Many are just two – three years from high school. They have been moving from children to adulthood. Their forms of learning are also moving along the continuum. • Recent discussion on the Millennial Generation as this young generation is referred to.

12. Generational Generalizations:Characteristics of Millennials 1. Special (grew up in a child-focused world) 2. Sheltered (their parents have been fearful for their safety and strong advocates for their success) 3. Confident and Optimistic (“can-do” attitude) 4. Team-Oriented (used to organized group activities) 5. Achieving (used to high-stakes testing and zero-tolerance behavior policies) 6. Pressured (many face “trophy” child expectations) 7. Conventional (a return to manners and comfortable with parents’ values)

13. Why is it important to understand learning styles? • Field instructors teach, not just supervise. • Research suggests: • Learning style differences influence students’ and field instructors’ perceptions of the field placement. • The relationship between field instructors and students can be enhanced by recognizing and responding to learning style differences.

14. What is meant by the termLearning Styles?

15. Learning Style Quiz • In order to understand the learning style of your student, • You must first know your own style of learning • Lets take a brief quiz for the next five minutes • Add up your A’s B’s C’s

16. Learning Style Quiz review • Add up your scores • First category A = Visual Learner • Second category B = Auditory Learner • Third category C = Kinesthetic Learner • Hold on to this quiz. When we learn more about what these mean we can talk about how it helped you learn something about yourself

17. Learning modalities Different ways individuals receive and process information • Visual • Auditory • Kinesthetic

18. Visual learners • Learn best from information they can see or read. • Prefer written instructions • Prefer visual aids to accompany verbal instructions • Learn how something is done through observing others do it • Enjoy information that is presented visually

19. Auditory learners • Need to hear information to retain it • Prefer verbal instructions over written ones • Remember information through verbal repetition • Prefer to discuss ideas aloud in order to further process information • Enjoy group discussions and activities

20. Kinesthetic learners • Prefer to learn through experience • Obtain the greatest benefit by participation in an activity • Remember information that they experience directly • Enjoy acting out or recreating situations, such as role-playing • Enjoy hands-on activities that involve active, practical participation

21. How and when do you teach? • As field instructors what are the opportunities for teaching your student?

22. Teaching opportunities • Supervisory session • Unit meetings • Formal classes • Walk – in – open door • modeling • Debrief after time in field • Other staff • Editing student written work • Evaluations • Attend committee meetings

23. Teaching strategies for differing learning styles • What teaching styles would you use for • Visual Learner • Auditory Learner • Kinesthetic Learner

24. Teaching strategies for visual learners • Provide reading materials about the agency • Demonstrate how something is done, rather than tell • Allow students to observe others • Provide written instructions • Encourage students to take notes • Give students a quiet place to work

25. Teaching strategies for auditory learners • Rephrase important points to increase understanding • Ask students to discuss in their own words their understanding of the information being discussed • Invite questions • Provide students with opportunities to talk to other social workers and staff members about their job functions and responsibilities

26. Teaching strategies for kinesthetic learners • Provide opportunities for students to be involved in agency activities quickly • Use role plays to act out client scenarios • Provide early opportunities for students to have client contact • Develop assignments that will be interactive

27. Teaching the student with disabilitiesMs. Barbara Wexler, Office of Specialized Services, RCNJ

28. Ramapo BSW Supervision • Bart Mongiello LCSW • Christian Health Care Center • Mental Health Programs

29. How students learnHow supervisors prepare • October 9, 2013 • Ramapo College of New Jersey • Social Work Program • Field Instructor Training

30. Agenda • Introductions • Initial Contacts • Company Policies • Students with disabilities • Supervision of social work students • Student evaluation

31. Interview • Expectations • Give the student expectations at interview • What to wear • Who and when to follow up with contact • Introduce to other staff • Schedule first day and time

32. Day One • First Hour • Set Schedule • Check List • Review Everything • Get involved

33. First Hour Q & AYou don’t want to hear • What should I wear • I don’t know where to go • I don’t know what to say • Can I take notes in group • Safety questions

34. Supervision–three main functions • Accountability—be there for student • Educational—teach • Supportive—listen • Students are a large time committment • You and the program are there for the student the student is not there for the program

35. Supervision • Meeting Agenda – to have one or not • How to negotiate it • Process Recording • Keeping notes of supervisory session

36. In the supervisory session • Fundamentals • Teach skills – interviewing, assessment, intervention planning • Reflective Therapy - Rogers • Validate student feelings • Provide feedback • Discuss social work values • Integrate theory and practice

37. What was your experience of being evaluated?

38. Field Evaluation • http://beap.utah.edu/secure/router.php?ID=0000FP0000 • Instructions to access this will be emailed • End of each semester • Reviewed jointly by student and field instructor • Completed by Field Instructor on line • Use Learning Contract as a base • Related to competencies and practice behaviors • Signed by field instructor and student • Print out a copy for your records and submit online

39. Other questions ? Thank you for participating Please complete an evaluation form Pick up CEU certificate