Effective Feedback In Supervision

• Clear Guidelines for Performance: Effective feedback must be preceded by clear guidelines of what the field instructor expects from students in terms of their performance. Without these guidelines, students may feel they are being unfairly criticized, as expectations for their performance were not made clear.

• Direct Observation: Feedback is best received when it is based on direct observation of students’ performance, rather than comments from others.

• Empathy: Students are likely to respond well to feedback when they believe their field instructor understands them. It is important to analyze situations from your student’s perspective to try to understand his or her actions and to then communicate this understanding to your student.

• Timeliness: Feedback is most effective when it is provided immediately following the action it concerns.

• Consistency: Feedback should be given after every direct observation of students’ performance. When feedback is provided regularly, students will expect this and be more open to discussing their performance.

• Balance: Feedback is best received when it is balanced with both positive and negative comments. It is often best to begin providing feedback by identifying some of the positive elements of the student’s performance, and then addressing the areas that need improvement.

• Conciseness and Directness: Feedback should be clear and easy to understand. Specific and concrete suggestions for change should be provided.

• Follow Up: Effective feedback involves regularly following up on the student’s use of feedback. When suggestions for change or improvement are provided, tasks or assignments should be developed that offer the student the opportunity to incorporate these suggestions. This will allow students to correct mistakes and practice new skills.

Consider:

• The goal of feedback is to learn, whether it be from successes or mistakes.

• Learning to receive and use feedback requires a positive mindset regarding its value and purpose.

• Each student responds differently to feedback.

• Feedback should initially be given tentatively to determine how the student best receives information

• Encourage students to discuss their thoughts and feelings about receiving feedback.

• When a student is given feedback they also need the opportunity and time to be able incorporate the suggestions.

• Feedback is best received once a trusting and supportive environment has been established.

• Recognize that you engage in the process of building an effective and positive relationship as you’re providing feedback.

• The relationship you have with a student begins the day of the interview and evolves over time, allowing you do work together on a deeper level as you progress.

Effective Internship Operations

A student’s first few days in the agency can set the tone for the whole year.  Students are often anxious about the placement.  Even the most experienced or self-confident student needs information about the agency and your expectations so that they can make a good start to the internship.  A formal orientation clears the way for the student to focus immediately on learning.

Key Strategies:

• Plan before the student arrives.

  • Prepare the physical location where the student will be placed.  If possible, the student should have a desk, a phone, office supplies, etc.

  • Prepare the staff team for the addition of a student intern.  Communicate to staff the role and expectations for the student.  Students want to feel like a part of the agency and want to be treated like a professional.  It is important that other staff members understand the role of your student, which includes that the student is not in the agency to make copies, run errands.

  • If there is agency paperwork, (ex. fingerprinting, clearances, TB testing etc.)  that the student needs to complete, have this prepared to reduce potential delays.   If possible, have the student come in and complete the paperwork prior to the first day.

• Conduct a tour of the agency including introductions to key staff members.

• Schedule a series of brief meetings or presentations by key staff.  Possible presenters include personnel/HR, program directors and department heads. 

• Develop an orientation packet that includes information such as:

  • Important agency and program policies and procedures

    • Parking information

    • Hours of work,  “overtime” and how to record hours

    • Times and dates of staff meetings

    • Policies regarding transportation of clients

    • Mileage reimbursement policies and procedures, if applicable

    • Chain of supervisory oversight and emergency contact information: please note, students need to know from the very first day how and who to contact when they have concerns or serious matters in question

  • Employee handbook

  • Readings addressing the practice of your agency/program and the client population

  • Any other information that you believe will help the student understand your agency/program.

  • An overview of agency programs with information about the various roles of social workers within the agency.

• Note: your agency may have a new employee orientation checklist that includes additional components that could be helpful to the student.

The student also needs to know:

• When and how to get in touch with a supervisor, i.e., what kinds of things can wait for supervision, and what should come to the supervisor immediately.

• Times you are available for supervision.   We recommend you set your weekly supervision schedule as soon as possible and hold to it.

• The agency dress code (official and unofficial)

• Lunch times and agency norms around lunch times

• The clientele the agency serves and the criteria for eligibility 

• Confidentiality procedures

• Safety issues and precautions

• Jargon used by the agency

• Where to find information for making referrals

• Guidelines regarding assignments and deadlines

• What else is unique about your setting?

