Post on 20-Dec-2015
Elisabetta Neve - AIDOSS 1
THE SUPERVISION THE SUPERVISION IN FIELD PLACEMENTIN FIELD PLACEMENT
The Italian experienceThe Italian experience
Elisabetta Neve
Elisabetta Neve - AIDOSS 2
PROPOSAL OF CONSIDERATIONPROPOSAL OF CONSIDERATION
To show the meaning and the role of the supervision in the placement in Italy
The goal is to facilitate the comparison and to exchange experiences with other
Countries
Elisabetta Neve - AIDOSS 3
THE ROLE OF THE THE ROLE OF THE SUPERVISION DIPENDS ONSUPERVISION DIPENDS ON
FORMATIVE AND EDUCATIONAL AIMS
OF THE PLACEMENT
THE INSTITUTIONAL AND
ORGANISATIONAL CONDITIONS FOR
PLACEMENT IMPLEMENTATION
Elisabetta Neve - AIDOSS 4
BECAUSE PLACEMENT IS AT THE SAME TIME
a special way to learna special way to learn
and a network pointand a network point
among different among different
institutional subjects
Elisabetta Neve - AIDOSS 5
FROM A FORMATIVE POINT OF VIEW THE PLACEMENT IS:
a learning process which is placed in central position as regards the dimension of the professional training that we name
INTEGRATION BETWEEN INTEGRATION BETWEEN
THEORIE AND PRACTICETHEORIE AND PRACTICE
Elisabetta Neve - AIDOSS 6
to do to think
T P
H interpretation R
E A
O C
R test, questioning T
Y I
C
E
Elisabetta Neve - AIDOSS 7
From an educational point of view:
experience experience on
in univers. the field
involved learning:involved learning:
-from autside but also by personal processing and discovery,
-student more protagonist,
-also the operative field is source of learning
INTEGRATION OF KNOLEDGES – ABILITYES – ATTITUDES INTEGRATION OF KNOLEDGES – ABILITYES – ATTITUDES … …
Elisabetta Neve - AIDOSS 8
THE STUDENT CANNOT TO BE LEFT ALONE
BECAUSE:The placement expected outcome is the
identification in a new role (which doesn’t happen only by imitation)
learning by doing is effective if the student is helped to “rework” what he sees, feels, does, thinks
It is not always easy to notice the right connexions between theory and practice
Elisabetta Neve - AIDOSS 9
SO OUR AIM IS A MODEL OF
““DUAL ACCOMPANYING”DUAL ACCOMPANYING”
Stu-Stu-
dentdent
THEORY
University tutor
(teacher)
PRACTI
CE
Social Worker in
the agency
(supervisor)
Elisabetta Neve - AIDOSS 10
THEREFORE IT IS REQUIRED AN INTERACTION AMONG 3
INSTITUTIONS:
UNIVERSITY
WORK
FIELD PROFESS.
COMUNITY
student
Elisabetta Neve - AIDOSS 11
THE PLACEMENT IS A MEETING OF INSTITUTIONAL SUBJECTS
• The University: who recognizes the partiality of a solely theoretic learning
• The Agency: who cooperates to the training of the future professionals
• The Professional Comunity: who check and garantees a proper recruitment of the future Social Workers
Elisabetta Neve - AIDOSS 12
WHO IS THE SUPERVISOR?
a skilled Social Work
who is working in an agency
in charge of the University
Elisabetta Neve - AIDOSS 13
… WHO ASSUMES RESPONSABILITY FOR
• cooperating with the university tutor to re-define, carry out, verify the formative goals fixed by University
• securing to the Agency and the users that the student behaves right
• securing to the Professional Comunity a good training of the future professionals
• securing to the student an effective learning
Elisabetta Neve - AIDOSS 14
THE SUPERVISOR ACCOMPANYING
is carried out in every stage of the placement, in which of them he takes
specific tasks
specific responsabilities
specific relationships
Elisabetta Neve - AIDOSS 15
THE SUPERVISOR ROLE IN THE PLACEMENT STAGES
PLANNING
REALISATION
EVALUTAION
stages tasks relations with univ.
Elisabetta Neve - AIDOSS 16
PLANNING •Share to the general planning of the placement (formative goals, general way of implementation …)•Sometimes: help to find placements •Welcome of the student•Responsability on writing out the individual project of the student placement•Help the student to fit in the agency
−Relations with the univers. tutor (with a preceding formal agreement between university and agency)−Initial meeting with all the supervisors−Agreement of the individual project by the tutor
Elisabetta Neve - AIDOSS 17
AWAITED OUTCOME AWAITED OUTCOME
• Homogeneity on placement planning out consistent in formative goals
• To tend to the best formative quality as fare as possible
• To link the formative planning to the evolution of the social reality and the Profession
• To clarify the mutual responsabilities of every subject
Elisabetta Neve - AIDOSS 18
REALISATION •He award tasks to the student•He stimulates him to do and to think•He verifies student tasks and behaviours•…..
−He keeps in contact with the tutor for tests, possible problems, etc.−He partecipates at meeting with the others supervisors−Sometimes: meetings with teachers−Sometimes: lessons in the university−Sometimes: partecipation to refresher courses by the university
Elisabetta Neve - AIDOSS 19
AWATED OUTCOMEAWATED OUTCOME
• To assure to reach the placement goals, despite the big variety of services and social situations
• Mutual support among supervisors and receiving support by the tutor
• Continuous and mutual “look out” on the services world – and on the theoric training world
Elisabetta Neve - AIDOSS 20
FINAL EVALUATION
•He helps student to self-evaluating•He gives tutor contributions to evaluate the student•He contributes to find the general evaluation criteria of all the placement•He gives suggestions for future placements programs
−Meeting with the tutor and the student for the final evaluation−Meeting with all the supervisors−Possible report to the agency management
Elisabetta Neve - AIDOSS 21
AWAITING OUTCOMEAWAITING OUTCOME
• To use the evaluation like an other instructive factor for the student
• To share with the University a global and overall evaluation (theorical-practical)
• To gain incentives to improve the functions of supervision
Elisabetta Neve - AIDOSS 22
TO CONCLUDETO CONCLUDE
The supervisor has a role of help and guide of the student in order that the student:
can understand the reality and himself in relation with the reality
can experience in a professional and pre-working role
can learn to run the problematic situations and the his own training too