The exciting thing about gearing up to work with interns is the anticipation of the range

of experience of students: from no experience, to years of experience. Regardless of

the level of experience, as field supervisors we must assume there is an accompanying

level of anxiety, fear and sometimes even over-confidence on the part of the student.

The true common denominator for all students, however, is that they are at their sites to

learn. In a concurrent process of schooling and field education, they are engaging in

what Kolb (1984) describes as the ―transformative experience of learning.‖ It is the

field supervisor‘s job to help the student engage in the phases of the learning cycle.

The four phases include: 1) concrete and active experiencing—assignment of diverse

caseloads or diverse macro experiences begin the learning process; 2) observing and

reflecting is the next vital step, accomplished through process recordings and supervi-

sion discussions (debriefing, processing); 3) forming abstractions which is the true

evidence of learning as students demonstrate that they can integrate book concepts to

their actual field work; 4) planning out how they will approach the next session or next

meeting/project armed with new insight and knowledge. Argyris & Schon (1978) and

Senge (1990), key contributors to organizational learning, expand on action learning

theory by introducing double and triple loop learning. This requires ongoing feedback

which allows for a deeper level of analysis, for example asking, "What do we observe is going on here?‖ and

―What are the patterns?" This framework of double loop learning supports

the repetitive structure of field education, and the structure of learning

organizations such as those represented by field sites. (Cont. on page 2).

Courageous Conversations

Between Field Instructors and

Students by Maria Carmichael, MSW, LCSW

Scenario: As supervisor, you give a student intern specific instructions

on how to approach a new case. The student seems ambivalent and

questions the instructions. Later you discover the intern took a different approach, ignoring your directions.

Courageous conversations are those conversations that all of us imagine

we are brave enough to have, but most of us avoid them at all costs. Who

can blame us? Who wants to address that co-worker who is discussing confiden-

tial information in the hallway for everyone to hear? Who wants to address the

tardiness of the clinical supervisor? Who wants to discuss how a student intern‘s

appearance is affecting his professionalism in the workplace or with his clients?

None of us want to have these courageous conversations, but as I have learned

over the years, they are extremely necessary for personal and professional growth.

So now that we acknowledge that we need to have them, how do we go about

having them? Well that‘s where our clinical skills come in. Just like we need to

find the right time to confront, the right time to empathize, and the right time to

address things honestly and openly with our clients, we must also do so with our

co-workers, supervisors or intern supervisees. This task is not always easy as those

veteran clinicians and supervisors know. Courageous conversations come easier

for some of us than for others. (Cont. on p.2).

Graduate Social Work Program Newsletter

Field Education Corner

Helping Train Diverse Students: Learning to Learn by Olivia Sevilla, MSW, LCSW

APU faculty Olivia Sevilla hoods graduating MSW

student Angie Alvarado

Issue 3, Fall 2011

Field Directors Cathy Fisher, and Kim Setterlund present Rosie Schiro, LCSW with an appreciation certificate

at the 2011 Field Instructor Brunch.

SAVE THE DATE! Join us for

PART II

APU MSW

Field Instructor Training

Jan 27, 2012

I have composed some basic steps to help those of you who struggle to start. Step 1) Find the

right time. This is important. Do not try to address things when you‘re upset or in front of

others. This never works out right. Step 2) Use ― I‖ statements. This tends to reduce defen-

siveness and helps the other person see things from your perspective. Step 3) Focus on

behaviors not the person. This helps minimize the personalization that can form when address-

ing issues. Having this ―talk‖ with your supervisee can be hard, but remember students want

feedback, and for the most part find that constructive criticism can enhance their future

performance.