• How the student should identify themselves to clients and on written documents. Remember, the profession, through the National Association of Social Workers (NASW) and the Council on Social Work Education (CSWE), has very clear ethical standards governing students and their supervisors failing to identify a practitioner as a student.  The NASW Code of Ethics provides ethical standards and violations can be brought to the NYS Office of Professional Discipline.  Also, social work programs and field placement agencies that do not ensure that students disclose their intern status are in violation of CSWE standards.  Clients and other professionals have a right to know the qualification of their service provider.  Clients have a right to decline services from an intern however, this rarely occurs.  

Most importantly, share with the student:

• Your vision of the placement experience

• Your vision for the supervisory relationship including roles and responsibilities for you and the student.

• Your expectations of the student.

Adapted from: From Mission to Evaluation: a field instructor training program, CSWE Press, 2003

Elements of Effective Supervision

Group 1: Elements Related to the Agency

• Making the student feel desired by the agency

• Including the student in agency functions and activities

• Treating the student like a professional

• Helping the student learn about the agency

Group 2: Elements Related to Tasks and Assignments

• Clarifying the purpose of assignments

• Providing detailed directions and instructions

• Working with the student to complete tasks

• Regularly reviewing the student’s workload

• Providing a variety of learning activities

• Clarifying expectations for the student’s performance

• Providing early opportunities for client contact

Group 3: Elements Related to Supervisory Skills

• Explaining your role and the role of the student

• Encouraging discussion of the student’s concerns

• Encouraging discussion of taboo subjects

• Helping the student link theory to practice

• Providing clear and consistent feedback

• Validating the student’s feelings

• Reassuring students that they can succeed

• Demonstrating that the student is valued as a person and as a colleague

Group 4: Elements Related to Supervision Meetings

• Holding regularly scheduled supervision meetings

• Being available outside of regular supervision times

• Providing a thorough discussion of the student’s learning needs

• Reviewing and analyzing the student’s cases

• Providing consistent supervision throughout the placement

What Students Want to Discuss During Supervision

Issues Concerning Students’ Practice Experiences:

• Practice skills used by students

• Cases and Clients

• Ongoing performance issues

• Personal Strengths and limitations

What Can Field Instructors Learn From This:

• Students want direct and practical information that is going to help them become ethical and effective social workers.

• Students want dedicated time with their supervisor to focus on their practice issues.

• Although students may want to discuss issues such as career plans and classroom assignments with their field instructor, research (gray et al., 1989) suggests that students do not want to discuss these issues during supervision.

Common Supervisory Behavioral Pitfalls:

• Supervision is too directive – students are not given opportunities to practice skills on their own or learning opportunities are limited.

• Lack of monitoring – failure to monitor the student’s workload or failure to make arrangements for supervision during the field instructor’s absence.

• Inappropriate use of the student – assigning tasks that do not meet the learning needs of the student or assigning tasks that are too difficult or too easy.

Supervisory Skills Self-Assessment

1. Are there certain kinds of feedback that is easier for you to give? (Paperwork versus demeanor)

2. Do you struggle with finding the right words when giving critical feedback?

3. Are there certain kinds of students you struggle with giving critical feedback to?

4. Do you feel supported by the University and/or your agency when giving difficult feedback?

5. Do you avoid giving critical feedback to students?

6. Do you know if you are perceived as intimidating or approachable?

7. Is supervision valued in your agency?

8. How do you prepare for supervision?

9. Who do you consult with when you have a challenging student?

10. What motivates you to be a field instructor?

Adapted from: A. Dettlaf (2003) From Mission to Evaluation, a field instructor training program. CSWE, Alexandria, VA.

Contracting with Supervisee Checklist

Communicate with supervisee the purpose of supervision

Examples of the purpose of supervision:  Is to ensure ethical and quality services to clients, while also providing supervisee with support.  It is also an organizational and individual malpractice strategy, meaning it is one way to reduce the risk of unethical, harmful and/or illegal practices. 

 Describe supervisor role & responsibilities

Examples of Role and responsibilities:   Teacher, coach, evaluator, supporter, mentor, facilitator, monitor, coordinator, quality assurance, holding accountable to practice standards, teaching skills, providing support.

Feedback from supervisee on their perceptions and experiences with supervision

Questions to consider asking supervisee: What kinds of experiences have you had with supervision?  What are your expectations regarding supervision/field instruction?  Have you had any negative experiences with supervisors?  Can you tell me about them?

