Student- Centered teaching in Social work; Supervision in professionalSocial Work practice

Rev. Omalpe Somananda

Introduction

Students centered teaching and learning is an important topic in higher education system not only in Sri Lanka but also in the world today. Social work is a professional which the education system based on field practice. An important feature of the professional course in social work is the emphasis placed on field work. Field work enables the student to integrate and reinforce the knowledge acquired in the class room with actual practices conducted under competent supervision. Supervision today is an integrated part of social work education and is often regarded as the personal tool for the student to integrate theory, methodology and practice at many different occasions.

The importance of supervision for the learning process of the student has been given increasing attention at present in Sri Lanka. Field education and supervision remain at the centre of professional development for the social worker. The article also describes the necessity of developing new supervision system in students centered teaching in social work practice. It will help for major contribution to the professionalization of social work in Sri Lanka.

An overview of the development of supervision within professional social work and challenges faced by both supervisor and supervisee arepresented in this article. This article also defines student- centeredteaching and supervision, the theoretical perspectives of supervision with reference to local context. Finally my own experience as a supervisor and a supervisee during field practice is dealt here with an emphasis on strengths and weaknesses in the process of field work supervision.

What is Social Work?

Social work discipline is scientific in method and artful in manner that takes remedial action on problem in several areas in society. It helps communities to bring their welfare and related services in to good balance. Social work provides many services for people, especially for children, youth, women, family, labor, aged, disabled, handicapped, displaced and dependents.

Defining Social Work

“The social work profession promotes social change, problem solving inhuman relationships and the empowerment and liberation of people to enhance wellbeing. Utilizing theories of human behavior and social system, social work intervenes at the points where people interact with their environments. Principals of human rights and social justiceare fundamental to social work,” (IASSW and IFSW, 2001)

According to this definition social work is mainly on helping people who are not able to come up with themselves. But they need someone help in order to come out from various problems. The main aim of social work is to increase human happiness in general and help people to help themselves.

The purposes of social work are: enhance human well-being and alleviate poverty, oppression, and other forms of social injustice, enhance the social functioning and interactions of individuals, families, groups, organizations, and communities by involving them in accomplishing goals, developing resources, and preventing and alleviating distress, formulate and implement social policies, service, and programs that meet basic human needs and support the development of human capacities, to pursue policies, services, and resources through advocacy and social or political actions that promotes social and economic justice, develop and use research, knowledge, and skills that advance social work practice and develop and apply practice in the context of diverse cultures.

Social Work Education

Professional social work education is different from the academic and classical education. The practical implementations of concepts learnedin pure academic education are considered lesser than the professional

education. In social work education students are provided with opportunities to work in real life situations. Theory learned in the classroom can be tested at the human laboratory of society (Ranaweera,2002).

As a taught discipline, social work education includes class room lectures and field practice. Field work described as the prime area ofknowledge transfer in social work education wherein professionalization takes place, through the incorporation of professional values, attitudes and behaviors as well as the learning of professional skills for practice. Field practice provides students with opportunities to live with the people (Ranaweera, 2002). The students realize the reality of the human behavior pattern through theexperience they gained by working with people. In addition, while working with people, they learn the skills which they should possess and how to deal with people based on the circumstances arise. The exposure, which gets by working with the people whom they meet in the field and the problems they face, will help to inculcate better attitudes within the social work students. As social work education iscompulsory for the professionalization of social work, it is importantto be aware of the main objectives of which are as follows;

Objectives of Social Work Education

Social Work Education is undertaken with the following objectives in mind which include developing the following knowledge, skills, and professional values:

1. critical thinking skills within the context of professional social work practice

2. values and ethics of social work in professional practice

3. practice without discrimination and with respect for human diversity

4. understand forms and mechanisms of oppression and discrimination

5. encourage strategies of change that advance social and economic justice

6. understand and interpret the history of social work and social welfare

7. apply the knowledge and skills of generalist practice with systems of all sizes

8. use theoretical frameworks to understand human development and behavior across the life span and interactions between people andtheir environments (social systems)

9 analyze the impact of social policies on clients, practitioners, and agencies and influence social policies through professional social work practice

10 evaluate research studies and apply findings to practice and, under supervision, evaluate their own practice interventions

11 communicate and collaborate with clients, colleagues, and members of the community

12 use supervision appropriate to generalist practice

13 function within the structure of organizations and service delivery systems, and, under supervision, seek necessary organizational change

Therefore, the objective of all courses in social work is to train professional social workers to work at grass root level in the community. The existing curricula of all courses in social work mainlyfocus on generalist social work practice. Generalist practice is basedon an understanding of basic psychological, sociological, economic, political and biological process (Ranaweera, 2008). Tthe main areas that are included help to develop skills to work at the individual, group, family and community levels. Understanding self weaknesses and strengths, identifying the cultural diversity and developing the skills to work in communities with diverse ethnic groups and maintaining peace and harmony as well as resolve conflict at each level of intervention is included in the curricula.

