Bogo, M & Vayda, E.

, (1998) The practice of field instruction in Social Work: Theory and Process 2nd ed. Toronto: University of Toronto Printed with authors permission he !ntegration o" heory and Pra#ti#e$ he ! P %oop Mode& The Integration of Theory and Social Work Practice Pra#titioner and edu#ators in so#ia& wor' ha(e a&ways #hara#teri)ed the *usiness o" the pra#ti#um as the p&a#e where theory is integrated with pra#ti#e. +&& too "re,uent&y this statement stands without "urther de"inition. !ntegration o" theory and pra#ti#e (! P), without e-amination, may *e a 'ind o" magi#a& in#antation through whi#h edu#ators, &i'e a&#hemists, hope to trans"orm a so#ia& wor' student into a pro"essiona& so#ia& wor'er. .e#ogni)ing the &imits o" magi#, e(en "or so#ia& wor'ers, this #hapter wi&& engage "ie&d instru#tors in the wor' o" demysti"ying ! P and gi(ing it operationa& meaning. Pra#titioners, to *e#ome edu#ators, must *e a*&e to e-amine their own pra#ti#e and arti#u&ate the thoughts, attitudes, (a&ues, and "ee&ings that a""e#t the a#tions they ta'e. Pra#titioners "ee& that many o" these a#tions ha(e *e#ome /se#ond nature, sothat p&ans and *eha(iours may appear to the o*ser(er, to e(o&(e natura&&y. !n "a#t, pro"essiona& *eha(iour is *ased on imp&i#it ideas and *e&ie"s that so#ia& wor'ers ha(e de(e&oped through their own edu#ationa& and pra#ti#e e-perien#es. his /integrated 'now&edge has to *e identi"ied so that the "ie&d edu#ator #an #ommuni#ate it to the student ( Bogo na Vayda 1980,1991). !n order to i&&ustrate how to unra(e& /integrated 'now&edge we wi&& "o&&ow two #ase e-amp&es, one a pra#ti#e situation with an indi(idua& and one in(o&(ing #ommunity pra#ti#e and ser(i#e p&anning. he wor'er in *oth e-amp&es might imagine a &ooping pro#ess. 1in#e so#ia& wor' a#ti(ity is *oth #umu&ati(e and ongoing, &ooping is a use"u& image. Ea#h pra#ti#e en#ounter must in#orporate past e-perien#e, new 'now&edge, and "uture spe#u&ation and p&anning. his is demonstrated in "igure 1.

Retrieval he starting point o" the &oop is in"ormation gathering, whi#h we #a&& retrie(a&. .etrie(a& is the re#a&& o" in"ormation a*out a spe#i"i# pra#ti#e situation and wou&d in#&ude preparatory thin'ing as we&& as the #onta#t itse&". o put it another way, we mean the "a#ts that distinguish and de"ine any situation at the *eginning o" in(o&(ement. .etrie(ed in"ormation "rom any so#ia& wor' situation #an *e di(ided into psy#ho2 so#ia&, intera#ti(e, #onte-tua&, and organi)ationa& "a#tors (Vayda and Bogo 1991). he wor'er and #&ient "o#us on the most pressing "a#tors, whi#h may #hange with time. +s new in"ormation is retrie(ed, the wor'er mo(es through the &oop again and again unti& the situation is reso&(ed. Psy#ho2so#ia& "a#tors are "ami&iar #on#epts to so#ia& wor'ers and re"er to spe#i"i# in"ormation a*out indi(idua&s, "ami&ies, groups, and #ommunities. !n#&uded are o*ser(ations a*out "orma& and in"orma& support systems. Psy#ho2so#ia& "a#tors dire#t attention to the #&ient system. !ntera#ti(e "a#tors re"er to the #reation o" a new system #omposed o" so#ia& wor'er and #&ient e-#hanges. he ,ua&ity o" the intera#tion p&ays a 'ey ro&e in the dis#&osure o" in"ormation and "a#i&itates e&a*oration. !n demonstrating the &oop, we ha(e *een de&i*erate&y se&e#ti(e and redu#ti(e. 3e wi&& "o#us on psy#ho2so#ia& and intera#ti(e "a#tors "irst, and add #onte-tua& and organi)ationa& "a#tors &ater. Retrieval: Individual Practice: Example 1 The social worker is employed in a shelter for battered women. The client, a woman, a ed thirty!four years, has three children, a es si", ei ht, and ten years, and is physically abused repeatedly by her husband. #lthou h the police have been involved, no char es have been laid. The woman has sou ht refu e in the shelter times in the past, but has always made a decision to return to her husband. She has never held a payin $ob and has a rade %& education. Retrieval: Community Practice: Example 'n a lar er metropolitan city, a South #sian feminist women(s roup approaches the local plannin council for help in establishin a service for battered women in their community. 'ncreasin awareness has developed that wife abuse is considered a criminal offense in the wider society but is tolerated in the community. )ales and elders in the community are feelin threatened by the militancy of some of the youn er women in the community who have publici*ed, in the mainstream media, the fact of wife abuse in their community. his in"ormation is i&&ustrati(e o" retrie(a&. !n a#tua& pra#ti#e, more in"ormation wou&d ha(e *een retrie(ed and re"&e#ted upon at this point. Reflection

1o#ia& wor'ers are trained to su*5e#t the in"ormation they ha(e gathered to a re"&e#ti(e pro#ess, whi#h we ha(e identi"ied as the ne-t step in the &oop. .e"&e#tion #ontains e&ements o" the ru*ri# o" /se&" awareness, whi#h has *een a standard prin#ip&e o" so#ia& wor' pra#ti#e. .e"&e#tion, as it is used in the &oop, is an e-p&oration o" the so#ia& wor'ers persona& asso#iations with respe#t to the pra#ti#e situation. Persona& asso#iations may arise "rom persona&ity sty&e, idiosyn#rati# rea#tions to simi&ar &i"e e-perien#es, or interna&i)ed #u&tura& (a&ues. he purpose o" re"&e#tion is to gain se&"2 'now&edge o" ea#h o" these pro#esses. Persona& su*5e#ti(e rea#tions #an *e re#a&&ed through re"&e#tion and e-amined regarding their potentia& e""e#t on the wor' to *e done. !t is e,ua&&y important to e-amine assumptions and *e&ie"s that may *e per#ei(ed as truth *ut are #u&tura& #onstru#ts *e&onging to a persona& wor&d2(iew shaped *y ones ethni#ity, ra#e, #u&ture, and gender. By a#'now&edging the (a&idity o" other assumptions and *e&ie"s, an open dia&ogue #an *egin *etween wor'er and #&ient. Persona& e-perien#e must a&so *e a#'now&edged when it is re&e(ant to the situation o" the #&ient. 3hi&e simi&ar e-perien#es #an aid 5oining and understanding, it is important to a#'now&edge that ea#h indi(idua& has a uni,ue response to the same &i"e e(ent. !n addition, as the situation progresses and the &oop repeats itse&", the wor'er re"&e#ts on the e""e#ti(eness o" inter(entions underta'en to *ring a*out #hange. !n this way, re"&e#tion *egins to *ui&d an ongoing e(a&uation o" the wor' a##omp&ished.

Reflection: Individual Practice: Example 1 The worker is a stron feminist who herself had left an abusive relationship and subse+uently earned a raduate de ree while supportin herself throu h part!time employment. Throu h reflection she confronts her impatience with the client(s pattern of returnin to her abusive husband. She becomes aware that she must separate her e"perience from that of the client. She recalls her immediate labelin of the client as helpless and dependent, unable or unwillin to make decisions and act upon them. The worker knows that she can be $ud mental and that this attitude could undermine her capacity for empathy and $oinin . Reflection: Community Practice: Example The worker is a middle!a ed ,ispanic male with a stron sense of the importance of family preservation and the value of shared beliefs and cultural solidarity. Upon reflection, he becomes aware that he has a tendency to identify with the males and elders in the community. ,e becomes aware that he must find a way to $oin with the needs of the youn er women, without losin his sense of the value the community places on family stability. !inkage