Mutual understanding of boundaries & confidentiality

Suggestions: Explain the process and decision making for what information is shared with the supervisor’s supervisor and other administrators?  How you handle spending time outside of work for events or team get togethers?  Your role is supervisor not therapist, discuss ways to hold each other accountable to this boundary.  What we will and will not discuss in supervision.

Forming a Working Alliance—mutual expectations about supervision

What are the supervisor expectations? Ask the supervisee what their expectations are?

Discuss the mutual obligations and expectations related to the supervisor’s authority

Discuss the organizational employee evaluation process. Ex:  I won’t put anything on evaluation that has not been addressed in supervision

Session format

Example:  agenda is mutually agreed upon, I will have a list and you bring a list.  Always be prepared to discuss clients.

Discuss organizational expectations of supervision

Refer to any unique organizational policies or procedures

Supervision Documentation is required for both

Malpractice prevention strategy, if you use a template, share with the supervisee

Meeting arrangements (where, when, how often, how long)

When and how to get a hold of supervisor

Questions or concerns we have not covered?

Problem Solving Steps in the Field

• Student and/or field instructor identifies a problem or concern.

• Student and/or field instructor discuss the issue.

• The issue is resolved, or a plan is made to address the problem.

• If a resolution is not made:

  • Student and/or field instructor consult with field liaison who advises student/field instructor regarding potential solutions.

  • Student and field instructor again discuss issue.

    • The issue is resolved, or a plan is made to address the problem.

    • If a resolution is still not made:

      • Student or field instructor notifies field liaison who schedules joint meeting with both.

      • Field liaison notifies field director and/or concentration chair.

      • Field liaison facilitates meeting with field instructor and student.

    • The issue is resolved, or a plan is made to address the problem.

    • If a resolution cannot be facilitated:

      • Liaison notifies director and/or concentration chair who then consults to develop a plan.

Possible resolutions include:

• Student is counseled out of the program.

• A grade of ‘F’ is assigned.

• Placement is disrupted and student is not permitted to re-enter field until certain conditions have been met.

• Student is reassigned to a different field placement agency or a different field instructor within the same agency.

Tips on Completing the Summative Formal Evaluation

Field Instructors are responsible for completing a formal, written evaluation of students at the completion of each semester.  The following guidelines will assist you in providing a positive and rewarding evaluation experience.

1. Be aware the formal evaluation process can cause significant stress among students.

   • Remember many students have not had the experience of receiving a social work related evaluation.

   • Students may need coaching in how to manage receiving constructive or negative feedback.

2. Spend a good amount of time completing the evaluation.

   • Take time to think about the student and what they have done and how they have grown. 

   • The evaluation is of considerable importance to students in their ongoing professional development.  A thoughtful, well written, objective summative evaluation can be an extremely rewarding experience for both you and the student.

   • You have a significant role in the student’s growth and development and they value your comments and feedback.

   • Students know when you have not put time our thought into their evaluation and as a result can feel devalued and disappointed.

   • Students truly value the individualized comments that are made under each section of the evaluation.  It is a way for you to support the ratings you have chosen and for the student to have specific detailed feedback.

3. Base the final evaluation on clear guidelines that were set at the beginning of the field placement.

   • Review the School of Social Work field evaluation with the student early in the semester so that they know what they will be evaluated on.

   • You can use the practice behaviors that are set out in the Program Competencies sheet as the main guideline for what you expect the student to be able to do.   This is also what the SU School of Social Work and CSWE expects the student to be able to do when they graduate from the program.

   • Be clear and direct about what you expect from the student.

4. Evaluate your student objectively and honestly.

   • An effective evaluation should focus on the work performance of the student, rather than on personal issues.  If there are personal issues that need to be addressed do so immediately don’t wait for the evaluation.

   • Gather data from several sources (yourself, administrative staff, other social work staff, if possible find out what clients think of the intern).

5. The evaluation should review strengths as well as areas for growth

   • Be specific about the student’s strengths so they can build confidence. 

   • Be honest about what areas the student needs to grow in.  Don’t avoid this.  We recommend you take the time to think about what the right words are to explain their areas for growth.  Be prepared to discuss this in detail with specifics in how to get better.