Scenario follow-up:

The supervisor addresses the issue of the student intern acting on a new case without following instructions. She reminds the student of the learning agreement contract and goals. She

explores why the student intern has not followed her guidance. The student admits that she had not followed her instructors recommendations, and expresses her doubt and confusion. The

student also discloses that a senior practitioner had suggested a different approach. The super-

visor discerns this created legitimate confusion and reinforces the need for the student intern to check out all new work with her. The supervisor explores the student’s anxiety and asks the

student what she plans to do next with the case. The student is able to process her feelings and explore alternatives to approaching the case, resulting in greater comfort incorporating the

supervisor’s recommendations.

Courageous Conversations, (cont’d) Maria Carmichael, LCSW

Page 2

The more often the student can engage in a learning cycle, and learn from the prior learning,

the greater potential for deep and transformative learning. We see this clearly with beginning

students who essentially rely on and look for formulaic ―interventions‖ in their field experi-

ences. Initial interventions sound scripted, and it can be difficult for a student to think out-

side of what they have been taught. This first cycle of learning is primarily rote learning and

very superficial. A new student is ‗on track‘ when engaged in this behavior, but it is the

supervisor who helps the student move to the second and third cycles of learning. It is the

repetitive and guided reflection, discussion, and abstraction process that enable a student to

question their assumptions, reframe, consider the context, and learn to learn. Learning to

learn, according to Argyris & Schon (1978) is the third transforming cycle. This is what we

begin to see with greater consistency in our second-year students who can ‗think on their

feet‘ and exercise good judgment both at the

micro and macro levels of assessment and

intervention.

To summarize, learning can only become

transformational through reflection. As Morri-

son (2001) observes, ―It is not sufficient to

have an experience to learn.‖ Without oppor-

tunity to reflect on the experience, a teachable

moment may be lost. A key task for the field

education supervisor is to facilitate reflection

in practice, and to promote in the student a

sense of ownership, mastery and understand-

ing of his or her clinical process. (Davys & Beddoe, 2009). References available on back page.

Initial

interventions

sound scripted,

and it can be

difficult for a

student to think

outside of what

they have been

taught.

Learning to Learn, (cont’d) By Olivia Sevilla, LCSW

Active

Experimen-

Abstract

Conceptuali-

zation

Reflective

Observation

Concrete

Experience

KOLB’s

CIRCULAR PROCESS

“Supervisors must also be nurtured and supported in order for the supervisor to hold

the trainee who is learning to hold the client…”

Casement (1985)

The social work profession has recognized that clients‘ culture, values and religious beliefs are

important factors to consider when assessing, diagnosing and treating problems. The two funda-

mental rationales that we believe support the inclusion of religion and spirituality in social work

are 1) spirituality is an important aspect of human existence, and 2) religion and spirituality are

important aspects of client diversity and culture. For social workers in training, it is important to

learn how to incorporate spiritual/religious history taking as part of the bio-psycho-social assess-

ment of clients. Students also need further training in responding to existential issues that come up

for clients when they experience suffering and loss. Clients who identify with religious faith

make up a significant percentage of the population, and present with unique characteristics. In the

United States about 82% of Americans in 2007 told Gallup interviewers that they identified with a

Christian religion. That includes 51% who said they were Protestant, 5% who were "other

Christian," 23% Roman Catholic, and 3% who named another Christian faith, including 2%

Mormonism. In another Gallup poll, 62% of Americans say they are members of a "church or

synagogue.‖ Spirituality and religious coping styles have been indentified as significant coping

resources for clients struggling with mental illness. Some benefits of incorporating spirituality in

treatment, according to Dr. Paul Giblin (2004) are, ―...a shift in perspective from the other to the

self, so as to ‗do one's own inventory‘ and to ‗make amends,‘ and ‗seek forgiveness where

needed.‘‖ While the question of how to ethically incorporate spiritual or religious interventions in

therapy is still an issue being debated in the literature, it is important to acknowledge to our clients

that their faith is significant and valuable. At Azusa Pacific University, we foster open dialogue

between students to explore faith and values, and prepare individuals for professional practice with

sensitivity to diverse populations.