Social Work Education in Sri Lanka

Social work education in Sri Lanka dates back to the middle of the last century and networking and collaborative initiatives in social work education, training and research was also established since its inception (Dissanayake., 2002). NISD ( National Institute of Social Development) being the only institution imparting social work education in Sri Lanka had also used networking and collaborative initiatives from its inception as a part of social work education, training and research to enhance social welfare services delivery and social development in the country.

History of the NISD (National Institute of Social Development)

The humble beginnings of this pioneer institution in social work education commenced in 1952 when some leading citizens, a few non-governmental organizations and representatives of some government departments made a combined effort to establish the Ceylon Institute of Social Work. This institution was subsequently re-named as the Sri Lanka School of Social Work. In 1992 this School was upgraded and re-named as the National Institute of Social Development by an Act of Parliament namely: the National Institute of Social Development Act no.41 of 1992. In 2005, the Government of the Democratic, Socialist Republic of Sri Lanka, on the recommendation of the University Grants Commission, declared the National Institute of Social Development as adegree awarding institution for the purpose of developing higher education leading to the conferment of the Bachelor’s degree in SocialWork, by order under Section 25 A of the Universities Act No.16 of 1978 published in the Gazette Extraordinary No.1395/15 of June 01 2005. The Bachelor of Social Work degree programme commenced in December 2005 in collaboration with University of Colombo.

The Master's Degree programme in Social Work was approved subsequentlyby the University Grants Commission and to formalize the approval, theGovernment of the Democratic Socialist Republic of Sri Lanka rescindedthe previous (gazette) order of 2005 and declared the National Institute of Social Development as a degree awarding Institution for the purpose of developing higher education leading to the conferment of the Bachelor of Social Work degree and the Master of Social Work

degree by order under section 25A of the Universities Act No. 16 of 1978 and published in the Gazette Extraordinary No. 1557/7 of July 07 2008. The Master’s programme in Social Work, the first ever in Sri Lanka, commenced under the sponsorship of the Canadian International Development Agency (CIDA), implemented by the Queen’s University, Kingston, Canada in collaboration with the Ministry of Social Servicesand Social welfare. In September 2008, following this benchmark event,the NISD held the preliminary meeting to discuss the proposal submitted by the Queens University of Kingston, Canada to commence a PhD programme in Social Work. Following several deliberations on this proposal a planning committee has been put in place by the Governing Council, to initially draw a five year plan to develop the human resources at the NISD.

What is Supervision?

There are numerous definitions for supervision. For the purposes of these supervision standards, professional supervision is defined as the “relationship between supervisor and supervisee in which the responsibility and accountability for the development of competence, demeanor, and ethical practice take place”. The supervisor is responsible for providing direction to the supervisee, who applies social work theory, standardized knowledge, skills, competency, and applicable ethical content in the practice setting. The supervisor andthe supervisee both share responsibility for carrying out their role in this collaborative process.

Supervision encompasses with several interrelated functions and responsibilities. Each of these interrelated functions contributes to a larger responsibility or outcome that ensures clients are protected and that clients receive competent and ethical services from professional social workers. During supervision, services received by the client are evaluated and adjusted, as needed, to increase the benefit to the client. It is the supervisor’s responsibility to ensurethat the supervisee provides competent, appropriate, and ethical services to the client.

What is Social Work Supervision?

Supervision means a professional relationship between a supervisor anda social worker in which the supervisor provides evaluation and direction of the services provided by the social worker to promote competent and ethical services to clients through the continuing development of the social worker’s knowledge and application of accepted professional social work knowledge skills and values (Minnesota Statutes, Section 148D.010 subdivision 16:)

In addition it can be also define as, “supervisors assist with identifying education, capacity-building opportunities, training, and development needs and options in order to increase social workers’ effectiveness.” (NASW. Clinical Social Work Practice Update. June, 2003, Volume 3, Number 2. P. 86).