6. Remember the summative evaluation is a review

   • If you are practicing ongoing, constructive feedback, the evaluation should simply be a formal review of everything that has already been addressed orally throughout the semester.

   • It is not fair to the student to put in the evaluation an area for growth that has not been addressed verbally prior to the evaluation.  They will be surprised and feel like they were not given an opportunity to correct the behavior.  It also sends a message that you were possibly avoiding the discussion.  If something occurs where you feel it needs to be addressed in the evaluation but has not been discussed, you should first have a discussion with the student about this and explain why it needs to be in the evaluation.

7. When giving the evaluation to the student to read you should provide an opportunity for discussion and clarification in a supervisory session face to face following the student’s read through.

   • Be prepared that some students may be defensive about negative feedback written in the evaluation.  Receiving feedback that is constructive or negative in nature can be difficult for any of us.  Don’t avoid the opportunity to discuss this with the student.   Just as they are learning key social work practice skills they are also learning about themselves and how to receive difficult feedback.

   • Also be prepared that some students may have a difficult time receiving positive feedback.  Again, this is an opportunity for them to learn about themselves.

Generalist Field Evaluation

Syracuse University

School of Social Work Field Instruction Generalist Evaluation

Evaluation of performance in the social work internship should provide a thoughtful analysis of the student’s progress towards professional competence. Evaluation begins with the creation of the Professional Development Plan (PDP) and continues throughout the semester. This evaluation should provide a formal written assessment of the student’s competency at the end of the semester.

Competency And Behavior Ratings Scale with Descriptions.                                                                     

1. Exceeds Expectations - Performance frequently exceeds expectations. Intern has  demonstrated extraordinary knowledge, skills and abilities that result in exceptional performance of this behavior.

2. Achieves Expectations - Performance meets the expectations of the internship. Intern has demonstrated the required knowledge, skills and abilities that result in effective performance of this behavior.

3. Needs Development - The student is progressing and needs more opportunities for practicing the knowledge, skills and abilities that result in effective performance of this behaviors.

4. Below Expectations - Performance is inconsistent and often below expectations. Intern struggles to consistently demonstrate the knowledge, skills and abilities that result in effective performance of this behavior.   A remedial plan may be considered to identify the specific student-related deficits and provide a means for corrective action, feedback and support.

5. Does Not Meet Expectations - Performance is unacceptable and the student does not demonstrate the knowledge, skills and abilities that result in effective performance of this behavior. Immediate and continued improvement is required.

N/O To Observe - Student has not yet had the opportunity to practice this behavior. 

Student Overall Comments

1. Identify strategies that have contributed to your social work competency development:

2. Identify any barriers or challenges you faced in achieving social work competency:

3. What more do you need from others to be successful?

Tools for Structuring a Field Placement

Use of these items will vary according to the agency setting, the supervisor, the student’s level of expertise, and the student’s learning goals.  Possibilities are not limited to this list; your creativity is welcomed.

 Knowledge Building Tools:

•  Basic literature about agency and its functions: manuals, annual reports, job descriptions, protocols, brochures, etc.

• Agency rules and regulations: personal regulations, dress codes, intern requirements, etc.

• Packet of agency forms with instructions.

• Information gathering interviews with various agency personnel.

• Observations of agency operations: staff meetings, unit meetings, board meetings, direct service routines, etc.

• Reading or audio-visuals on agency focal areas (substance abuse, child welfare, delinquency, mental illness, etc.)

• I & R Books

• Maps, tours, introductions, etc.

• Visits to primary other resources/network agencies – or literature

• Readings of case records

• Observations of client services (observe supervisor or others in interviews, group sessions, conferences, and/or any activity student will be expected to perform)

• Field Trips

• Exposure to interagency conferences, meetings, etc.

• Participation in agency and/or community training opportunities

• Learning Contract

• Student Internship Manual 

 Skill Building Tools:

•  Learning Contract

• Daily Logs (record of impressions and reactions to share with field instructor for discussion)

• Written Assignments:

  1. On specific social work concepts, principals or values (confidentiality, starting where client is, respect for individual or any variety of topics that might apply to the agency setting)

  2. On role data, i.e. – the role of the social worker in the agency

  3. Identify and label interview techniques used in specific sessions and analyze their use

  4. List of things they did best that week

  5. List of things they felt uncertain about

  6. List of things they learned that week

(Training materials from Florida State University)

Teaching Techniques

1. DIDACTIC TEACHING: Offering interns information or suggestions as they need it and are ready for it.                                                                                                                    

Potential trap to avoid:  Overwhelming student with too much information out of context or proving one’s own expertise.    Belief that a student will “learn and do” because they are given information. Many students need assistance applying the information/data/and suggestions appropriately.