%ess "ami&iar to so#ia& wor'ers is the #ons#ious app&i#ation o" theory to pra#ti#e. his step is what we ha(e &a*e&ed as &in'age. %in'age is that part o" the &oop that uses #ogniti(e asso#iations to retrie(ed in"ormation and to the asso#iations e&i#ited through re"&e#tion, and &in's them with 'now&edge &earned "rom reading, resear#h studies, &e#tures, and genera& e-perien#e. he purpose is to identi"y and &a*e& 'now&edge that wi&& he&p e-p&ain the pra#ti#e data and the su*5e#ti(e rea#tions that ha(e *een e(o'ed, and u&timate&y to use that 'now&edge in p&anning pro"essiona& response. %in'age re,uires that "a#ts and attitudes a*out the situation *e a*stra#ted or genera&i)ed to identi"y #ommon e&ements that re&ate to a 'now&edge *ase. + so#ia& wor'ers pra#ti#e is &i'e&y to *e *ased on a we&&2integrated 'now&edge and (a&ue *ase #onsisting o" pra#ti#e wisdom, #on#epts "rom (arious theories, and empiri#a&&y (a&idated "indings. +dditiona&&y, approa#hes or therapies that may *e #hara#teristi# o" a spe#i"i# setting pro(ide the theoreti#a& &in'age. hese /pie#es o" 'now&edge *e#ome part o" the pra#titioners art and are used in a seeming&y intuiti(e "ashion in intera#ting with a pra#ti#e situation (1#hon 1980, 1997). 1pe#ia&i)ed pra#ti#e mode&s su#h as tas'2#entered, "ami&y systems, group, and #ommunity de(e&opment approa#hes interpret human *eha(iour and interpersona& adaptation, and pro(ide so#ia& wor'ers with spe#i"i# te#hni,ues to in(o&(e #&ients in inter(ention approa#hes to *ring a*out desired #hange. !inkage: Individual Practice: Example 1 Psycho!social knowled e may involve reco ni*in the impact of the client(s cultural e"pectations about traditional female behaviour in a marria e on her self!identity, self! esteem, and her fears about permanently leavin the relationship. -nowled e of family dynamics is also relevant, such as the emotional impact on the children and the reactivation of the woman(s e"perience of violence in her family of ori in. .ormal support networks mi ht include financial maintenance, subsidi*ed housin , vocational trainin and education, and provisions for day care. !inkage: Community practice: Example /inkin to 0pieces of knowled e( about immi ration and relocation, such as an understandin of cultural beliefs brou ht from the country of ori in, and the effect of a different set of societal e"pectations in the new country on identity, may inform the worker(s approach to this situation. The worker asks himself, 0What do ' need to think about to better understand this situation, and what do ' need to know to intervene effectively1( The worker uses the practice to acknowled e the roup(s concerns and enlists them in developin a strate y to identify and en a e key persons in the community who play formal and informal roles. Profe""ional Re"pon"e o pra#ti#e so#ia& wor' means to ta'e some a#tion. his step is what we ha(e &a*e&ed as pro"essiona& response to a gi(en set o" "a#ts at a parti#u&ar point in time. Ea#h situation re,uires the wor'er and #&ient to se&e#t the issues o" highest priority "or immediate "o#us. 8sing this part o" the &oop, the so#ia& wor'er grounds the ideas, 'now&edge, and insights

5ust un#o(ered to de(e&op spe#i"i# p&ans and *eha(iours "or dea&ing with the situation. Pro"essiona& response is the se&e#tion and imp&ementation o" a p&an that wi&& in"orm the ne-t en#ounter. :onsideration o" a&& parts o" the &oop #on(eys the dynami# interre&ationship *etween #on#epts and a#tion. Profe""ional Re"pon"e: Individual Practice: Example 1 The worker mi ht choose to open a discussion with the client about what choices the client feels are immediately necessary and possible for her at the time, specifically encoura in her to plan for the safety of herself and her children, throu h contacts with appropriate informal and formal systems, such as nei hbours, e"tended family, and police. /ater, the worker mi ht discuss with the client her family(s attitudes, e"periences, e"pectations. Profe""ional Re"pon"e: Community Practice: Example The social worker be ins to work with the women(s roup to help them identify all the stakeholders in the community who need to be involved from the be innin in plannin a response to this continuity issue. The ne"t step is to work out a detailed plan of how to involve these various potential participants and to be in implementation of the plan. 3e ha(e thus "ar "o#ussed on retrie(a& o" psy#ho2so#ia& and intera#ti(e "a#tors in going through the &oop. ;owe(er, two other important "a#tors, #onte-tua& and organi)ationa&, in"&uen#e a&& so#ia& wor' situations and need to *e a#'now&edged. :onte-tua& "a#tors re"er to the e#onomi# and po&iti#a& stru#tures em*edded in so#iety that a""e#t indi(idua&s and disempower #ertain groups through dis#rimination *ased on gender, ra#e, ethni#ity, age, and disa*i&ity. !n addition, so#ieta& attitudes may ere#t *oundaries that e-#&ude spe#i"i# groups< "or e-amp&e, a su*ur*an #ommunity may seem a hosti&e en(ironment to (isi*&e minority persons. + parti#u&ar #ommunity group may ha(e "i-ed *e&ie"s a*out homose-ua&s or &es*ians, home&ess persons, persons who ha(e #ommitted #rimina& o""en#es, or persons who are either menta&&y or physi#a&&y disa*&ed. 1o#ia& wor'ers are #ommitted to #onne#t these issues to their ongoing pra#ti#e responses and wor' topward shi"ts in empowerment "or their #&ients. Contextual factor": Individual Practice: Example1 'n a period of bud etary constraints, the community is less sympathetic to providin ade+uate resources for battered women. The re!emer ence of beliefs in the sanctity and primacy of the family have created a hostile climate for women who may need protection from their partners. The attitudes of the police and the $ustice system toward family violence often keep women at risk. 'n addition, there are ne ative economic conse+uences for sin le women livin alone with children. !ntegrating this perspe#ti(e e-pands the wor'ers pre(ious pro"essiona& response to in#&ude ad(o#a#y. he wor'er might 5oin with others to p&an a strategy "or presenting the needs o" *attered women to the media and to (arious &e(e&s o" go(ernment.

Contextual #actor": Community Practice: Example 'n a period of financial constraint, the overnment is unlikely to fund services aimed at a specific ethnic roup. )any people in the community have e"perienced discrimination which they believe is based on racial difference. a'ing this into a##ount, the wor'ers pro"essiona& response might *e to he&p the woman identi"y "unding sour#es in their own #ommunity as we&& as pu*&i#i)ing the in"ormation "rom the needs assessment in the wider #ommunity. =rgani)ationa& "a#tors re"er to *ureau#rati# systems and to how their ideo&ogy and assumptions, ru&es, and pro#edures, a""e#t program de&i(ery and ser(i#e pro(ision. hese "a#tors in#&ude an organi)ations mandate, its #&imate, ro&es, and pro#edures, in#&uding de#ision2ma'ing pro#edures, its stru#ture and "unding, *oard #omposition, and its re&ationships with a networ' o" other #ommunity agen#ies. 1o#ia& wor'ers use 'now&edge o" organi)ationa& dynami#s to de(e&op inter(entions to ma'e organi)ations more e""e#ti(e. $rgani%ational #actor": Individual Practice: Example 1 The shelter(s board of directors has placed a three!week limit on the len th of time any woman may remain in the shelter. The worker feels this is insufficient time for ade+uate plannin to take place and may be a reason why some clients return home to a dan erous situation before an alternative plan is in place. he wor'er may see' the support o" other wor'ers, #&ients, and the dire#tor in ma'ing a re,uest to meet with the *oard to present her #on#erns. $rgani%ational #actor": Community Practice: Example The plannin council has $ust published a study that some local community leaders have branded as unfair because they feel it focuses on racial divisions and criminal activity in their community. The director of the council is very sensitive to this criticism and has asked the staff to avoid any activity which could $eopardi*e the council. he wor'er 'nows that sur(i(a& o" the #oun#i& is dependent on pu*&i# "unding. ;owe(er, he re#ogni)es an ethi#a& di&emma *etween responsi*i&ity to prote#t and responsi*i&ity to respond to #ommunity needs. he wor'er may in"orm the dire#tor that he understands the dire#tors #on#ern, *ut that he #annot &et it inter"ere with his responsi*i&ity to pro(ide assistan#e to #ommunity groups. ;e may agree to 'eep the dire#tor in"ormed a*out any a#tion whi#h wou&d *e potentia&&y signi"i#ant to the #oun#i&. hese #ase e-amp&es and dis#ussion pro(ide an introdu#tion to how the ! P %oop Mode& as a pro#ess #an *e app&ied to the #ontent o" so#ia& wor' pra#ti#e. !t is a mode&

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that is generi# and #omprehensi(e, and pro(ides a uni"ying stru#ture "or *oth pra#ti#e and "ie&d instru#tion. ?igure 4 i&&ustrates how this "ramewor' uni"ies #ontent and pro#ess.

Content 3e ha(e diagrammed the &ooping pro#ess, and we wi&& return to a dis#ussion o" ea#h step in this pro#ess. More #omp&i#ated and #omp&e- are the "a#tors we ha(e &a*e&ed as #ontent. hese "a#tors #oin#ide with an e#o&ogi#a& metaphor whi#h has *een wide&y adopted in so#ia& wor' pra#ti#e theory to #apture the pro"essions #ommitment to the transa#tiona& *onds *etween the person and his or her so#ia& and physi#a& #onte-t (;artman 1999). 3e ha(e des#ri*ed a&& so#ia& wor' situations as in(o&(ing psy#ho2 so#ia&, intera#ti(e, so#ieta& or #onte-tua&, and organi)ationa& "a#tors. !n a#tua& pra#ti#e, howe(er, instru#tors and students must #ons#ious&y #hoose to #onsider on&y those "a#tors whi#h are meaning"u& to the spe#i"i# pra#ti#e situation at any point in time. his re,uires s#anning the who&e to "o#us attention on the most re&e(ant "a#tors, whi#h , in turn, may #hange with time, thus re,uiring the se&e#tion o" sti&& other "a#tors. hrough this pro#ess sounds #omp&e-, s#anning to "a#i&itate "o#us is a #ommon menta& a#ti(ity. &nder"tanding the ITP !oop 'odel of #ield In"truction !mp&i#it in preparing students "or ser(i#e in the "ie&d is a pro#ess where*y the in"ormation, 'now&edge, and #riti#a& ana&yti# *ase a#,uired *y students in the a#ademi# part o" pro"essiona& edu#ation is trans&ated into an a*i&ity to re&ate to persons see'ing he&p and to arri(e at pro"essiona& de#isions in a ser(i#e #onte-t. Ea#h so#ia& wor' s#hoo& or program has de(e&oped a uni,ue phi&osophy o" edu#ation, spe#i"i# #urri#u&um o*5e#ti(es, and spe#i"i# pra#ti#um regu&ations and pro#edures. ;owe(er, "ie&d instru#tion is more than a stru#tura& arrangement *etween a#ademy and agen#y in whi#h a#tors "o&&ow a set o" pro#edures< and "ie&d instru#tion re,uires more than pro(iding an e-amp&e "or a student to o*ser(e and emu&ate, as a master tea#her wou&d do "or an apprenti#e, or esta*&ishing a "a#i&itati(e re&ationship *etween student and "ie&d instru#tor. he ! P %oop Mode& shou&d assist "ie&d instru#tors in e-amining their own pra#ti#e and that o" their students, as we&& as the intera#tion *etween student and "ie&d instru#tor. he organi)ing prin#ip&e is the *e&ie" that "ie&d instru#tion is a *ran#h o" so#ia& wor' pra#ti#e that 0