Supervision in Professional Social Work Practicum

Student supervision is the educational or teaching relationship which makes it possible to explore the link between theory and practice in order to develop a professional script (Noble,201.p.18) We believe that the quality of social work supervision is central to the development and maintenance of high standards of social work practice.The primary purpose of professional supervision is to facilitate competent, independent practice and not to perpetuate dependency. The word supervision has a specific meaning in the social work profession going far beyond the concept of line management in administration and management. Supervision requires mediation between the organization and the worker, with the supervisor being an advocate on behalf of theorganization, the worker, and the social work profession.

The concept of “Supervision” is broader than consultation as it encompasses hierarchical administrative responsibility, which is part

and parcel of social work as it is practiced in an organizational context. Supervision is most effective when it is valued by both the supervisor and supervisee, when both parties are motivated and able togive it a high priority and it will effor recognition of the rights and needs of the supervisee as an adult learner. Supervision is an educational process which involves a dynamic and individualized supervisor-supervisee interaction and professional relationship, in which supervisor prudently and creatively assumes teaching, helping and administrative role to facilitate learning, promote professional development and self-learning. The process of supervision is set with framework of adults as learners and uses a critically reflective stance to guide the students in the process of becoming professional practitioners (Noble, 2011, p. 3).

The purpose of supervision has been identified as providing the student with support, encouragement, opportunities for skills sharing,knowledge and information exchange within a structured relationship that draws out the student’s strengths and encourages the testing and evaluation of their theory and practice abilities (Noble, 2011, p. 18). Therefore, the effective use of supervision is important to encourage students to analyze and reflect their own performance to develop professional competence.

Referring concurrent (Will be explain it) and block field placement, in social work practice every student will be placed under an agency facilitator or field supervisor and faculty supervisor will be the primary facilitators to encourage students learning. The field placement agency which has a trained and experienced social worker, the assignments students will be directly supervised by the agency social worker. However, a faculty supervisor would directly supervise students in collaboration with an agency facilitator. The safe and facilitating conductive learning environment would lays responsibilities of all participants in the field education programme.

Student Centered Teaching and Learning

Student-centered teaching allows students to group knowledge, as opposed to receive information pasircly and encourages deep learning. A student-centered approach focuses primarily on what student needs todo in order to learn, rather than on the course content or the transmission of information by the teacher.

Nonetheless in the traditional approach to school, college and university teaching, most class time is spent with thet, lecturer or professor lecturing and the students will be watching and listening. These students work individually on assignments, and cooperation is discouraged.

Student-centered teaching methods shift it’s focus of activity from the teacher to the learners. These methods include active learning, inwhich students solve problems, answer questions, formulate questions of their own, discuss, explain, debate, or brainstorm during class; cooperative learning, in which students work in teams on problems and projects under conditions that assure both positive interdependence and individual accountability; and inductive teaching and learning, inwhich students are first presented with challenges (questions or problems) and learn the course material in the context of addressing the challenges. On the other hand the inductive methods include inquiry-based learning, case-based instruction, problem-based learning, project-based learning, discovery learning, and just-in-time teaching.

Student-centered methods have repeatedly been shown to be superior to the traditional teacher-centered approach to instruction, a conclusionthat applies whether the assessed outcome is short-term mastery, long-term retention, or depth of understanding of course material, acquisition of critical thinking or creative problem-solving skills, formation of positive attitudes toward the subject being taught, or level of confidence in knowledge or skills.

What is Teaching?

Teaching is the activity of facilitating learning. Also it is a professional activity. The range of professional duties performed by teachers is wide and extensive. Initially there should be thought and

proper planning. Simply “thinking” is not adequate. Although the challenging part is to merge “thinking” and “doing”. The promotion of active learning starts from thinking about course aims and objectives.The clear ideas about aims and objectives provide a sound foundation for decisions about the content and the structure of a course and it will reflect the appropriate teaching, learning and assessment strategies which require the most for the fruitful active teaching- learning process.

Teaching involves helping students to know something not known before.It constitutes a process of change. Theses intentions are most often implicit or inferred. The conscious planning of teaching and learning make these intentions explicit. As will be discussed, making teaching/learning intentions more explicit improves the learning experience of students. The current terminology for approaching the design of teaching and learning in this fashion is outcomes-based planning.