Page 3

Importance of Integrating Spirituality and Religion in

Social Work Training Programs by Cathy Fisher, LCSW

Spirituality and

religious coping

styles have

been indentified

as significant

resources for

clients

struggling with

mental illness.

Recruitment Tools Your Agency Can Use…!

Azusa Pacific University (APU) Career Services has an available database website to post your

positions for all MSW interns, full-time or part-time positions, or any other needs your organiza-

tion might have for APU students – graduate or undergraduate, and alumni. Symplicity, a NACE

Link affiliated site, is available for FREE postings under the name of APU Career Network. An

employer only needs to create a profile on the database system, which will then allow FREE post-

ing of any position throughout the year. You will control the length of view- ability as the respon-

sible contact for your organization or

company. Just follow the steps below.

The result will be over 17,000 APU

alums and current students will be view-

ing and applying for your position.

Registration and job posting is free.

Utilizing Symplicity, a NACELink Affiliated Site

Employers:

To register for APU Career Network:

Either simply go to “apu-csm.symplicity.com”

and follow steps 4 through 7 OR

Go to www.apu.edu/careerservices

Click on the APU career Network link on the left-

hand side of the screen.

Click the “employer” link

Click on “Register & Post Local Job” – this is a

FREE resource for all!

Fill out all fields pertaining to organization,

including contact information, and click submit.

You will not have to be approved by anyone in

our office. The APU Career Services Team

Graduate Social Work Program Newsletter

Field Education Corner

Azusa Pacific MSW Field Faculty

Field Highlights: Welcome to New Field Site

St. Joseph Hospital Behavioral Health

Azusa Pacific‘s MSW Program is pleased to form a new training agreement with St.

Joseph Hospital of Orange. Field Instructor Donna Hume, LCSW has over 15 years

experience in psychiatric social work and enjoys mentoring 2nd year MSW students.

St. Joseph Behavioral Health provides psychiatric and chemical dependency treatment

to residents of Orange County. The mission of St. Joseph Hospital Behavioral Health

Services is to provide a safe, therapeutic environment that promotes physical, spiritual

and psychological health and wellness. A multidisciplinary team helps patients in acute crisis learn coping tech-

niques to increase their levels of self-esteem, self-care, recovery and independence. St. Joseph physicians and psy-

chiatrists are known for their expertise in alcohol abuse, postpartum depression and bipolar disorder.

_______________________________________________________________________________________________

Article References

Argyris, C. & Schön, D. (1978). Organizational learning: A theory of action perspective. Reading MA: Addison- Wesley.

ISBN 0201001748. Retrieved from http://www.amazon.com/Organizational-Learning-Addison- Wesley-Organization-

Development/dp/0201001748.

Butler, J. (1996). Professional development: Practice as text, reflection as process, and self as locus,

Australian Journal of Education, 40(3), 265–283.

Davys, A. & Beddoe, L. (2009). The reflective learning model: Supervision of social work students. Journal of

Social Work Education, 28(8), 919-933.

Giblin, P. (2004). Marital health and spirituality. Journal of Pastoral Counseling, 43-67.

Kolb, D. A. (1981). 'Learning styles and disciplinary differences', in A. W. Chickering (ed.) The Modern

American College, San Francisco: Jossey-Bass.

Morrison, T. (2001). Staff supervision in social care: Making a real difference for staff and service users,

Pavilion, Brighton.

Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organization. New York, NY: Doubleday

Books.

Nicole Arkadie, MSW, LCSW Field Liaison

Louanna Law Bickham, MSW Field Liaison

Maria Carmichael, MSW, LCSW Field Liaison

Lilli Flores, MSW, LCSW Field Liaison

George Taylor, MSW, LCSW Field Liaison

Robin Worker, PsyD, LCSW Field Liaison

Kimberly Setterlund, MSW, LCSW Director of Field Education (626) 857-2402 ksetterlund@apu.edu

Catherine Fisher, MSW, LCSW Assistant Director (626) 857-2401

cfisher@apu.edu