possesses a distin#ti(e *&end o" 'now&edge, (a&ues, and s'i&&s that #an *e arti#u&ated and &earned. he ! P %oop Mode& is app&i#a*&e to a&& &e(e&s o" pra#ti#e, whether with indi(idua&s, "ami&ies, groups, or #ommunities, or in administration, po&i#y de(e&opment, or p&anning. !t #an *e used in we&&2esta*&ished or de(e&oping settings, ur*an or rura& settings, and with undergraduate and graduate students. o re(iew, we use the image o" a &ooping pro#ess to depi#t the #umu&ati(e and ongoing nature o" *oth pra#ti#e and "ie&d instru#tion. ?or purposes o" presentation, we wi&& dis#uss ea#h phase o" the ! P %oop Mode& se,uentia&&y. ;owe(er, pra#ti#e and "ie&d instru#tion are "&uid, dynami#, and integrated, and #annot *e so neat&y organi)ed. !n using the &oop at a gi(en time, any part wi&& *e 5oined with other parts as the pro#ess o" retrie(a&, re"&e#tion, &in'age, and pro"essiona& response o##urs. ;a(ing des#ri*ed a mode& that integrates so#ia& wor' theory and pra#ti#e, we are ready to "o#us on how the pra#titioner, now "un#tioning as a "ie&d edu#ator, #an use the mode& with students in pra#ti#um settings. Retrieval 1in#e the distin#ti(e "eature i" the pra#ti#um is the prima#y o" pra#ti#e, "ie&d instru#tion starts with and a&ways returns to a pra#ti#e e(ent. he entry point in the &oop "or the pro#ess o" "ie&d instru#tion is the retrie(a& or re#a&& o" in"ormation, name&y, the "a#ts des#ri*ing the gi(en pra#ti#e e-perien#e. !t in(o&(es use o" the o*ser(ing ego, a /minds eye phenomenon wherein the "ie&d instru#tor or student re#a&&s a pro"essiona& situation as *oth an o*ser(er and a parti#ipant. 3e ha(e a&ready said that so#ia& wor' situations in#&ude psy#ho2so#ia&, intera#ti(e, organi)ationa&, and #onte-tua& "a#tors. hese are re(iewed as the "ie&d instru#tor and the student mo(e through the &oop again and again unti& the situation is reso&(ed. .etrie(a& may in(o&(e #onsideration o" the 'nown "a#ts o" a situation in order to prepare "or the "irst #onta#t, or it may in(o&(e rea#tions "&owing "rom a pro"essiona& response that e(o&(ed "rom the pre#eding pra#ti#e a#ti(ity. Pra#ti#e a#ti(ities in whi#h students are in(o&(ed in#&ude indi(idua&, "ami&y, or group inter(iews, team or #ommittee meetings, presentations, and reading and writing reports. ?ie&d instru#tors may retrie(e student pra#ti#e data through su#h methods as (er*a& reports, pro#ess and summary re#ordings, audio or (ideo tapes, &i(e super(ision , or #o2wor'ing e-perien#es. 1tudents new to so#ia& wor' are &i'e&y to retrie(e and report pra#ti#e o*ser(ations that are persona&&y meaning"u& to them *ut that may not *e "o#ussed. he *ridge *etween the "ami&iar ro&e o" so#ia& persona and purpose"u& inter(enor is di""i#u&t to negotiate. 3or'ers 'now that it is the #onte-t o" the en#ounter or the agen#ys ser(i#e mandate that empowers the wor'er to in(estigate any situation. 1tudents, wanting to *e a##epted and &i'ed *y the person they are seeing, "ind it di""i#u&t to as' "or in"ormation whi#h they "ee& might insu&t, em*arrass, a&ienate, or anger the other person. ?or e-amp&e, the student at a #hi&d prote#tion agen#y sent to in(estigate a #omp&aint o" potentia& #hi&d a*use ta&'s with the mother "or near&y an hour. 1he reports to her "ie&d instru#tor that the mother was "riend&y, seemed (ery ni#e, and denied e(er hitting or span'ing her #hi&d. !n response to a ,uestion "rom the "ie&d instru#tor, she said she did not as' how the mother might

dis#ip&ine the #hi&d or i" the #hi&d e(er made her angry. .ather, they main&y dis#ussed the mothers #on#erns a*out the re#ent de#rease in her we&"are support. he tas' o" the "ie&d instru#tor is to present a stru#ture whi#h wi&& "rame students random o*ser(ations and a""e#t their se&e#tion and de"inition o" what #onstitutes re&e(ant data. !n the a*o(e #ase, the "ie&d instru#tor and student ta&'ed a*out the agen#ys #harge to ensure that #hi&dren are prote#ted and what the student, as the instrument o" that #harge, needs to as' the mother, who may *e am*i(a&ent a*out her parenting ro&e. he "ie&d instru#tor a&so a#'now&edged that go(ernmenta& #hanges in the &e(e& o" support a(ai&a*&e to sing&e mothers were a""e#ting many o" the #&ients o" the agen#y. !n this e-amp&e, the "ie&d instru#tor and the student ha(e identi"ied re&e(ant psy#ho2so#ia&, intera#ti(e, organi)ationa&, and #onte-tua& #ontent. Reflection .e"&e#tion is a "ami&iar #on#ept in so#ia& wor' edu#ation. !t re"ers to the wor'ers thought"u& #onsideration o" the pra#ti#e a#ti(ity and, as it is used in the &oop, "o#uses on two e&ements$ su*5e#ti(e meanings and o*5e#ti(e e""e#ts. .e"&e#tion on su*5e#ti(e meanings entai&s an e-p&oration the persona& asso#iations that the student or the "ie&d instru#tor might ha(e with respe#t to the pra#ti#e situation. !t in(o&(es the identi"i#ation o" the (a&ues, *e&ie"s, assumptions, and attitudes that we atta#h to o*ser(ed "a#ts in order to ma'e them understanda*&e within a persona& #onte-t and in a##ordan#e with our interna&i)ed notions o" what is /right. 1o#ia& wor' pra#ti#e has &ong re#ogni)ed that the /se&" o" the pra#titioner e-erts a power"u& in"&uen#e on interpretations o" and rea#tions to pro"essiona& situations. +pproa#hes to "ie&d instru#tion ha(e gi(en more or &ess attention to the students persona&ity dynami#s, and to past or #urrent issues in the students &i"e whi#h a""e#t his or her a*i&ity to o""er e""e#ti(e ser(i#e (@eorge 1984). Mode&s that used a therapeuti# approa#h tended to interpret students su*5e#ti(e rea#tions negati(e&y, seeing them as inter"ering and hen#e in need o" *eing #ontro&&ed. oo o"ten this resu&ted in a ,uasi2 therapeuti# super(isory mode& whi#h *&urred the *oundaries *etween edu#ation and persona& growth (1isporin 1981), with the resu&t that this approa#h *e#ame pro*&emati# and "e&& into dis"a(our. 3e re#ogni)e that in their pra#ti#e so#ia& wor'ers are o"ten #on"ronted with e-treme&y #ha&&enging situations, su#h as those o" peop&e who ha(e *een (i#timi)ed in (io&ent intimate re&ationships, re"ugees who ha(e *een (i#timi)ed in (io&ent intimate re&ationships, re"ugees who ha(e su""ered trauma and torture, peop&e who are dying o" +!A1, and #hi&dren who ha(e *een se-ua&&y a*used. !t is norma& that these situations wi&& e&i#it strong persona& rea#tions "rom so#ia& wor'ers and students. +s @rossman, %e(ine2Bordano, and 1hearer (199C) ha(e o*ser(ed, so#ia& wor' edu#ation has o"ten a*di#ated its ro&e o" he&ping students &earn to dea& with their emotiona& rea#tions to pra#ti#e. hrough the phase o" re"&e#tion in the &oop mode&, the "ie&d instru#tor #an in#&ude this "o#us and wor' with the student to identi"y su*5e#ti(e responses. hese #an *e used to ad(an#e *oth se&"2understanding and understanding o" the #&ient, and to "ormu&ate pro"essiona& responses that wi&& *e he&p"u&.