What is Learning?

Defining learning objectives requires teachers to make conscious choices about a wide range of teaching and learning considerations. The process of identifying teaching/ learning objectives essentially defines what it is the teacher wants the students to learn. The focus of this planning is on the inputs to the learning experience and can be described as teacher- centered. For educators who subscribe to a learner- centered pedagogy, learning objectives are less acceptable than the notion of learning outcomes. In this case, the outcomes equaloutputs and focus on what the student will be able to do at the end oftheir programme of study (Otter, 1992; Walker, 1994).

Therefore, learning is an active process, which aims at achieving three major outcomes commonly known as KASs: (1). Knowledge, (2). Attitudes, and (3). Skills. Students usually learn things properly by acting, reflecting and interacting in specific situations. Active learning occurs when students are interested on what they learn and the way they learn it. Therefore, the most significant part of teacher’s role is being the planning of effective instructional eventsto promote active learning.

There are numerous theories and frameworks that describe various domains of the learning process. Bloom’s taxonomy of educational objectives (Bloom, 1956) is one such example that explains three majordomains of educational activities such as cognitive (knowledge or think), affective (attitude or feel), and psychomotor (Skills or do) domains. The aim of this effort was to provide an excellent structure for planning, designing, assessing, and evaluating the effectiveness of teaching and learning.

Results of students centered teaching are

Students take leadership in classroom, present their work, and facilitate groups. Students take ownership of their reading, writing, and learning to develop, test, and refine their thinking. Students engage in talk that is accountable to the textor task, the learning community, and standards of reasoning. Learning is negotiated and directed by students.

The content and delivery of instruction is culturally responsive and respects and builds on the diverse resources and experiences of learners in the classroom.

Students work in flexible, cooperative groupings to solve problems and analyze texts to demonstrate understanding of a taskor concept through multiple perspectives.

Students consistently develop their own reasoning around conceptsand ideas and can articulate the processes and thinking they engaged in while grappling with a task or idea. Students listen to one another as well as to their teachers, and they exchange different ideas to build upon and apply new learning and approaches to their own understanding of a concept or idea that increase in complexity.

Talk and focus in all groupings use multiple strategies. Studentsuse physical environment and discussions about group roles to explore various concepts and apply them to different scenarios orproblems.

Teachers plan the types of questions and prompts at multiple entry points throughout a lesson, which build students’ understanding of, and engagement toward, concepts and ideas and their application to real-world scenarios. Each teacher has clearand measurable objectives for what students will know and be ableto do as a result of a lesson.

Schools value the health of all students, teaching them positive ways to bring balance to life’s challenges and a proactive, positive approach to wellness.

Students are assessed for process, group work, and product.

Theoretical Perspectives of Supervision

Learning styles trough supervision

People learn in a variety of ways. We have found that, supervision is enhanced if supervisors and students are aware of their respective learning styles and they can design their supervisory interactions to complement each of their learning strengths.

According to Kolb (1984), whose learning theory is the most widely-used, experiential learning is composed of four components:

1. Concrete/Active (experiencing)

2. Reflective/Observation (examining)

3. Abstract/Conceptual (explaining)

4. Active/Experiential (applying)

Kolb believes that people usually begin their learning about a particular task or problem with the component that represents their primary learning style. For complete learning, they must move from their primary learning style to other three types of learning.

The student's predominate learning styles must be accommodated to the extent practical. For example, many students have concrete/active learning styles. With these students, it is necessary to start at the experiencing, rather than abstract/conceptual level. Initial discussions on theories would not meet the student’s needs. Conversely, for some students, it would be appropriate to start at theabstract/conceptual level. The supervisor would then lead the student through each of the other steps to complete the full learning cycle.

Four-Step Teaching Process Model

Supervisors must assess the student's maturity, learning style and skill developmental levels. This information is needed to assess whereto start with the student in the four-step teaching process model. Theinformation can be acquired from the students in interviews, in reviewof the students' resume, the Kolb Learning Styles Inventory, and observations in the placement. Effective teaching should include different types of learning activities, repetition of activities and linkage to the broader principles of practice (Fortune, 2001). Afterward, the following steps should be applied:

Preparatory assessment and training: orientation/workshops; information on agency policies and procedures and "how things are done"; introductions to staff.

