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Abstract
Little empirical information exists about how social work students are prepared to utilize supervision in practice. This study describes an experiential exercise designed to introduce BSW students to social work supervision prior to their field experience. MSW students enrolled in a supervision practice course provided mentored supervision to 42 BSW students in an introductory skills course. The skills course involved a progressive role-play that spanned the whole semester. Mixed methods were used to investigate BSW student perceptions of the exercise. According to survey data, BSW students reported a strong working alliance with MSW students and high satisfaction with the supervision they received. Qualitative data revealed two overarching categories of students: 1) students who reported benefiting from the exercise, and 2) students who reported mixed benefits or no benefits. Students who understood the role of the supervisor were also more likely to reported that they benefited from the exercise. Students who were unclear about the role of the supervisor reported mixed or no benefits of the exercise. Recommendations for social work educators relate to the need for educators to provide information on the use of supervision for BSW students, the necessity for guiding student reflections as part of the supervision exercises, and considering the developmental levels of students when crafting educational interventions.
Highlights
Little empirical information exists about how social work students are prepared to utilize supervision in practice
The study results suggested a lack of clarity about the “content, frequency, nature, and focus of agency supervision” (Miehls et al, 2013, p. 143)
Among those who found the supervisory exercise beneficial and experienced a degree of learning, BSW students identified such themes as learning to improve performance and relate the experience to actual practice. These students tended to define the experience as more one of mentorship. They were able to identify the skills they learned as a result of the supervision they received, and how to use the experience to prepare for future use of supervision
Summary
Little empirical information exists about how social work students are prepared to utilize supervision in practice. Recommendations for social work educators relate to the need for educators to provide information on the use of supervision for BSW students, the necessity for guiding student reflections as part of the supervision exercises, and considering the developmental levels of students when crafting educational interventions. Supervision is central to social work and for its signature pedagogy—field education Both students and practitioners consider field education to be the most critical component of preparation for practice (Bogo, 2010). Despite the CSWE competency requirement and the importance of supervision in practice, there is little empirical information about how social work students are prepared to utilize supervision in practice (Everett, Miehls, DuBois, & Garran, 2011; Miehls, Everett, Segal, & du Bois, 2013). Suggestions for future development of the exercise and evaluation are presented
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