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Skills for Successful Fieldwork Supervision

Skills for Successful Fieldwork Supervision. Objectives. Participants will identify: Implications of ADA and fieldwork Techniques for establishing, building, and maintaining supervisory relationships Techniques for dealing with issues and deficits which become apparent during fieldwork.

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Skills for Successful Fieldwork Supervision

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  1. Skills for Successful Fieldwork Supervision

  2. Objectives • Participants will identify: • Implications of ADA and fieldwork • Techniques for establishing, building, and maintaining supervisory relationships • Techniques for dealing with issues and deficits which become apparent during fieldwork http://1.bp.blogspot.com/_Vr8Xl0cbUZA/SQ5gET37AfI/AAAAAAAAD5I/I5LxjcABGQo/s400/Image+%3D+Americans+with+Disabilities+Act.gif

  3. ADA & Students with Disabilities • Reasonable accommodations must be made • Students may choose whether to disclose information to fieldwork site • The fieldwork site may not deny a student an internship solely based on a disability • If supervisors feel there are safety concerns, these must be legitimate and not speculative or stereotypical • Safety concerns must pose a serious risk for the student or others

  4. ADA Information Disclosure • If the student does not disclose: • AFWC may not disclose the information • May lose benefits of ADA entitled accommodations and fall behind in fieldwork • Accommodations may not be discussed until the student arrives at the fieldwork site • If the student does disclose: • Accommodations may be put into place before the student arrives at the fieldwork site • Eliminates element of surprise http://www.icecommunications.com.au/images/pic3.jpg

  5. General Student Supervision:Food for Thought • What would you do in the following difficult supervisory situations?

  6. Relationship Case Scenario #1 • Jill • Good student who seems to be grasping concepts and interventions at your clinic • Always arrives to work on time • Fails to turn in documentation and activity analysis assignments on time • Emails you or leaves you a note saying she is working on the assignment, but it will be late and explains why • Excuses are often very detailed and personal • For example, her brother’s dog died, and she was up all night counseling him; her printer was out of ink; she had to sit with her ill grandmother during the weekend • Asks you not to mark her down for her late assignments because she is doing her best to accomplish everything • You are starting to distrust her • How should you respond to her tardy assignments?

  7. Relationship Case Scenario #2 • Bob • Arrives on time every day • Appears to be very intelligent and have strong theoretical base • When treating a patient, he attacks your intervention without respect for your opinions • Argues with feedback you provide on written assignments • Criticisms are not necessarily related to information you are giving him and appear to be more personally directed • Sometimes he rolls his eyes and mutters under his breath • How should you respond?

  8. Food for Thought • What characteristics do you seek in a mentor? • Who are two people you know that fit your description of a good mentor?

  9. Self-Efficacy Development • Allow students to: • Experience changing environment and adapt • Establish personal goals based on inter-personal reflections and your feedback • Participate in active learning through role playing, modeling, visual imagery, and open communication http://hscweb3.hsc.usf.edu/health/now/wp-content/Jump-DPT-students-in-class.jpg

  10. Food for Thought • If you have been a fieldwork educator (or have participated in other mentoring roles), what types of things are important in establishing, maintaining, and building a relationship with your student/mentee?

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