Shadowing: Student observes the supervisor ad others doing tasks he/she will do; reflections/discussions with the supervisor about the objective and subjective experience.

Observation: Supervisor observes the student in assigned learning tasks, which could include videotaping and role playing, and provides information and feedback; discussions on the meaning of objective and subjective learning for practice; generalizations and conclusions.

Semi-independent practice: Supervisor provides information and feedback on specific skills needed by the student, continuation of reflecting and the relating to and construction of practice theories.

Student –centered Supervision Strategies

Supervision strategies focused on students and having supervisor as facilitators rather than a sage on the stage are commonly known as student-centered strategies. This is quite popular approach to promoteactive learning than the direct information flow from supervisor to supervisee in the classroom or supervision session.

When the supervisor acts as the hub among learning activities, it seems to remain a problem that is what happens to the information whenit reaches the supervisee. Therefore, many student- centered teaching approaches have come to the practice since learning is best achieved

within real-life environments in diverse ways. Supervising strategies could be identifying both active and Student-centered will better support the prerequisite of active learning there by is of greater significance in this era of interactive strategies. Further it can be frequently found in the form of individual, small group discussions, peer discussion and involvement, and cooperative learning.

Individual Supervision

Here, Supervisee and Supervisor get together will discuss for the progress of the work. Most probably Student Social Worker will come tothe faculty supervisor to receive supervision and future plan. It is more effective rather than discuss among group of people. Supervisor can pay more attention and provide a clear direction to fine right wayto go for the student. Also, student can feel free to share their ideas, problems faced by the field, challenges and limitation in the field. It is face-to-face communication with supervisee and supervisor.

Small Group Discussion

In small discussions, students are allowed to exchange information andopinion in a small number of students is helpful in fostering studentsability on critical thinking as students may express, support and modify their assumptions, opinions and conclusions. Students may enjoyand learn effectively without a huge effort because discussions in group allow students to communicate and interact openly. Effective supervisor must facilitate group dynamics by monitoring all groups on a rotating basis.

Peer Discussion and Involvement

Peer discussion and involvement allows supervisee to share their peersthat enable students to learn together by interacting each other without implying teaching responsibilities in the relationship. In this technique, both the supervisee who are teachers and the students who are taught would benefit from face-to-face interaction as each pair of students would naturally be quite active and alert.

Cooperative Learning

Cooperative learning is an effective instructional strategy that involves students working together to attain certain learning goals. Effective supervisor should focus on five main essentials for a successful cooperative learning which include;

Face to face interaction among supervisee to share insights and ideas;

Individual responsibility (students accountability to work towardlearning goals);

Collaborative skills (skills required for effective group functioning)

Group processing (how well cooperative learning groups are functioning on which they are working) and

Positive interdependence (group interaction in positive ways to achieve the quality of group functioning)

Supervisors have to play an entirely different role in cooperative learning techniques than they do in teacher-centered techniques like lecturing.

Field Practice in Social Work

Field practice is a compulsory component of every social work educational programme. Students are provided with onsite supervision by qualified and trained field educators who often belong to the category of extended faculty. Therefore, through field practice, students gain the opportunity to apply their class room learning to real world situations and to learn trough reflective experience.

The goal of social work field practice for undergraduates is to develop them as competent individuals in social welfare and social development in order to become, effective, skilled, social work knowledge based Para-professional practitioners and professional practitioners, who would be articulate, ethically aware and committed

to enhance social responsibilities to become active citizens engaged in social development of Sri Lanka.

The main objective of this field education is to prepare students to function as competent practitioners at the entry-level and middle level generalist social work positions and to practice social work under professional supervision with responsibilities.

In the field of social work it is imperative to focus on, “Why field work is importance to social work students?” Social work learning and placements are intergraded learn about how to apply social work theoryto practical situation. How to cope with issues related to building professional relationship with service user and provide professional service to promote them to help themselves to enhance their innate ability to stand on their own.

In addition the field education is an integral part of social work education programme that prepare students for professional social workpractice in the field of social work, Social welfare and social development. It is a combination of theory and practice. While many other disciplines expect the graduates to obtain their practical experience, after graduation, the social work graduate/ in-service officer is given the exposure to the outside work environment while undergoing training as done at the National Institute of Social Development. Theory and practice are taught in cycles and reflective praxis is made possible within the course. The field work component provides the students with an experiential opportunity to integrate the theoretical knowledge in the class room with the practical exposure offered in various field settings in Sri Lanka.

