Modifying Field Instructors' Supervisory Approach Using Stage Models of Student Development
Bibliographic Data
| ID | 12780669 |
|---|---|
| Authors | Kathleen Holtz Deal (University of Maryland, Baltimore, corresponding author) |
| Year | 2002 |
| Volume | 22 |
| Issue | 3-4 |
| Pages | 121-137 |
| Publication date | 2002-12-04 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Teaching in Social Work (JOURNAL) |
| Journal identifiers | ISSN: 1540-7349 • E-ISSN: 0884-1233 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1300/j067v22n03_09 |
| OpenAlex | W1583076367 |
| Language | EN |
| Citations received | 5 |
| References cited | 22 |
There is a growing awareness of field instructors' need for training in their important role as educators (Abramson & Fortune, 1990; Raschick, Maypole, & Day, 1998; Raskin, 1994). Research suggests that due to workload demands field instructors tend to be expedient and practical in supervision (Rogers & McDonald, 1995), suggesting the importance of field instructor training that is relevant, accessible, and easy to implement. This article provides information about how and when MSW students typically learn certain skills coupled with a supervisory framework to help field instructors vary the structure, support, and supervisory focus of their supervision depending on the developmental level of their students. The framework is based on a synthesis of developmental stage models of students in social work (Holman & Freed, 1987; Saari, 1989) counseling, and psychology (Friedman & Kaslow, 1986; Ralph, 1980; Stoltenberg, McNeill, & Delworth, 1998). Implications for field instructor training are discussed
Field (mathematics · Focus (optics · Medical education · Pedagogy · Workload · Applied Psychology · Computer Science · Counseling Practices and Supervision · Counseling, Therapy, and Family Dynamics · Psychology · Social Work Education and Practice · Social Work
| Citations per year | 0.26 |
|---|---|
| Citation span | 2007 - 2012 (6) |
| Highly cited | No |