!n some instan#es, the student wi&& ha(e had persona& e-perien#es simi&ar to those o" the pra#ti#e situation. 3hi&e these e-perien#es #an aid 5oining and understanding, it is important to a#'now&edge di""erent rea#tions and uni,ue responses to the same &i"e e(ent. he intent o" identi"i#ation o" simi&ar e-perien#es is not to intrude into the persona& &i"e o" the student< rather, when students and edu#ators "ee& that their own e-perien#es are re&e(ant to the pra#ti#e situation, the aim is to a#'now&edge and #ons#ious&y use them. !t is the pra#ti#e situation that stimu&ates and guides the sear#h "or persona& e-perien#e that wi&& promote or retard students a*i&ity to empathi)e. .e"&e#tion is the pro#ess that has ta'en on a new urgen#y as peop&e "rom many di""erent ra#es and #u&tures are strugg&ing to "ind an identity and to sur(i(e in Dorth +meri#a. rying to meet the needs o" su#h a di(erse popu&ation is straining esta*&ished pra#ti#e repertoires and traditiona& attitudes. !n addition, gender ro&es are shi"ting, #on(entiona& attitudes toward se-ua& pre"eren#es are *eing #ha&&enged, and #herished #on#epts o" "ami&y and so#ia& support are in great need o" rede"inition (;artman 199Ca). hrough re"&e#tion, so#ia& wor'ers #an gain se&"2'now&edge and *e#ome aware o" the in"&uen#e o" assumptions and *e&ie"s that may *e per#ei(ed as truth *ut are a#tua&&y #u&tura& #onstru#ts *e&onging to a persona& wor&d2(iew. !n summary, re"&e#tion aims to he&p the student gain a##ess to persona& su*5e#ti(e rea#tions to pra#ti#e phenomena with whi#h the student is engaged. hese rea#tions #an re"&e#t interna&i)ed #u&tura& (a&ues, idiosyn#rati# rea#tions to simi&ar &i"e e-perien#es, or persona&ity sty&es. hrough re"&e#tion, the students "ee&ings, *e&ie"s, (a&ues, and assumptions are made e-p&i#it and su*5e#ted to #riti#a& thin'ing a*out their impa#t on intera#tions with the #&ients or parti#ipants in the pra#ti#e situation, on assessments and 5udgements *eing made, and on the e""e#ti(eness o" p&ans and inter(entions. 1tudents are he&ped to re#ogni)e the #ha&&enges and #hanges that are o##urring, or that need to o##ur, as &ong2he&d *e&ie"s and rea#tions are #on"ronted *y new 'now&edge and e-perien#e. !n re"&e#ting on persona& asso#iations to pra#ti#e, "our sets o" "a#tors must *e #onsidered$ psy#ho2so#ia&, intera#ti(e, #onte-tua&, and organi)ationa&. Psy#ho2so#ia& "a#tors might in#&ude su*5e#ti(e rea#tions to #hara#teristi#s o" peop&e in the situation< to #ertain so#ia& pro*&ems (e.g., su*stan#e a*use or the home&ess popu&ations)< and to systemati# or stru#tura& "a#tors (e.g., ra#e, unemp&oyment, or in#ar#eration). !ntera#ti(e "a#tors might in#&ude rea#tions *ased on trans"eren#e or #ounter2trans"eren#e phenomena< and idiosyn#rati# rea#tions to spe#i"i# areas o" #om"ort and enthusiasm or dis#om"ort and an-iety. :onte-tua& "a#tors may a&so dire#t student and "ie&d instru#tor to re#a&& &i"e e-perien#es re&e(ant to the pra#ti#e situation that ha(e produ#ed their *e&ie" systems, so#ia& #&ass assumptions, and #u&tura&, ethni#, and gender2*ased assumptions. ?or e-amp&e, &i"e transition e-perien#es su#h as ado&es#en#e, marriage, parenthood, aging, separation and &oss, #risis rea#tions, and the e""e#ts o" iso&ation a&& "orm the *asis "or empathy. hese uni(ersa& e-perien#es, howe(er, are "i&tered *y po(erty, so#ia& #&ass, #u&ture, ra#e, gender. he #ommona&ities and the di""eren#es need to *e re(iewed and app&ied to the pra#ti#e situation. =rgani)ationa& "a#tors might in#&ude rea#tions to spe#i"i# agen#y po&i#ies and pro#edures, to a #&imate o" openness or rigidity, or to an institutiona&i)ed approa#h to pro*&ems *ased on regu&ations. %arge *ureau#rati# stru#tures may *e hierar#hi#a& and authoritarian, or they may permit demo#rati# parti#ipation< and sma&& ser(i#es may *e

1C

ega&itarian, or they may *e #harged with "a#tiona&ism and tension. hese "a#tors in"&uen#e the intera#tions *etween so#ia& wor'er and #&ient, and *etween student and tea#her. a*&e 1out&ines the "a#tors that #an *e s#anned *y the "ie&d instru#tor and student in order to se&e#t those e&ements that may *e persona&&y re&e(ant to the pra#ti#e situation.
Ta(le 1 .e"&e#tion$ persona& asso#iations to the en#ounter Psy#ho2so#ia& "a#tors$ .ea#tion to #hara#teristi#s o" peop&e in the situation. .ea#tion to so#ia& pro*&ems !ntera#ti(e "a#tors$ +wareness o" areas o" #om"ort and enthusiasm, and o" dis#om"ort and an-iety, in#onta#t situations. +wareness o" the e""e#ts o" trans"erring su*5e#ti(e meanings, "ee&ings, and rea#tionson the part o" *oth wor'ers and other persons. :onte-tua& "a#tors$ .e&e(ant &i"e e-perien#es. .e&e(ant *e&ie" systems< so#ia& #&ass assumptions< #u&ture, ethni#ity, and ra#e< and gender2*ased assumptions. +wareness o" the in"&uen#e o" spe#i"i# systemi# and stru#tura&< "a#tors. =rgani)ationa& "a#tors$ .ea#tion to the agen#ys approa#h to #&ients and so#ia& pro*&ems. .ea#tion to the agen#ys approa#h to suggestions "or inno(ation.

he "o&&owing e-amp&e i&&ustrates how the pro#ess and #ontent o" re"&e#tion in"orm the wor' o" the "ie&d instru#tor. he student is p&a#ed at a #ommunity neigh*ourhood #entre in a wor'ing2#&ass area that pro(ides (arious drop2in programs, a &ega& #&ini#, and ad(o#a#y assistan#e and p&anning "or groups responding to #hanging #ommunity needs and #on#erns. he muni#ipa&ity has pur#hased a &arge o&d home and, a"ter ma'ing e-tensi(e reno(ations, announ#ed pu*&i#&y its p&ans "or an +!A1 hospi#e and a #ounse&&ing #entre "or gays and &es*ians. he neigh*ourhood is a&ready the site o" (arious group homes and she&ters and a &arge menta& hea&th hospita&. Many residents "ee& stressed and angry that this "a#i&ity is *eing "oisted upon them. hey ha(e #ir#u&ated petitions demanding that it is *e &o#ated somewhere e&se. he p&a#ement agen#ys *oard and the e-e#uti(e dire#tor *e&ie(e that the proposed "a#i&ity wi&& meet a &ong2standing need, *ut they a&so anti#ipated a negati(e rea#tion in the #ommunity. + pu*&i# meeting is organi)ed and pu*&i#i)ed *y the #entre to dis#uss the issue, and the student and another wor'er are assigned to *e "a#i&itators. ?o&&owing the "irst meeting, the student reports to the "ie&d instru#tors that he &ost #ontro& when peop&e *egan ta&'ing and shouting at on#e and he was una*&e to impose order. ;e said that he &ost his temper and #a&&ed them a *un#h o" *igots. ;e apo&ogi)ed ,ui#'&y, *ut he "ee&s he serious&y damaged his #han#es to wor' with this group in a #onstru#ti(e way. he "ie&d instru#tor said she #ou&d appre#iate the students pain and em*arrassment at what happened, *ut a&& was pro*a*&y not &ost. he student then said that he might ha(e hand&ed the shouting, *ut what he "e&t was the homopho*ia he "e&t she 11

