1999T.Y.LEE1 Building a Good Relationship with your Fieldwork Instructor T.Y. LEE Fieldwork Coordinator (BSW)

1999T.Y.LEE2 1. Anxieties ä How will I get on with my instructor? ä How will I be influenced by my instructor’s attitudes and approaches? ä Will my instructor be a role model ? ä Many stories...

1999T.Y.LEE3 2. Student learning problems... ä Inevitably, a certain degree of power imbalance. ä True in any relationship. ä Due to the role of assessor- continuous assessment. ä Strong feelings will develop. ä Learning problems will be reactivated.

1999T.Y.LEE4 2.1 Problems ä Students transfer problems from previous situations ä e.g. school, or the family ä May have been damaging, oppressive and not yet resolved. ä Must be acknowledged and addressed when they occur.

1999T.Y.LEE5 2.2 Students feelings ä A student experiences these strong feelings in relation to the instructor ä not necessarily belong to the instructor, ä nor originate with the instructor.

1999T.Y.LEE6 ä These feelings originate in earlier relationships and can be transferred to this one, ä can affect the teaching-learning experience, ä adversely if unrecognised, ä constructively if used as a tool.

1999T.Y.LEE7 Any Questions?

1999T.Y.LEE8 The End of Section 2

1999T.Y.LEE9 3. Regular Weekly Supervision ä The student needs to know that the instructor gives priority to these weekly teaching sessions.

1999T.Y.LEE10 ä Instructor may feel angry and resentful if ä no fixed time for supervision; ä no pre-examined written work; ä not enough preparation; ä not using what have been covered in the curriculum. ä Postponements of, and interruptions to, a regular session are likely to have similar effects.

1999T.Y.LEE11 4. What about between sessions? ä The Student needs to know ä 4.1 whether or not he/she may approach his/her instructor between sessions? ä 4.2 to whom I should go in a crisis?

1999T.Y.LEE12 5. Who is accountable in an agency? ä Usually, the instructor will try to be always available at first. ä Then, gradually encourage the student to keep minor things until the session. ä Whilst gradually making more decisions by the student as he/she gains confidence.

1999T.Y.LEE13 6. What is expected of me? ä Students usually worry about what is expected of them. ä “Whether my work will be considered to be of an adequate standard ?”

1999T.Y.LEE14 7. Students needs constructive criticisms ä Anxieties will also be likely to occur if the student ä receives only praise; ä receives only negative comments. ä Students need honest continuous feedback and objective constructive criticisms.

1999T.Y.LEE15 8. What if problems occur? ä Inform your instructor and agency-in-chargen a.s.s.p. ä Clarify the issues. ä Deal with it as soon as possible. ä Problem-solving !!! ä No need to hide!!

1999T.Y.LEE16 9. Three-party Relationship ä Students may experience some uncertainty about this relationship. ä May have suspicions and anxieties. ä Don’t play game: “ Oh, but my instructor says… ”

1999T.Y.LEE17 Barriers to Building a good relationship ä dependence ä introspection ä insecurity

1999T.Y.LEE18 Insecurity due to ä 1. the knowledge that work is being continuously assessed; ä 2. the questioning of previous patterns of work; ä 3. uncertainty about what is being trained for; ä 4. a small caseload (high quality!)

1999T.Y.LEE19 ä 5. faced with looking at the question of activity versus performance; ä 6. uncertainties about being able to manage the academic content of fieldwork; ä 7. resistance to learning due to some emotional factors; ä 8. fears on being analysed ;

1999T.Y.LEE20 ä 9. fears on being expected to reveal one’s inner self; ä 10. desiring greater self-knowledge; ä 11. likely to feel vulnerable at first; and ä 12. unreal expectations of oneself, fieldwork, the social work program, and the nature of social work.

1999T.Y.LEE21 Any Questions?

1999T.Y.LEE22 The End