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The Relationship

Meet Shelli and Abigail.  Shelli is a licensed clinical social worker in an elementary school.  Abigail is a senior, undergraduate student majoring in Human Service Studies.  They share interesting insights into the supervisor-student relationship by giving an inside perspective of their relationship.

Relationship Video #1

       Click to watch

Relationship Elements

Research suggests:

  • Cognitive development is enhanced when the student is involved in a meaningful relationship with someone invested in their success (Giamo-Ballard & Hyatt, 2012).

 

  • It is beneficial to allow the student to learn by doing (O'Neill, 2010).

 

  • The quality of the relationship predicts satisfaction in all areas of field work (O'Neill, 2010).

 

  • Student and supervisor should openly discuss expectations and learning styles (Bogo, 2005).

 

  • Students highly rated supervisors that were: honest, skilled, reliable,  offered ongoing support and conducted frequent supervision (Bogo, 2005).

  • The relationship is the space where academics and experience intertwine (O'Neill, 2010)

 

  • The relationship is the source of deep learning (Giamo-Ballard & Hyatt, 2012)

 

  • Provide opportunities for student to reflect (supervisor posing questions to elicit inquiry) (Sweitzer & King, 2019)

 

  • Helpful when supervisors explains what they are doing and why (Giamo-Ballard & Hyatt, 2012)

 

  • Provide students with frequent feedback (Sweitzer & King, 2019)

 

 

 

 

Relationship Video #2

         Click to watch

Impact of Relationship

Research suggests: 

  • The relationship is the space where academics and experience intertwine (O'Neill, 2010).

 

  • The relationship is the source of deep learning  (Giamo-Ballard & Hyatt, 2012).

 

  • Supervisors should provide opportunities for the student to frequently reflect. For example,  the supervisor posing questions to elicit inquiry from the student  (Sweitzer & King, 2019).

 

  • It is helpful when supervisors explain what they are doing and why  (Giamo-Ballard & Hyatt, 2012).

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  • It is recommended that supervisors provide students with frequent feedback (Sweitzer & King, 2019).

                                                                                              References

 

Bogo, M. (2005). Field instruction in social work: A review of the research literature. The Clinical Supervisor, 24(1/2), 163-

     193.

Eyler, J. & Giles, D. E. (1999). Where's the learning in service-learning? San Francisco, CA: Jossey-Bass

Giamo-Ballard, C. & Hyatt, L. (2012). Reflection-in-action teaching strategies used by faculty to enhance

     teaching and learning. Networks, 14(2), 1-11.

Graham, B. (2006). Conditions for successful field experiences:  Perceptions of cooperating teachers. Teaching

     and Teacher Education, 22, 1118-1129.

Maidment, J. (2003). Problems experienced by students on field placement: Using research findings to inform curriculum

     design and content. Australian Social Work, 56(1). 

Narayanan, V. K., Olk, P. M., & Fukami, C. V. (2010). Determinants of internship effectiveness: An exploratory model.

     Academy of Management & Learning, 9(1), 61-80.

O'Neill, N. (2010). Internships as a high-impact practice: Some reflections on quality. Campus Action Network, Association

     of American Colleges and Universities, 12(4).

Sweitzer, F. H. & King, M. (2019). The successful internship: personal, and civic development in experiential learning (5th ed.).

     Boston, MA:  Cengage Learning, Inc.

 

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