"a#ed as he "a#ed the group. ;e said his *rother was gay, and he 'new the pre5udi#e his *rother "a#ed e(en "rom his own "ami&y. ;e 5ust "e&t o(erwhe&med *y the *e&ie" that nothing wou&d e(er #hange, e(en though the #ity was now ready to o""er ser(i#es and support. 8sing re"&e#tion, the "ie&d instru#tor and student ta&'ed a*out attitudina& #hange as a &ong and o"ten di""i#u&t pro#ess. .e"&e#ti(e "ie&d instru#tion *egins with a dis#ussion o" the students own rea#tion *ased on his e-perien#e and then has to mo(e "rom this interior spa#e to #onne#t to the pro"essiona& situation *y he&ping him to re"&e#t on the e-perien#e and *e&ie"s o" those persons in the #ommunity who were so opposed to the hospi#e and the #entre. ogether, the "ie&d instru#tor and the student spe#u&ated a*out what made these persons "ear"u& and angry. ;omopho*ia was a "a#tor, *ut so#ia& #&ass a&so p&ayed a ro&e in their *e&ie" that more power"u& peop&e did not want so#ia& ser(i#es "or trou*&ed and trou*&esome peop&e &o#ated in their own #ommunities *ut a&ways seemed to #hoose this #ommunity. he "ie&d instru#tor pointed out that the #entre had wor'ed hard to *e seen as one that was wi&&ing to hear out the thoughts o" persons &i(ing in that #ommunity and to #onsider their needs and wishes. hey p&anned how the student #ou&d use these insights to try to *egin a rea& dia&ogue at the ne-t p&anned meeting. his e-amp&e suggests how a&& "a#tors, psy#ho2so#ia&, intera#ti(e, #onte-tua&, and organi)ationa&, were use"u& and ne#essary to e-pand the students re"&e#ti(e pro#ess. .e"&e#tion must a&so pro(ide "or the opportunity to #onsider the e""e#ti(eness o" an intera#tion or pro"essiona& response that is retrie(ed as the situation re&oops *a#' to retrie(a& and re"&e#tion. ?or e-amp&e, the student in the #hi&d prote#tion agen#y, wor'ing with the potentia& a*use situation a&ready des#ri*ed, had *egun to wor' with the mother, seeing her twi#e a wee'. +"ter si- wee's, *oth the student and "ie&d instru#tor "e&t that the mother was ready to *e re"erred to a group o" other young sing&e mothers who met wee'&y "or #ompanionship, re&a-ation, and genera& dis#ussion o" topi#s o" their #hoi#e. .egu&ar #onta#ts with the student were dis#ontinued. +&& went we&& "or se(era& months, and then the group "a#i&itator reported that the mother had not attended "or three wee's. he agen#y a&so re#ei(ed a phone #a&& "rom a neigh*our saying that she heard the #hi&d #rying "or hours at a time. he student #a&&ed on the mother and reported that she "ound her withdrawn and depressed. =n re"&e#tion, the student and "ie&d instru#tor agreed that the students #onta#t with the mother might ha(e ended too a*rupt&y and premature&y. Possi*&y the mother "ound the group support insu""i#ient "or her to gain the strength needed to #ope more #ompetent&y. ?or the purpose o" demonstrating how the ! P %oop Mode& &oo's when un#oi&ed, we #an see that ea#h o" the #ontent #omponents is operant, a&though in tea#hing "rom this mode&, ea#h #omponent does not a&ways ha(e to *e spe#i"i#a&&y &a*e&ed *y "ie&d instru#tor and student. 3e #an see, howe(er, that psy#ho2so#ia& and intera#ti(e "a#tors re(iewed re"&e#ti(e&y were &in'ed with the 'now&edge that the re&ationship *etween #&ient and wor'er #annot *e too ,ui#'&y or &ight&y dismissed e(en when the organi)ationa& demand on the agen#y "or ser(i#e #reates pressure "or (ery short2term ser(i#e. :onte-tua& "a#tors in"&uen#ing the #urrent #risis in the mothers situation, su#h as the re#ent de#rease in we&"are support, need #onsideration *y the student at this point as we&&. !n addition, there is a possi*i&ity that news e(ents ha(e o##urred, su#h as the &oss o" a signi"i#ant person or the threat o" e(i#tion, whi#h might e-p&ain her #urrent depression. he &oop *egins again

14

a s the student and "ie&d instru#tor retrie(e the in"ormation ne#essary to understand this new de(e&opment, re"&e#t, &in', and mo(e to a new pro"essiona& response. hus "ar we ha(e "o#ussed our dis#ussion o" re"&e#tion on he&ping the student identi"y persona& asso#iations to a pro"essiona& en#ounter. =*(ious&y the "ie&d instru#tor wi&& a&so ha(e su*5e#ti(e rea#tion whi#h re"&e#t persona&ity sty&e, &i"e e-perien#es, or #u&tura& (a&ues. .e"&e#tion poses a di&emma "or the intera#ti(e pro#ess *etween "ie&d instru#tor and student. o what e-tent is it use"u& to share persona& "ee&ings, asso#iations, and e-perien#es with the studentE he test is the re&e(an#e o" the e-perien#e either to the pra#ti#e situation or to the "ie&d instru#tor2student dyad. 3hen the "ie&d instru#tor "ee&s that the student is una*&e to empathi)e with or understand a pra#ti#e situation either *e#ause o" &a#' o" persona& e-perien#e or unwi&&ingness to re&ate to persona& e-perien#e, it may *e ne#essary "or the "ie&d instru#tor to use her or his own e-perien#e to he&p the student ma'e a #onne#tion. 3hene(er persona& dis#&osure is sought or gi(en in "ie&d instru#tion, it is the dis#&oser who must a&ways remain in #ontro& *y se&e#ting what and how mu#h it "ee&s #om"orta*&e to re(ea&. ?or e-amp&e, dis#&osing persona& "ee&ings and *eha(iour in rea#tion to a &oss or separation may stimu&ate the student to thin' empatheti#a&&y and respond in a produ#ti(e way. 1tudents may ha(e a range o" rea#tions to hearing a*out their "ie&d instru#tors su*5e#ti(e e-perien#es re&ated to a pra#ti#e situation. he student might "ee& "&attered or spe#ia& that the "ie&d instru#tor has #hosen to share persona& e-perien#es, and this might "urther so&idi"y the "ie&d instru#tor2 student dyad. =n the other hand, some students may "ee& *urdened *y hearing the /story o" the "ie&d instru#tor, un#ertain a*out what rea#tion is e-pe#ted, and un#om"orta*&e with persona& dis#&osure. =*(ious&y students rea#tions to "ie&d instru#tors su*5e#ti(e e-perien#es (ary a##ording to persona&ity and &e(e& o" de(e&opment. he "ie&d instru#tor shou&d *e sensiti(e to how dis#&osure might *e re#ei(ed. !inkage his step mo(es to a sear#h "or the pro"essiona& 'now&edge *ase that ma'es it possi*&e to #hoose a spe#i"i# response to a situation "rom among a (ariety o" #ompeting responses. %in'age is that part o" the &oop that uses #ogniti(e data and the asso#iations o" *oth student and "ie&d instru#tor to the retrie(ed data and the asso#iations e&i#ited through re"&e#tion. he purpose is to identi"y and &a*e& 'now&edge that wi&& he&p, e-p&ain the pra#ti#e data and the su*5e#ti(e rea#tions that ha(e *een e(o'ed, and u&timate&y use that 'now&edge in p&anning pro"essiona& responses. %in'age addresses the way in whi#h a 'now&edge *ase "inds e-pression in pra#ti#e, and is re#onstru#ted as a resu&t o" pra#ti#e. !t en#ourages the student to se&e#t, "rom #ompeting #on#epts, what is needed to #onstru#t a #ogniti(e system o" understanding that "its what has *een retrie(ed and su*5e#ted to re"&e#tion. !t is the degree to whi#h a wor'ing hypothesis "its the situation that *oth student and "ie&d instru#tor must agree upon. %in'age re,uires that "a#ts and attitudes a*out the situation *e a*stra#ted or genera&i)ed to identi"y #ommon e&ements that re&ate to a 'now&edge *ase. !t is a pro#ess o" mo(ing *a#' and "orth *etween the genera& and the spe#i"i#. !n this phase, "ie&d edu#ators #on#eptua&i)e pra#ti#e so that it #an *e #&ear&y #ommuni#ated in terms o" app&i#a*&e genera&i)ations (Fadushin 1991), and they &in' these genera&i)ations to the understanding o" and response to a spe#i"i# situation. his pro#ess is ana&yti#a&. !t is a

16

sear#h "or #on#epts, &earned *y the student or pra#ti#ed *y the "ie&d instru#tor, that deri(e "rom theoreti#a& *ases su#h as e#o&ogi#a& systems, stru#tura& ana&ysis, empowerment theory, "eminist theory, psy#ho2dynami# theory, #ommuni#ation theory, or de(e&opmenta& theory. his &ist is not e-hausti(e. he "ie&d instru#tors tas' is not on&y to draw the students attention to theoreti#a& and empiri#a& 'now&edge *ut a&so to he&p the student app&y in re&ation to a spe#i"i# pra#ti#e situation. 3hat is stated in genera& pra#ti#e prin#ip&es must *e made situation spe#i"i#. ?or e-amp&e, how #an /start where the #&ient is *e re&ated to the spe#i"i# student assignmentE 3e are not suggesting that the "ie&d instru#tor must tea#h theory whi#h may ha(e a&ready *een taught *y the s#hoo&. 1tudents #arry an o(er&oad o" theoreti#a& #ontent "rom the #&assroom that they ha(e di""i#u&ty trans"erring to pra#ti#e. !t is the #on#rete situation whi#h ma'es it possi*&e "or the "ie&d instru#tor to he&p the student &in' 'now&edge in order to understand the phenomena o" pra#ti#e. !n wor'ing with "ie&d instru#tors, we ha(e "ound that &in'age seems the most di""i#u&t #omponent to #omprehend and the most #ontro(ersia&. he "ie&d instru#tors pra#ti#e is &i'e&y to *e *ased on a we&& integrated 'now&edge and (a&ue *ase #onsisting o" Pra#ti#e wisdom, #on#epts "rom (arious theories, and empiri#a&&y (a&idated "indings. hese /pie#es / o" 'now&edge *e#ome part o" the pra#titioners art and are used in a seeming&y intuiti(e "ashion in intera#ting with a pra#ti#e situation (1#hon 1980,1997). !n addition, the agen#y may stru#ture ser(i#e in a##ordan#e with a parti#u&ar therapeuti# or ser(i#e mode&. +s an edu#ator, the pra#titioner must sear#h "or the under&ying ideas that #onstitute his or her #ogniti(e system o" understanding, #ommuni#ate that 'now&edge to the student, and assist the student in de(e&oping his or her own #ogniti(e system. !n a *oo' apt&y tit&ed Social Work as #rt, Eng&and (1C8>) states that the integration o" theory and pra#ti#e is a uni,ue and intuiti(e pro#ess, *ut the so#ia& wor'er must *e arti#u&ate a*out the pro*&ems and a*out her or his own thin'ing, #iting the spe#i"i# and se&e#ting "rom the genera&. ;e argues that the wor'er uses theoreti#a& 'now&edge, not to app&y "ormu&ae, *ut to #onstru#t #oheren#e "rom immediate #omp&e-ity. ?or e-amp&e, in identi"ying iso&ation as a #on#ern "or an indi(idua& who seems to ha(e no supporti(e networ', we are #onne#ting to a 'now&edge and (a&ue *ase a""irming that human iso&ation is an unhea&thy state. !n identi"ying an indi(idua&s sense o" power&essness to a&ter no-ious #onditions o" &i(ing, we &in' to a theoreti#a& *ase that tea#hes that one #an e""e#t #hange through understanding the institutiona&i)ation o" oppression as an e-terna& "or#e that otherwise may *e per#ei(ed as persona& de"i#ien#y. his understanding might suggest empowering #o&&e#ti(e a#tion to e-ert pressure "or #hange on those institutions. !n identi"ying a strugg&e *etween ado&es#ent and parent, we &in' to a theoreti#a& *ase that e-amines appropriate de(e&opmenta& stages and *eha(iours "or indi(idua&s and "ami&y mem*ers and the e""e#t o" re#urring dys"un#tiona& transa#tions within the "ami&y that #ou&d maintain a para&y)ing power strugg&e. ?a#ed with a hospita& team with an administrator who wants hospita& *eds immediate&y, e(en i" it means sending a patient to an inappropriate "a#i&ity, we &in' to the 'now&edge that #&ient pro*&em #an *e #reated *y the (ery system #harged with the reso&ution o" pro*&ems. !n wor'ing with "ami&y #aregi(ers o" the #hroni#a&&y i&&, we &in' to the 'now&edge that #ounse&&ing without some attention to the pro(ision o" #on#rete re&ie" "or the #aregi(ers

