Supervision Resources

• 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.

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.

• 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.

• 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.