Download Fieldwork in the Human Services: Theory and Practice for by Lesley Cooper PDF

By Lesley Cooper

A pragmatic consultant for educators and executives excited by supervising box schooling. Drawing at the adventure of lecturers, clinicians and educators from Australia, New Zealand, Canada and the united kingdom, the gathering explores the best way to utilize fieldwork event. With studying because the crucial subject matter, the individuals research the sensible software of a number of studying theories and types of supervision. administration matters also are thought of, as are operating with cultural distinction and criminal and moral elements.

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Additional info for Fieldwork in the Human Services: Theory and Practice for Field Educators, Practice Teachers & Supervisors

Sample text

The field educator motivates student learning within the supervision relationship in a difficult organisational environment. The work itself may raise stressful and painful issues. An effective relationship must be established between student and supervisor for these tasks to be undertaken. This relationship may be viewed from two perspectives: firstly as a vehicle for learning and secondly as a source of experience of ‘relationship’ in itself (Loganbill et al. 1982). The relationship is necessary as a vehicle for learning because it provides a context in which essential information can be given and the student assisted to relate theory to practice.

Learning occurs through a process of observation or imitation of a model of behaviour or particular skills. Modelling or imitation may occur by watching experts practise particular skills; by watching the successes and failures of their peers; or by observing field educators at work with clients or groups. Bandura noted several stages of learning: • • attentional stage; retention stage; FINAL ART c: ALLEN & UNWIN r: DP3\BP3301W\MAIN p: (02) 9438 3722 f: (02) 9438 3733 92 CHANDOS STREET ST LEONARDS NSW 2065 14 140 × 215 TEACHING AND LEARNING IN HUMAN SERVICES FIELDWORK • • 15 reproduction stage; motivational stage.

Alternatively, field educators may encourage students to role-play the interview or referral. When students attempt to match their behaviour and actions to those demonstrated by the field educator, they have entered the reproduction stage of observational learning. They have learned about the field educator’s approach and know the teacher’s style and preferences. Feedback from the field educator about the student’s actions is essential at this reproductive stage. Student assessment of the effectiveness of their modelling is also important.

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