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wi&& *e o" &itt&e *ene"it. hese are e-amp&es o" pra#ti#e wisdom, *ut they are at the same time e-amp&e o" app&ied theory. !n "ie&d edu#ation, the student and the "ie&d instru#tor re(iew a&& 'now&edge re&e(ant to a situation. his may mean e-p&oring a (ariety o" "rames or theoreti#a& stan#es to determine the *est guide understanding and a#ting in the #urrent situation. his pro(ides an opportunity "or the student to use 'now&edge "rom the #&assroom in e-amining pra#ti#e data. Both "a#u&ty and "ie&d edu#ators may &ong "or a simp&er time when there was a greater uni"ormity o" thought *etween "a#u&ty and agen#y. he issue o" "it *etween "a#u&ty and "ie&d has a &ong and tortured history in Dorth +meri#an so#ia& wor' edu#ation. Ea#h s#hoo& o" so#ia& wor' has the responsi*i&ity to #ommuni#ate to the "ie&d instru#tors its phi&osophi#a& and theoreti#a& approa#hes and the #ontent o" #ourses, and de#ide the degree to whi#h it hopes to a#hie(e #ongruen#e *etween what is taught in the s#hoo& and what phi&osophi#a& and theoreti#a& approa#hes in"orm the pra#ti#e o" so#ia& wor' in the "ie&d. :ontro(ersy e-ists in so#ia& wor' regarding what theories and approa#hes #ontemporary pra#titioners need to 'now (.eamer 1999). here seems to *e a *e&ie" that pra#ti#e is either radi#a& or traditiona&Gand o&d so#ia& wor' *att&e2#ry that re"uses to *e si&en#ed. :urrent&y some argue "or tea#hing primari&y empiri#a&&y (a&idated inter(ention approa#hes, whi&e others #hampion postmodernism and the de#onstru#tion o" positi(isti# methodo&ogies a s a re,uisite "or 'now&edge2*ui&ding. 3e *e&ie(e that &in'age en#ourage s students to *ring to the pra#ti#um 'now&edge "rom the #&assroom, or a spe#i"i# perspe#ti(e "or assessment o" a situation. !n some instan#es there wi&& *e a good "it *etween the phi&osophi#a&, theoreti#a&, and empiri#a& approa#hes taught and the pra#ti#e e-perien#e. !n others, the &a#' o" #ongruen#e wi&& he&p the student &earn that no sing&e approa#h or "ormu&ation app&ies to a spe#i"i# situation without #onsidera*&e #ustom tai&oring. he student #an *e en#ouraged to app&y new ideas to the #urrent e-perien#es in the pra#ti#um. +ssessment, and there"ore inter(ention, must #onsider not on&y the #&ients psy#ho2so#ia&< issues, *ut the he&ping system itse&", as we&& as so#ieta& and organi)ationa& *iases and *&o#'ages. 1trategies "&ow "rom a "u&& #onsideration o" e-p&anatory theories and remain tentati(e and un#ertain. he a*i&ity to to&erate un#ertainty resu&ting "rom the tentati(e ,ua&ity o" #urrent theories is a ,ua&ity re,uired o" a&& so#ia& wor'ers. .etrie(a&, re"&e#tion, &in'age, and a pro"essiona& response whi#h is then su*mitted to the re&ooping pro#ess he&p wor'ers maintain a #autious s'epti#ism. his #an &ead to rethin'ing and resear#h that yie&ds new 'now&edge. a*&e 4 out&ines the *odies o" 'now&edge that #an *e s#anned *y the "ie&d instru#tor and student in order to se&e#t those #on#epts whi#h may *e re&e(ant to the pra#ti#e situation.
Ta(le %in'age$ :ogniti(e asso#iations o" *oth student and "ie&d instru#tor to retrie(ed data and re"&e#ti(e awareness Psy#ho2so#ia& 'now&edge$ E-p&anatory 'now&edge, mode&, or theory "or understanding a""e#ti(e, #ogniti(e, and *eha(ioura& o*ser(ations o" #&ients and groups. !ntera#ti(e 'now&edge$

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E-p&anatory 'now&edge, mode&, or theory "or understanding transa#tions. :onte-tua& 'now&edge$ E-p&anatory 'now&edge, mode&, or theory "or understanding stru#tura& and en(ironmenta& "a#tors. =rgani)ationa& 'now&edge$ E-p&anatory 'now&edge, mode&, or theory "or understanding organi)ationa& *eha(iour and how to in"&uen#e #hange.

Profe""ional Re"pon"e Pro"essiona& response is the se&e#tion o" a p&an that wi&& in"orm the ne-t en#ounter with the spe#i"i# situation. his p&an must deri(e "rom the pre#eding pro#ess. !t is an e-er#ise in / i" thisHthen that. Ea#h situation re,uires the wor'er and #&ient to se&e#t the issues o" highest priority "or immediate "o#us. +s the pro#ess o" re&ooping o##urs, there wi&& *e opportunity to respond to other aspe#ts o" the in"ormation retrie(ed initia&&y, as we&& as to re2e(a&uated and emerging in"romation. he "ie&d instru#tor, using this part o" the &oop, grounds the ideas, 'now&edge, and insights 5ust un#o(ered through re"&e#tion and &in'age to de(e&op spe#i"i# p&ans and *eha(iours "or dea&ing with the situation. he "ie&d instru#tor shou&d not mo(e too ,ui#'&y to #ase management and response without mo(ing through the pre(ious phases. !t may *e that se(era& possi*&e theoreti#a& "rames ha(e *een identi"ied through &in'age, ea#h ha(ing its uni,ue appropriate inter(ention. 1pe#ia&i)ed pra#ti#e mode&s, su#h as tas'2#entered, "ami&y systems, group, and #ommunity de(e&opment approa#hes, interpret human *eha(iour and interpersona& adaptation, and pro(ide so#ia& wor'ers with spe#i"i# te#hni,ues to use in pro"essiona& response. hrough dis#ussion o" a (ariety o" perspe#ti(es, the student has an opportunity to ma'e #omparisons and to anti#ipate the possi*&e e""e#ts o" a spe#i"i# inter(ention. + response o" a#tion is se&e#ted, and its e""e#t then *e#omes the "o#us o" the same pro#ess. he use o" the ! P %oop Mode& shou&d "a#i&itate the students #on#eptua& understanding o" the situation, and hen#e ma'e possi*&e a more in"ormed response to the pra#ti#e situation as the #onta#t #ontinues. !" "ie&d instru#tors use the &oop a"ter ea#h en#ounter, the student shou&d "ee& a growing sense o" #ontro& o(er the un#ertain e&ements o" pra#ti#e. :onsideration o" a&& "a#tors inherent in any so#ia& wor' situation #on(eys to the student the dynami# interre&ationship *etween #on#epts and a#tion. !ntegration demands that pro"essiona& a#tions *e in"ormed *y se&e#tion o" pre"erred out#omes *ased on understanding pro*a*&e #onse,uen#es on the systems and a#tors in(o&(ed. his imp&ies that the student is en#ouraged to e-amine possi*&e responses at psy#ho2so#ia&, intera#ti(e, #onte-tua&, and organi)ationa& &e(e&s, and to #onsider the re&ati(e e""e#ts o" a#tions dire#ted at one, se(era&, or a&& systems. Do sing&e theory or #onstru#t is &i'e&y to pro(ide a su""i#ient "rame o" re"eren#e. 1e&e#tion o" 'now&edge is e#&e#ti# and *ased on de(e&oping a pre"erred out#ome, whi#h is then negotiated with the systems in(o&(ed. Be#ause the pro#ess is app&ied to #omp&e- human e(ents, it remains tentati(e and is su*5e#t to re(ision, modi"i#ation, or e(en a*andonment on the *asis o" su*se,uent wor'. he &ooping pro#ess the returns to retrie(a& o" the e""e#t o" the p&an or a#tion on the situation, new data are gathered, and the pro#ess *egins again.