Preparation of professional social work practice involves “learning from doing while working with individuals, families and communities ona face to face level and practice learning and administration, policy and research contexts. The opportunity for experiential learning is given voluntarily by agencies and social work professional’s world over has promoted the voluntarism ethic among all social work professionals and agencies. The field work component is a major part of the entire social work programme. It occupies field orientation for

social welfare organizations and voluntarism among the students to devote to field practice.

Structure of the field practice program- NISD

Field practices are accommodated in all four years of the programmes. Students can’t work alone in the field. The supports of supervision lead the students’ performances in effectively in field agency settings or community settings. Following structure will help to understand the NISD field administration.

Field Work Committee

The field practice Committee is a standing committee within the schoolof Social Work, at NISD and is responsible for assessing, reviewing and proposing policies regarding field instruction and field educationactivities for field work unit. It provides advice and consultation asrequested by field work coordinator.

Field Work Coordinator

The field education Coordinator is the chief officer/ a Senior Lecturer of the field education program. He/she is responsible for planning, implementing and evaluating the field program and collecting

from the field supervisor and scrutinizing final marks in consultationwith the field practice committee and forwarded to the Director, School of Social Work collected.

Faculty Supervisor

Each student is assigned a faculty supervisor who guides the student in the entire field education programme. The professional development of the students much depends on the supervision and their field supervision is paramount aspect of field practice. Not only the educational aspect, but also the administrative and supportive aspectsof supervision are envisaged in the field placement by the faculty supervisor.

Field Supervisor

Field programme is planned to implement through established social welfare agencies. To provide necessary facilities for successful engagement in practice and achieve expected outcomes of the placement,a field supervisor is assigned to students. Necessarily, the field supervisor is an experienced, qualified and reputed Social Work practitioner. Field Supervisor provides on-site supervision. Therefore, during the field programme, a students’ immediate “professional helper” is the field Supervisor.

Agency Facilitator

The agency/ organization facilitators are requested to carry out the following activities in order to complete each field practice successfully.

Ensure the safety of the student

Make arrangements for a place to sit

Introduce other workers in instruction to the students and their duties and responsibilities

Facilitate the students to reach their objectives and educationalgoals.

Students

The first component of the network is the students as they are the main participants. They are encouraged to be active learners, taking the initiative to make maximum use of the learning opportunity. The role of the student is not to be a passive recipient but an analytical, critical but co-operative learner.

Methods of Supervision in field practicum- NISD

Individual, peer and group supervision sessions contribute significantly to students learning. Although one-to one supervision sessions contribute to the students learning, they can be time consuming and limit student’s exposure to different opportunities to learn on their own. Possible alternative arrangements for supervision may include task, peer and group supervisions. During these supervisory sessions, analytical and reflective discussions take placebased on verbal and written reports from students on their practice with service users and agency. The agency and field supervisors may also give on the spot supervision based on their observation to enhance the skills of the students.

Hence student should maintain record for each supervision session. It should consist of containing topics for review of progress, comments and feedback about student’s progress, agreed action, timeline and responsibility, agreed home for next session and agreed date and time for the next supervision, signature of the student and the supervisor.

My own experience as a supervisor

I have nearly more than 13 years of experience as a field supervisor and faculty supervisor. I have gained knowledge about supervision as astudent Social Worker following the Diploma in Social Work 1995/1998 at NISD and MSW student from 2006 to 2008 at University of Bengalore in India.

Supervisor’s role is very important as he/she plays a vital role in the field of supervision in social work. Thus, the skills and competencies of supervisors should be developed through providing in- service training. According to my personnel experience, I have faced alot of difficulties in handling such a large number of students. As I was engaged in classroom teaching continuously, I felt that, the time

spent for student supervision was not sufficient. I also felt that, I could have supported the students better if I had received systematic training on supervision. Therefore, structural changes must be introduced to revise existing field education manual, selection of field placement agencies and the student supervision programme for thestandardization of field education programme in Sri Lanka.

