19991999 T.Y.LEET.Y.LEE 11

Building a Good Relationship with your

Fieldwork Instructor

Building a Good Relationship with your

Fieldwork Instructor

T.Y. LEET.Y. LEE

Fieldwork Coordinator (BSW)Fieldwork Coordinator (BSW)

19991999 T.Y.LEET.Y.LEE 22

1. Anxieties1. Anxieties

How will I How will I get on withget on with my instructor? my instructor? How will I How will I be influencedbe influenced by my instructor’s by my instructor’s

attitudes and approaches?attitudes and approaches? Will my instructor be a Will my instructor be a role modelrole model?? Many Many storiesstories ... ...

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2. Student learning problems...2. Student learning problems...

Inevitably, a certain degree of Inevitably, a certain degree of powerpower imbalance. imbalance.

True in any relationship.True in any relationship. Due to the role of Due to the role of assessorassessor- continuous - continuous

assessment.assessment.

Strong feelingsStrong feelings will develop. will develop.

Learning problems will be Learning problems will be reactivated.reactivated.

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2.1 Problems2.1 Problems

Students Students transfertransfer problems from previous problems from previous situationssituations

e.g. school, or the familye.g. school, or the family May have been May have been damagingdamaging, , oppressiveoppressive and and

not yet resolved.not yet resolved. Must beMust be acknowledged acknowledged and and addressedaddressed

when they occur.when they occur.

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2.2 Students feelings2.2 Students feelings

A student experiences these A student experiences these strong feelingsstrong feelings

in relation toin relation to the instructor the instructor not necessarilynot necessarily belong to the instructor, belong to the instructor,nornor originate with the instructor.originate with the instructor.

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These feelings originate in These feelings originate in earlier earlier relationships and can be relationships and can be transferredtransferred to this to this one,one,

can can affectaffect the the teaching-learningteaching-learning experienceexperience,,

adverselyadversely if unrecognised, if unrecognised, constructivelyconstructively if used as a tool.if used as a tool.

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Any Questions?Any Questions?

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The End of Section 2The End of Section 2

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3. Regular Weekly Supervision3. Regular Weekly Supervision

The student needs to know that the The student needs to know that the instructor gives priority to these weekly instructor gives priority to these weekly teaching sessions.teaching sessions.

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Instructor may Instructor may feel angryfeel angry and and resentfulresentful if if no fixed time for supervision;no fixed time for supervision; no pre-examined written work;no pre-examined written work; not enough preparation;not enough preparation; not using what have been covered in the curriculum.not using what have been covered in the curriculum.

PostponementsPostponements of, and of, and interruptionsinterruptions to, a to, a regular session are likely to have similar effects.regular session are likely to have similar effects.

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4. What about between sessions?4. What about between sessions?

The Student needs to knowThe Student needs to know

4.1 whether or not he/she 4.1 whether or not he/she may approachmay approach

his/her instructor his/her instructor between between

sessionssessions??

4.2 to whom I should go in a 4.2 to whom I should go in a crisiscrisis??

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5. Who is accountable in an agency?5. Who is accountable in an agency?

Usually, the instructor will try to be Usually, the instructor will try to be always always

availableavailable at first.at first. Then, gradually encourage the student to Then, gradually encourage the student to

keep minor thingskeep minor things until the session. until the session. Whilst Whilst graduallygradually making more decisions making more decisions

by the student as he/she by the student as he/she gains confidence.gains confidence.

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6. What is expected of me?6. What is expected of me?

Students usually worry about Students usually worry about what is what is expected of them.expected of them.

““Whether my work will be considered to be Whether my work will be considered to be

of of an adequate standardan adequate standard?”?”

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7. Students needs constructive criticisms7. Students needs constructive criticisms

AnxietiesAnxieties will also be likely to occur if will also be likely to occur if the studentthe student

receives receives only only praise;praise; receives receives only only negative comments.negative comments. Students need Students need honest continuous feedbackhonest continuous feedback

and and objective constructive criticisms.objective constructive criticisms.

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8. What if problems occur?8. What if problems occur?

Inform Inform your instructoryour instructor and and

agency-in-chargen a.s.s.p.agency-in-chargen a.s.s.p. ClarifyClarify the issues. the issues. Deal with it Deal with it as soon as possible.as soon as possible.

Problem-solvingProblem-solving!!!!!!No need to hideNo need to hide!!!!

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9. Three-party Relationship9. Three-party Relationship

Students may experience some Students may experience some

uncertaintyuncertainty about this relationship.about this relationship.

May May have have suspicionssuspicions and and anxieties.anxieties.

Don’t play game: “Don’t play game: “OhOh, , butbut my my instructorinstructor sayssays……””

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Barriers to Building a good relationshipBarriers to Building a good relationship

dependence dependence introspectionintrospectioninsecurityinsecurity

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Insecurity due to Insecurity due to

1. 1. the knowledge that work is being the knowledge that work is being continuously assessed;continuously assessed;

2. the questioning of 2. the questioning of previous patternsprevious patterns of of work;work;

3. uncertainty about 3. uncertainty about what is being what is being trained for;trained for;

4. a 4. a small caseloadsmall caseload (high quality!) (high quality!)

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5. 5. faced with looking at the question of faced with looking at the question of

activityactivity versus versus performance;performance; 6. uncertainties about being able to manage 6. uncertainties about being able to manage

the the academic content of fieldwork;academic content of fieldwork; 7. 7. resistance to learningresistance to learning due to some due to some

emotional factors;emotional factors; 8. fears 8. fears on on beingbeing analysed analysed;;

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9. 9. fears on being expected to fears on being expected to reveal reveal one’s inner self;one’s inner self;

10. desiring 10. desiring greater self-knowledge;greater self-knowledge; 11. likely to 11. likely to feel vulnerablefeel vulnerable at first; and at first; and 12. 12. unreal expectationsunreal expectations of oneself, of oneself,

fieldwork, the social work program, and the fieldwork, the social work program, and the nature of social work.nature of social work.

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Any Questions?Any Questions?

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The EndThe End