(Adapted from training materials from Adelphi University)
Offering students information or suggestions as they need it and are ready for it.
Traps: Overwhelming student with data or proving one’s own expertise, to thinking student will “learn and do” because they are given information.
Building on ideas, mutuality in exchange of questions and ideas.
Curiosity About Student’s Perceptions, Ideas, Plans and Strategies
Problem of Socratic Teaching: asking student questions or leading student so that they are supposed to “figure out supervisor’s answer.”
Use of Role Play
Reversing roles between supervisor and student to alternately play client and worker. Different purposes in use of role play for teaching purposes, eg – develop empathy, plan strategies, etc.
Use of Analogy
Develop parallel connection to student’s experiences, ie – can you think of a time you had to ask for help; what was it like; and what might have been helpful to you? Or imagine being a parent and your child was bright and brought home a failing report card; how might you feel, how might you have reacted?
Crediting Positives or Growth in Student’s Work
Acknowledge what they are doing well and what are the next steps toward mastering this skill.
Identifying to Reaching for What the Student Needs to Work on
How does student experience their practice, their feelings, their binds, etc.
Perceiving Student’s “Mistakes”
In other than negative terms by looking for the positive, the good intentions in their efforts, and the risk taking involved, eg – yes, you over identified with the child against her parents, but I can also see how much empathy you felt for the child, or you ran away from the client’s pain, but I could also see the sensitivity you were feeling for his pain.
Generalizing and Partializing (Inductive and Deductive)
Adding individual incidents or data into patterns or themes.
Deducing or specifying individual situations, techniques, or variations from general concepts.
Help the student to make connections between:
Class and field
Variations in professional language and concepts
Different points of view between student and field instructor and perhaps School in how they define and implement assessment and practice (ie – intrapsychic assessment or systemic/ecological assessment.