1>

Ta(le ) Pro"essiona& response$ se&e#tion o" a p&an that wi&& in"orm the ne-t en#ounter the student has with this spe#i"i# situation Psy#ho2so#ia& response$ + p&an or a#tion that wi&& respond to the #on#erns or *eha(iours identi"ied. !ntera#ti(e response$ + p&an or a#tion that wi&& respond to intera#ti(e "a#tors identi"ied. :onte-tua& response$ + p&an or a#tion that wi&& respond to the en(ironmenta& or stru#tura& aspe#ts o" the situation. *e "or immediate a#tion or part o" a &ong2range strategy. =rgani)ationa& response$ + p&an or a#tion that wi&& respond to the identi"ied organi)ationa& issues. a#tion or part o" a &ong2range strategy. his p&an may

his p&an may *e "or immediate

a*&e 6 out&ines the "a#tors that #an *e s#anned *y the "ie&d instru#tor and student in order to se&e#t a p&an whi#h may *e re&e(ant to the pra#ti#e situation. !t is pro*a*&y pra#ti#e wisdom that &eads so#ia& wor'ers to use the ! P &oop intuiti(e&y, *ut in many #ases with omissions. he steps o" retrie(a& and pro"essiona& a#tion, "or e-amp&e, are undou*ted&y a&ways operati(e, *ut we *e&ie(e that either re"&e#tion or &in'age may *e omitted as pra#ti#e #ompeten#e *e#omes more routine. 1in#e students need to thin' through their pra#ti#e responses, they must *e en#ouraged to go through the entire #y#&e. Both "ie&d instru#tor and student need to ta'e the time to engage in re"&e#tion and &in'age. ?ie&d instru#tion #an tea#h an ana&yti# pro#ess that *egins with a pra#ti#e a#t and mo(es through the &oop. he ! P %oop Mode& pro(ides stru#ture "or the integration o" #ogniti(e and a""e#ti(e pro#esses that we *e&ie(e "orm the #ore o" so#ia& wor' pra#ti#e. !t permits these two pro#esses to *e unhoo'ed and hoo'ed again through a #ons#ious, ana&yti# pro#ess. !n addition, it wi&& su##eed whether one #hooses to "o#us wide&y on a g&o*a& pro*&em or #on#ern, or narrow&y on a spe#i"i# episode o" student2#&ient #ommuni#ation. ?or e-amp&e, it #an *e used to "o#us to "o#us on a sing&e inter#hange in a "ami&y therapy inter(iew< or the "o#us #an *e widened to e-amine a #ase management pro*&em, or to #onsider a neigh*ourhood ana&ysis o" signi"i#ant a#tors in order to de(e&op an e""e#ti(e strategy "or #ommunity de(e&opment. he &oop #an *e used to tea#h so#ia& wor' pra#ti#e at any &e(e& o" inter(ention with a (ariety o" popu&ations, purposes, and settings. !t #an *e mi#ros#opi# or ma#ros#opi#, depending on what "a#ts are retrie(ed. he #hoi#e o" ends and the degree o" magni"i#ation depend on the pra#ti#e a#ti(ity and the spe#i"i# intent o" the "ie&d instru#tor. The ITP !oop 'odel and *our Practice +s we stated ear&ier, when so#ia& wor'ers assume the ro&e o" "ie&d instru#tor, they ma'e a transition "rom pra#titioner to edu#ator. 1o#ia& wor'ers as' themse&(es, /3hat do ! doE

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3hy do ! pra#ti#e this wayE 3hat do ! 'nowE 3hat do ! *e&ie(e is important to tea#hE he *eginning "ie&d instru#tor is a #ompetent pra#titioner, so that understanding the *asis o" your own #ompeten#y is essentia& to a#hie(ing the s'i&& to guide the student through the ne#essary steps o" ana&yti#a& thin'ing and pra#ti#e inter(entions. Pra#titioners in a&& pro"essions re#ogni)e that ongoing edu#ation is a &i"e&ong pro#ess. !n "a#t, many so#ia& wor'ers #hoose to *e#ome "ie&d instru#tors as a way to re#onne#t with the uni(ersity and to &earn new so#ia& wor' 'now&edge. +s a "ie&d instru#tor, you may "ind it he&p"u& to *egin re"&e#ting on your own #om"ort as a #ompetent pra#titioner, re#ogni)ing areas where you "ee& un#om"orta*&e and where you "ee& you ha(e more to &earn. he ! P %oop Mode&< #an pro(ide a too& he&p you identi"y the assumptions, (a&ues, thoughts, an *e&ie"s that underpin the a#tions you ta'e in pro"essiona& situations. 8sing the ! P &oop, retrie(e a re#ent pra#ti#e e-perien#e o" yours su#h as wor'ing with a #&ient, super(ising sta"", or #ondu#ting a #ommunity a#ti(ity or a po&i#y and p&anning a#ti(ity. .e#a&& your thoughts, "ee&ings, and responses, and su*5e#t these e&ements to #riti#a& se&"2ana&ysis using the &oop. .e"&e#t on your su*5e#ti(e *e&ie"s and attitudes that were operating in your a#tions. 3hat aspe#ts o" your persona&ity, &i"e e-perien#es, #u&tura& (a&ues, and persona& wor&d2(iew were e(ident in the 5udgements you made and in your responsesE Iou may "ind it he&p"u& to s#an ta*&e 1 and se&e#t those e&ements that are persona&&y re&e(ant to you in thin'ing a*out this parti#u&ar situation. hese e&ements may *e uni(ersa&&y present in your pra#ti#e, or they may *e stimu&ated *y uni,ue "eatures in your retrie(ed e-amp&e. his e-er#ise may #on"irm what you a&ready 'now a*out yourse&" and the &in' *etween your persona& se&" and your pro"essiona& se&", or the e-er#ise may pro(ide new insights. .e"&e#tion a&so "o#uses on the e""e#ti(eness o" an intera#tion and pro(ides the opportunity "or you to #riti#a&&y ana&y)e the impa#t o" your pro"essiona& response. he ne-t step is &in'age, in whi#h you wi&& identi"y and &a*e& the 'now&edge you use. +rti#u&ate "or yourse&" what was done and why it was done. 3hat in"ormed your #hoi#e o" approa#h, dire#tion, or responseE Aid you thin' a*out using a spe#i"i# approa#h and then re5e#t it "or anotherE 3hat ideas were operating in this de#isionE !n this way, you wi&& *egin to arti#u&ate the #ogniti(e system o" understanding whi#h underpins your pra#ti#e. +gain, s#anning ta*&e 4 may he&p you to e&u#idate the #on#epts you use in your thin'ing. he aim o" &in'age is not ne#essari&y to dis#o(er g&o*a& or &arge2s#a&e theory. .ather, the purpose is to un#o(er the ideas that in"orm your inter(entions with the spe#i"i# situation at hand. he use o" 'now&edge is #omp&e- sin#e, as pra#ti#e situations un"o&d, so#ia& wor'ers "ind themse&(es using mu&tip&e #on#epts "or understanding and inter(ening. ?or e-amp&e, a wi"e has re,uested he&p with a di""i#u&t marriage *ut says her hus*and re"uses to a##ompany her "or #ounse&&ing. Iou ha(e agreed to see her to "o#us on how she might engage with her hus*and a*out attending 5oint sessions. his is an initia& &imited goa& *ased on resear#h "indings that indi(idua& #ounse&&ing "or marita& distress is more &i'e&y to resu&t in separation or di(or#e than is #oup&e #ounse&&ing "rom the outset. 3hi&e this is a (a&id use o" genera& empiri#a&&y *ased 'now&edge, as the wor' progresses, you and your #&ient rea&i)e that her hus*and wi&& not parti#ipate. his is the point at whi#h human #omp&e-ity demands "&e-i*i&ity and openness in he&ping the wi"e set goa&s and wor' through the am*i(a&en#e that must a##ompany them. heoreti#a&

