Respond to the blog post of three colleagues in one or more of the following ways:
- Share an insight from having read your colleague’s posting.
- Make a suggestion to your colleague’s post.
Veronica—
The social work practicum is regarded as one of the highly intense learning experiences for students since the opportunity to incorporate classroom concepts in the crucible of encounters with clients are significant, at times humbling as well as uniform potent (Pelech, et al., 2009). However the social work practicum according to Pelech, et al (2009), is a substantial, necessary well as a needed element in most programs, like other practicum experiences in a a conventionally female-dominated career such as nursing and education, the social work practicum in North America is usually unpaid. One of the significant factors in social work education are field education, the success of which is of paramount importance to the success of social work education. Students’ satisfaction with the learning process is of fundamental importance to the realization of field education, which leads eventually to the training of experienced social work practitioners.
As a result of lack of policy governing field education, there has been disproportionate development as well as enforcement of the difficult rules and regulations that control time and resource allotment; objective, content, and format of supervision; assessment systems; in the field of education in Master of Social Work (MSW) (Wang & Chui, 2016). The present composition in field education in BSW programs according to Wang & Chui (2016), is unusual and random, deficient in an integrated set of standards or core curricula. The number of practicums Wang & Chui (2016) opines vary from one to four, while the hours expended in field placements range from 50 to 200, and there are not enough field supervisors. Conversely, the present field arrangement for MSW programs Wang & Chui (2016) argues, are reasonably systematized: 78.6% of MSW programs have assumed both simultaneous field placement for juniors and block field placement for seniors; 52.7% of the program necessitates 800-plus hours of field placement experience (mean = 715 hours, ranging from 100 to 2,000 hours), and 85.7% of programs have assumed a two-supervisor model—school supervisors and field supervisors—to expedite students field learning.
Role as intern and agency learning agreement
My role as an intern in my field education experience is as a clinical therapist. My agency learning agreement is making a comprehensive psychodynamic evaluation to begin to comprehend a patient’s pain, as well as planning for the impending treatment is a significant step in resolving the problem that may result from in treatment (Frankl, 2019). This step according to Frankl (2019), assists to quickly find a focus in therapy and to circumvent obstacles due to factors in the patient’s environment. Cognitive behavior therapy is a valuable treatment for depression (Tallon, et al., 2019). It is an educational methodology and evidence proposes that patients’ development, as well as the use of cognitive therapy skills, envisage decreased risk for relapse Tallon, et al (2019) opine.
Rasheeda—
A description of your understanding of field education experiences
“Field education was originally based on the belief that students learn to practice the profession through an apprenticeship supervised by expert practitioners” (George, 1982; Wijnberg & Schwartz, 1977). My understanding of field education is the opportunity to gain knowledge & experience from those who are experts. It is hands-on training in a supportive learning environment. This allows one to understand the different dynamics according to the results of assessments so that the right goals are established. This is important in the intervention process.
An explanation of your role as an intern in your field education experience, including your agency learning agreement.
My role is to develop my counseling skills, to protect the well- being of the client, & to ensure consistent services to the population served. These are some of the important aspects that are vital to helping those who find themselves in domestic violence situations. The objective is to provide a positive & safe environment that will allow the client/clients & their children to receive temporary housing. And therapy & resources to prepare them to create & develop a healthy environment.
Wayne, J., Bogo, M., & Raskin, M. (2010). Field Education as the Signature Pedagogy of Social Work Education. Journal of Social Work Education, 46(3), 327–339. https://doi-org.ezp.waldenulibrary.org/10.5175/JSWE.2010.200900043
Kathleen—
According to Wayne, Bogo, and Raskin (2010), field education experience is the “pedagogy” of social work training. Knowledge acquired during class instruction, research, discussions, and assignments, must be ‘lived’ out through experiences. My understanding of field education experience, in the opportunity to now apply what we have learned. It is an opportunity under the guidance of supervision to work out concepts and theoretical frameworks, but also anxiety over the unknown, and the building of confidence as field experience continues.
My role as an intern will be to exemplify professional ethics and behaviors while engaging individuals, families, groups, and organizations. I will practice the skill of engagement, relationship building, assessment, and evaluating therapeutic outcomes. This is done to uphold the professionalism and trusting relationships in social work. My role in field experience is to engage diverse cultures with a high standard of understanding and competency. If I find myself unsure, it is my ethical responsibility to seek awareness and understanding through asking, reading, or research. My role in field experience is also to seek opportunity to advocate and advance human right and social justice. In the process of these goals, it is also my role to practice ongoing research beyond cultural competency, and engage policy practice for the agency that I am in field experience
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