2. COLLABORATIVE DISCUSSION: Building on ideas, mutuality in exchange of questions and ideas.

Potential Trap to Avoid—Avoidance of challenging ideas that are unproductive, inaccurate or sound.

3. SOCRATIC TEACHING: Curiosity about student’s thinking, perceptions, ideas, plans and strategies.  An effective tactic for fostering critical thinking. Focus is on asking students questions to deepen their thinking about levels of connections amongst micro, mezzo, macro practice.  A Socratic questioner keeps the discussion focused and intellectually responsible; stimulates the discussion with probing questions; periodically summarizes what has and has not been dealt with and/or is resolved and draws others into the discussion if appropriate.

Potential Trap to Avoid:  Getting frustrated when a student does not produce the “correct” answer or leading a student so that they are supposed to figure out the supervisor’s answer, versus their own answer.  Students need a balance of didactic and Socratic teaching, along with other teaching techniques.

4. USE OF ROLE PLAY: Reversing roles between supervisor and student to alternately play client and social worker. Different purposes of role play for teaching, ex: develop empathy, plan strategies, practice skills etc. 

Potential Trap to Avoid:  not taking it seriously and/or not taking time to debrief and give feedback.

5. USE OF ANALOGY AND METAPHORS: Making comparisons between unlike things that have some particular aspects in common.  Develop a parallel connection to intern’s experiences, ex: can you think of a time you had to ask for help; what was it like; and what might have been helpful to you? Or imagine being a parent and your child was bright and brought home a failing report card; how might you feel, how might you have reacted?

6. PROVIDING FEEDBACK: Acknowledge what they are doing well and areas of observed growth/improvement.  Define the next steps toward mastering a skill.  Address practice errors and provide critical feedback.  Good feedback (both positive and negative) needs to be: close in time to the event, clear and specific, balanced and collaborative. 

Potential Trap to Avoid—not being specific enough with the feedback and not balancing both positive and negative.

7. SKILL CHALLENGE:  Assessing the student’s ability to take on new tasks, challenges and/or experiences, while providing opportunity and support. 

Potential Trap to Avoid: Placing a student in a situation beyond their ability in that particular area.  Students need context in order to make meaning of an experience.   

8. FOCUSED LEARNING:  Pointing out one particular skill or practice area that the student needs to focus their attention.  (ex: In a family session, the student does not address the father’s consistent interruptions of the mother and daughter.  You recognize the student’s gender and work with her on creating a response to dad for the next session.  This is the ONLY goal you set for the next session making note of how she navigates the conversation and give specific feedback).   

9. FAILING FORWARD: Using/looking for the lesson in a mistake, the good intentions in their efforts, and the risk-taking involved.  (ex: Yes, you over identified with the child against her parents and I can also see how much empathy you felt for the child.  You avoided addressing the client’s pain, and I could also see your sensitivity to what they were feeling). 

10.    GENERALIZING AND PARTIALIZING (INDUCTIVE AND DEDUCTIVE): Adding individual incidents or data into patterns or themes.  Deducing or specifying individual situations, techniques or variations from general concepts.

11.    SIMULATION: Standardize a case scenario.  Enlist “actors” to play the parts and observe simulation, taking notes on verbal, non-verbal and observable responses.  After simulation student immediately composes a brief reflection.  Reflection is immediately reviewed by observers.  Similarities and dissonance is addressed between what was observed and what the student experienced.  Simulations are a great way to help students develop accurate self-awareness and reflection in practice. 

12.    AUDIO/VIDEO RECORDINGS:  Recording the student’s practice helps to accurately point out positive practice behaviors and areas for improvement.  Also, deepens student’s understanding of how they “sound/look” to others.  Helps to modify behavior in real time.   Remember: Must have client consent prior to audio/video recording, and agency approval. 

13.    REFLECTIONS/JOURNALS/PROCESS RECORDINGS:  These tools give students an opportunity to reflect on their practice.  It gives a snap shot view of what they are thinking and how they process through an event.    

 Developmental Stages of an Internship