Supporting Students on Placement to Develop a Diligent Attitude to Social Work Student Supervision

Paula Beesley

doi:10.1921/jpts.v21i3.2145

Authors

Paula Beesley Leeds Beckett University https://orcid.org/0000-0002-7217-6430

DOI:

https://doi.org/10.1921/jpts.v21i3.2145

Keywords:

Development of knowledge and skills, Social work student supervision, Diligence

Abstract

Social work students in England undertake two placements in their qualifying course. They are supported by a practice educator, who provides regular (often weekly) supervision. This is a protected time for students to explore their learning from their practice, but as it is undertaken in a private space it is rarely subject to scrutiny. The objective of the research was to identify what contributed to the development of knowledge and skills in social work student supervision. The methodology was a Narrative Inquiry, which enabled the use of a range of data collection methods: eight supervisions were observed and audio recorded, creating supervision transcripts and field notes, and both supervision participants were interviewed immediately afterwards. A theme of diligence was identified, where a commitment to and organisation for and within social work student supervision by both parties was critical. This article will focus on the finding that students became more diligent as they developed an understanding that supervision would enhance their knowledge and skills. It will offer recommendations for students, practice educators and social work educators that support students’ development of a diligent attitude to social work student supervision.

Author Biography

Paula Beesley, Leeds Beckett University

Paula Beesley is a Senior Lecturer in Social Work, within the School of Health and Community Studies.

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