All Field Finds articles

Trauma-Informed Field Instruction and Models of Practice

Published October 2019

by Katharine Dill, PhD
Marist College
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Introduction

This review examines the application of a trauma-informed perspective to field education programs and models of supervision. There are many dimensions to this topic. While there is emerging literature on trauma-informed social work supervision and field instruction (Berger & Quiros, 2016; Knight, 2018) there remains minimal exploration of how a trauma-informed model of care can be applied to a social work field education model.

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Deliberate Practice: A Framework for Enhancing Competence in Field Education

Published May 2019

by Katharine Dill, PhD
Marist College
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Introduction

This literature review explores the concept of deliberate practice and its intersection with social work field education. The concept of deliberate practice is an emerging framework that shows promise in understanding the complexity of learning within field placement settings. Leveraging the tenets of deliberate practice, the field supervisor encourages and amplifies student learning through intentional, goal-oriented supervision and learning. This focused learning is achieved through the provision of balanced feedback that seeks to shape and improve an individual’s mastery of complex skills over time (Ericsson, 2004, 2006; Ericsson, Krampe, & Tesch-Römer, 1993; Ericsson, Roring, & Nandagopal, 2007). While not exhaustive in nature, this brief review underscores the emerging tenets of deliberate practice and links these ideas to the complexity of social work field education.

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Observations of Practice in Field Education: A Literature Review

Published October 2018

by Katharine Dill, PhD
Marist College
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Introduction

The Council on Social Work Education’s Educational Policy and Accreditation Standards state that assessment of students’ competence must involve observation in real or simulated practice situations (Council on Social Work Education, 2015). Observation in “real time” or, as termed in this paper, “observations of practice” can present challenges for both field education coordinators and field supervisors alike. While observing students in field placements seems to be essential, strategies for making this an everyday reality in social work field education can appear elusive. This literature review explores the various dimensions of observation. The review culminates with an analysis of the role of the field supervisor in creating, supporting, and planning for observations.

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Emotional Triggers to Field Experiences: Preparing Students and Field Instructors

Published October 2017

by Katharine Dill, PhD
Marist College
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Introduction

This literature review is the second in a series that will be published in each issue of the Field Educator on topics related to field instruction. The reviews will highlight key components of practice, including reflective models of supervision and creating safe learning opportunities for students. Each review will contain three discussion questions. Our hope is that field instructors will use these questions to enhance their professional development, incorporate these brief reviews in their daily practice, and begin to develop a library of resources.

The topic of this literature review—how students navigate the emotional terrain of their emerging engagement with the realities of social work practice—emerged from discussions with field educators, student interns, and academic field liaison staff. The review begins by discussing emerging evidence in this area, and then integrates the specific roles of field supervisors and social work educators in supporting social work interns in navigating the complexities of social work practice. The review begins with discussion questions and concludes with best practice considerations that can be used when training field educators.
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Field Education Literature Review: Volume 1

Published May 2017

by Katharine Dill, PhD
Marist College
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Introduction

This literature review is the first in a series that will be published in each issue of the Field Educator Journal on topics related to field instruction. The reviews will highlight key components of practice, including reflective models of supervision and creating safe learning opportunities for students. This first review provides a brief overview of field education. Future special-interest topics will include: Indigenous issues, anti-oppressive practice, reflective practice, critical thinking, evidence-informed practice, and the professional development needs of field instructors.
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