Elisabetta Neve - AIDOSS1 THE SUPERVISION IN FIELD PLACEMENT The Italian experience Elisabetta Neve.

Elisabetta Neve - AIDOSS 1

THE SUPERVISION THE SUPERVISION IN FIELD PLACEMENTIN FIELD PLACEMENT

The Italian experienceThe Italian experience

Elisabetta Neve

Elisabetta Neve - AIDOSS 2

PROPOSAL OF CONSIDERATIONPROPOSAL OF CONSIDERATION

To show the meaning and the role of the supervision in the placement in Italy

The goal is to facilitate the comparison and to exchange experiences with other

Countries

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THE ROLE OF THE THE ROLE OF THE SUPERVISION DIPENDS ONSUPERVISION DIPENDS ON

FORMATIVE AND EDUCATIONAL AIMS

OF THE PLACEMENT

THE INSTITUTIONAL AND

ORGANISATIONAL CONDITIONS FOR

PLACEMENT IMPLEMENTATION

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BECAUSE PLACEMENT IS AT THE SAME TIME

a special way to learna special way to learn

and a network pointand a network point

among different among different

institutional subjects

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FROM A FORMATIVE POINT OF VIEW THE PLACEMENT IS:

a learning process which is placed in central position as regards the dimension of the professional training that we name

INTEGRATION BETWEEN INTEGRATION BETWEEN

THEORIE AND PRACTICETHEORIE AND PRACTICE

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to do to think

T P

H interpretation R

E A

O C

R test, questioning T

Y I

C

E

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From an educational point of view:

experience experience on

in univers. the field

involved learning:involved learning:

-from autside but also by personal processing and discovery,

-student more protagonist,

-also the operative field is source of learning

INTEGRATION OF KNOLEDGES – ABILITYES – ATTITUDES INTEGRATION OF KNOLEDGES – ABILITYES – ATTITUDES … …

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THE STUDENT CANNOT TO BE LEFT ALONE

BECAUSE:The placement expected outcome is the

identification in a new role (which doesn’t happen only by imitation)

learning by doing is effective if the student is helped to “rework” what he sees, feels, does, thinks

It is not always easy to notice the right connexions between theory and practice

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SO OUR AIM IS A MODEL OF

““DUAL ACCOMPANYING”DUAL ACCOMPANYING”

Stu-Stu-

dentdent

THEORY

University tutor

(teacher)

PRACTI

CE

Social Worker in

the agency

(supervisor)

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THEREFORE IT IS REQUIRED AN INTERACTION AMONG 3

INSTITUTIONS:

UNIVERSITY

WORK

FIELD PROFESS.

COMUNITY

student

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THE PLACEMENT IS A MEETING OF INSTITUTIONAL SUBJECTS

• The University: who recognizes the partiality of a solely theoretic learning

• The Agency: who cooperates to the training of the future professionals

• The Professional Comunity: who check and garantees a proper recruitment of the future Social Workers

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WHO IS THE SUPERVISOR?

a skilled Social Work

who is working in an agency

in charge of the University

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… WHO ASSUMES RESPONSABILITY FOR

• cooperating with the university tutor to re-define, carry out, verify the formative goals fixed by University

• securing to the Agency and the users that the student behaves right

• securing to the Professional Comunity a good training of the future professionals

• securing to the student an effective learning

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THE SUPERVISOR ACCOMPANYING

is carried out in every stage of the placement, in which of them he takes

specific tasks

specific responsabilities

specific relationships

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THE SUPERVISOR ROLE IN THE PLACEMENT STAGES

PLANNING

REALISATION

EVALUTAION

stages tasks relations with univ.

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PLANNING •Share to the general planning of the placement (formative goals, general way of implementation …)•Sometimes: help to find placements •Welcome of the student•Responsability on writing out the individual project of the student placement•Help the student to fit in the agency

−Relations with the univers. tutor (with a preceding formal agreement between university and agency)−Initial meeting with all the supervisors−Agreement of the individual project by the tutor

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AWAITED OUTCOME AWAITED OUTCOME

• Homogeneity on placement planning out consistent in formative goals

• To tend to the best formative quality as fare as possible

• To link the formative planning to the evolution of the social reality and the Profession

• To clarify the mutual responsabilities of every subject

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REALISATION •He award tasks to the student•He stimulates him to do and to think•He verifies student tasks and behaviours•…..

−He keeps in contact with the tutor for tests, possible problems, etc.−He partecipates at meeting with the others supervisors−Sometimes: meetings with teachers−Sometimes: lessons in the university−Sometimes: partecipation to refresher courses by the university

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AWATED OUTCOMEAWATED OUTCOME

• To assure to reach the placement goals, despite the big variety of services and social situations

• Mutual support among supervisors and receiving support by the tutor

• Continuous and mutual “look out” on the services world – and on the theoric training world

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FINAL EVALUATION

•He helps student to self-evaluating•He gives tutor contributions to evaluate the student•He contributes to find the general evaluation criteria of all the placement•He gives suggestions for future placements programs

−Meeting with the tutor and the student for the final evaluation−Meeting with all the supervisors−Possible report to the agency management

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AWAITING OUTCOMEAWAITING OUTCOME

• To use the evaluation like an other instructive factor for the student

• To share with the University a global and overall evaluation (theorical-practical)

• To gain incentives to improve the functions of supervision

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TO CONCLUDETO CONCLUDE

The supervisor has a role of help and guide of the student in order that the student:

can understand the reality and himself in relation with the reality

can experience in a professional and pre-working role

can learn to run the problematic situations and the his own training too

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in a context of complementary in a context of complementary relationshipsrelationships

THEORIC-PRACTICAL TRAINING

PLACEMENT

supervi-sor

univers. tutor