Based on these experiences, NISD was decided to review the field practicum programme along with the revisions of all academics progrmme. The outcome of such a move was the integration of all field work carried out from the diploma level up to the Bachelor of Social Work level in to one study programme. The revised field practicum now run concurrent to the main class room teaching at all levels. Such an amalgamation of the field exercises is expected to enable the studentsto better understand the importance of field work and serve the society better at the local, national and international levels.

Concurrent field work system; It was started, but students and facultysupervisors are facings some problem in practical way. This new systemshould be familiarized for the students, agency facilitators, field supervisors and faculty supervisors.

Student’s feedback about supervision

According to the students centered teaching, the students are the mainplayers in their education system. Teacher role is to facilitate for the students to reaches their goals and objectives and future life.

Student’s feedback is the main strategies to understand supervisors’ role and functions. I have prepared one feedback form for to get students feedback on their field programme specially community work practice – BWS 2013 (Field practicum 11) Some students are very much positive on their work, but some are unhappy with supervision process and field work programme.

Student feedbacks

Student name is A

(My one question was) The students’ satisfaction on field work supervision session.

Faculty Supervisor yes. Although sometimes it was little bit difficult to meet the supervisor, the guidance given by her was very helpful to me. During activity implementation and final report writing supervision sessions helped me lot.

Field Supervisor- my field supervisor gave a good supportand guidance for me to complete the field work successfully.

(My one question was) Students suggestions

“Supervision process is good but I would like to offer a suggestion that when assigning supervisors it is better to appoint them in the same time we are starting the field work since that will be helpful toget guidance on selecting the field location with our interest.”

Students name is B

(My one of question was) Problems faced during the field work?

“Most considered problem was the busyness of the supervisors. And alsothe distance when a student doing the field practicum in a place whereso far from the supervisors. There was a lack of communication among the field and faculty supervisors. So, sometimes there was a clash on the directions that they were providing for us. Specially, there was adelay in appointing the supervisors for us. Therefore, we had is meet field supervisor firstly. After working according to their directions,there were some differences with the ideas that we received from the faculty supervisor.

Other problem was the difference of the supervision of different supervisors. Each student gets one faculty supervisor. Sometimes, the facts they are considering and ways of supervising is different. So, the lack of one systematic way of supervising is also a problem at times.”

(My one of question) The students’ satisfaction on field work supervision session.

Faculty Supervisor

I have a neutral idea on that. There were some difficulties when receiving the supervision due to the busyness of the faculty supervisor. Sometimes the same document, same point also was commentedin such different ways. That made me sometimes confused to select whathas to be done. But supervision was not that much negative. I personally also learned many things through that.

Field Supervisor.

Happy about the supervision

(My one question was) Students’ suggestion

“Even though the people are unique and different from each, there should be a similarity among the directions, evaluating methods, considering factors and marking system when the students are being supervised. If simply say, the supervision must not be depend on any favors or any other additional factor. That right of some students maybe broken when there are many and different people are supervising in different ways.

So, it may be better if possible to make “a team” of supervisors for all students as all the students can get similar directions, undergonethrough a similar method of supervising and marking system as well. That team will be then responsible for the equality and equity of all the students as all the decisions they have to be taken with the agreement of all or majority of the team.

And it will be more effective, suitable and equitable if the team can directly or indirectly do an evaluation with the participation of the members and officers related to the community rather than giving marksdepending on the reports and presentations. I felt it was so unfair when the students received the marks for the reports and

presentations. As this is a practical test/ exercise, the way of marking also must be more practical. If not, the students who work hard and really do performed well in their field will not get better marks for their report due to some barriers (ex: language). At the same time, some of the students who didn’t do such will receive more marks depending on their skill of presenting, reporting or any other way. So, I like to suggest a systematic method to evaluate and supervise all the students in a justifiable way.

This was the real feedback given by the students. These wonderful thoughts will be lesion and to think about our current practice of supervision. Rather than blaming it’s high time to bring some constructive changes to our field work practicum and supervision role and process in order to develop the social work profession.

Summary

Supervision is an essential part in social work. In most agencies, organizations, and training courses supervision is considered as an integral part. It is an essential component in Social Work Educationalprogrammes at many universities and schools of social work in the world. According my personal experience, providing social workers withsupervision training on a regular basis is important to reduce the tensions between management and supervision. Both social workers and managers emphasize that supervision is very important to reach their targets. Therefore, restructuring and regularizing the student supervision programme will immensely contribute to the development of the profession of social work in Sri Lanka.

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