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'now&edge a*out the dynami#s o" *onding and separation supports this &ater shi"t in inter(ention. +t this point, you might want to re#a&& a spe#i"i# inter(ention "rom your own wor' and try to re&ate it to 'now&edge that wou&d support that inter(ention, using the e-amp&e 5ust presented as a guide. Iou may re#a&& how your #ogniti(e system #hanged o(er time and remem*er the in"&uen#es on the de(e&opment o" your #urrent (iews o" so#ia& wor'. Iou may re#o&&e#t the pra#ti#e assignments, super(isors, wor'shops, &e#tures, and readings that you drew upon in the #onstru#tion o" your 'now&edge *ase "or your pra#ti#e. ?ina&&y, thin' a*out your pro"essiona& response and e-amine how systemati# you were in integrating the insights un#o(ered in re"&e#tion and &in'age. !n retrospe#t, wou&d you des#ri*e your a#tions as /intuiti(eE hrough using the &ooping pro#ess, you may ha(e arri(ed at new insights and ideas that you #an use in p&anning your ne-t en#ounter with this pra#ti#e situation. .e(iewing your own pra#ti#e e-perien#e using the &oop gi(es you "ami&iarity with its app&i#a*i&ity and "&e-i*i&ity. +s a "ie&d instru#tor, you wi&& *e *etter a*&e to tea#h the &oop to the student *y engaging in the pro#ess o" retrie(a&, re"&e#tion, &in'age, and pro"essiona& response with respe#t to the students pra#ti#e. Iour new ro&e o" edu#ator wi&& in(o&(e you in he&ping the student *ui&d and rein"or#e a &e(e& o" pra#ti#e #apa*i&ity that wi&& meet pro"essiona& standards. The Integration of Theory and Practice: Exerci"e" for the ITP !oop 'odel $(+ective ?ie&d instru#tors wi&& &earn how to pro(ide a #on#eptua& *ridge that wi&& &in' #&assroom theory dis#ussion and reading to a#tua& pra#ti#e app&i#ation. his *ridge wi&& he&p students na(igate *etween the #&ass and the "ie&d. Educational ,ctivitie" 1-The ITP Loop Model he essentia& di""eren#es *etween a#ademi# &earning and pra#ti#a& app&i#ation #an *e out&ined and presented$ :&assroom Presentation and integration o" histori#a& ante#edents to a spe#ia& theoreti#a& approa#h :on#eptua& app&i#ation taught through the use o" #ase e-amp&es in whi#h "a#ts remain as presented %imited #&assroom pra#ti#e o" theoreti#a& prin#ip&es ?ie&d :omp&e- human situations

Ea#h situation is ongoing, progressi(e, #hanging. +na&ysis is tentati(e, needs #onstant #he#'ing "or re2ana&ysis

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.ationa&, &inear approa#h

8n#ertainty is a&ways present in +&& aspe#ts o" intera#tion *etween wor'er, +nd re&e(ant systems.

he !ntegration o" heory and Pra#ti#e (! P) %oop Mode& is the *ridge that #an he&p students to trans"er #&assroom 'now&edge to pra#ti#e *y separating and &a*e&&ing the e&ements o" pra#ti#e as a #onstant&y mo(ing and #umu&ati(e pro#ess< that is, it mo(es "orward s&ow&y and tentati(e&y with many returns, repetitions , and #orre#tions, diagrammed as a &ooping pro#ess. Sugge"tion" for Teaching.!earning ,ctivitie" a. Present the ! P %oop Mode&< using the materia& in #hapter1. ?igure 1 #an *e made into an o(erhead and distri*uted as a hand2out. *. B. Pro(ide an opportunity "or group mem*ers to try to superimpose the ! P %oop Mode& on their pra#ti#e using the guide&ines *e&ow. 2"ercise: The 'TP /oop )odel and 3our Practice @roup mem*ers wor' indi(idua&&y and write out their thoughts as they progress through ea#h stage o" the &oop. !n de*rie"ing, parti#ipants #an present this written materia& to ea#h other. +n a&ternati(e approa#h is to di(ide the group into dyads. !n turn, ea#h mem*er o" the dyad wi&& *egin with retrie(a& and des#ri*e a situation "rom his or her pra#ti#e to the partner. Both parti#ipants wi&& then try to mo(e through the &oop, and the partner may pro*e, as'ing ,uestions on spe#i"i#s or "or #&ari"i#ation to assist the indi(idua& who is using the &oop to ana&y)e her or his own pra#ti#e.

4uidelines for Usin the 'TP /oop )odel 'ndependently or in 5yads .etrie(a& .e#a&& the sa&ient "a#ts o" a re#ent pra#ti#e e-perien#e. :hoose a situation that you "e&t went we&& or one that is trou*&ing. E-amp&es wor' with a #&ient or group, super(ision o" a sta"" mem*er, your ro&e in a team meeting, #hairing a #ommittee meeting, writing a dra"t o" a po&i#y. Reflection .e#a&& your thoughts and "ee&ings a*out the situation. ?o#us on su*5e#ti(e *e&ie"s and attitudes, persona& &i"e e-perien#es, and #u&tura& wor&d J(iews that are re&e(ant to the situation. !denti"y how these "a#tors in"&uen#ed your intera#tion. !inkage !denti"y the 'ey a#tions you too'. E-p&ain how you #hose these a#tions. Aid you #onsider$ 4C

#on#epts "rom a mode& or mode&s o" pra#ti#e< prin#ip&es &earned through your #areer (pra#ti#e wisdom) te#hni,ues or s'i&&s &earned "rom others (who and what has in"&uen#ed these ideas)< interna& #ontradi#tions in an /e#&e#ti# approa#hE

Profe""ional Re"pon"e hin' a*out the e-amp&e again. :onsider whether your response was se&e#ted through de&i*erate or intuiti(e use o" re"&e#tion and &in'ageE +t the time o" the ne-t #onta#t, did you "e&& your response was e""e#ti(e, appropriate, su""i#ientE 5ebriefin Teachin Points 8se o" the ! P %oop Mode& he ! P Mode& pro(ides a pro#ess "or so#ia& wor'ers to de#onstru#t their pra#ti#e and *rea' it down into its #omponent parts. Pra#ti#e is an ama&gam o" &istening, "ee&ing, thin'ing, and a#ting in whi#h a&& these pro#esses o##ur simu&taneous&y. 3hat appears at "irst g&an#e ho&isti# and intuiti(e #an *e unra(e&ed. Most so#ia& wor'ers are &i'e&y to &isten, thin' a*out what they are hearing, rea#t to the situation and "orm impressions a*out it, &in' the #urrent e-perien#e to pie#es o" 'now&edge, and ta'e some a#tion, usua&&y without &a*e&ing ea#h o" these #omponents. he arti#u&ation o" these parts is ne#essary to prepare "or the ro&e o" "ie&d edu#ator *e#ause students need to e-perien#e this partia&i)ation o" pra#ti#e pro#ess. @roup &eaders #an as' the parti#ipants whether these e-er#ises and using the ! P %oop Mode& as a guide he&ped them unra(e& their intuiti(e pra#ti#e. Practitioner a" #ield In"tructor o "un#tion as e""e#ti(e "ie&d instru#tors, so#ia& wor'ers need to *e a*&e to unra(e& and arti#u&ate the under&ying assumptions o" their pra#ti#e. his ana&ysis and arti#u&ation o" pra#ti#e is one o" the uni,ue "eatures o" "ie&d instru#tion as a "orm o" so#ia& wor' pra#ti#e and is #ommon to "ie&d edu#ation in a&& settings and at a&& &e(e&s o" inter(ention. !t is the generi# and uni(ersa& *ase o" "ie&d instru#tion and pro(ides a shared purpose "or wor'ing and &earning, together as a group o" so#ia& wor' "ie&d instru#tors. #. Present the e-amp&es *e&ow "or group dis#ussion o" the app&i#ation o" the ! P %oop Mode& to student pra#ti#e. d. 1uggest that group mem*ers present e-amp&es o" students wor'. 5ebriefin Teachin Points he &oop mode& he&ps to identi"y the #omponent pro#esses o" pra#ti#e. he &oop mode& is a generi# #riti#a& re"&e#ti(e pro#ess that #an *e app&ied in a&& settings and at a&& &e(e&s o" pro"essiona& pra#ti#e.

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Example of Student Practice: Interprofe""ional Practice 6etrieval he students pra#ti#um is in a home "or e&der&y persons, where he is in(o&(ed in a p&an to *ring together e&ementary s#hoo&#hi&dren and some residents o" the home in a grandparent2tutoria& program. he student had as'ed the s#hoo& prin#ipa& and the dire#tor o" nursing to meet with him to dis#uss the p&an. +t the meeting, the student stated that he wou&d organi)e and manage the program "or "our months, unti& his pra#ti#um was #omp&eted. he nursing dire#tor said, /! dont thin' we do our residents any ser(i#e *y getting them into something and then 5ust dropping them. hough the student and the s#hoo& prin#ipa& #ontinued to ta&' with enthusiasm a*out the pro5e#t, the nursing dire#tors resistan#e resu&ted in no "urther a#tion, and the meeting ended on an inde#isi(e note. 6eflection he "ie&d instru#tor re#ogni)ed the students #on"usion and disappointment that the program seemed to *e at a dead end. he student admitted that he "e&t that the nursing dire#tors #omment seemed to *e a /putdown o" him as 5ust a student. 1in#e he "e&t *e&itt&ed *y her #omment, he had di""i#u&ty ta'ing, &eadership in the meeting. =n "urther re"&e#tion, the student said that he rea&&y had assumed that the nursing dire#tor wou&d appro(e o" the p&an, on the *asis o" a #asua& and in"orma& inter#hange he had with her. ;e had set up the meeting with the s#hoo& prin#ipa& without a prior "orma& meeting with the nursing dire#tor to e-p&ore the possi*&e program in depth. /inka e he student and "ie&d instru#tor re(iewed what they ea#h 'new a*out organi)ationa& theory and program de(e&opment, noting important aspe#ts that the student had ignored in this pra#ti#e situation. he "ie&d instru#tor re(iewed with the student pre&iminary steps that shou&d ha(e o##urred *e"ore the meeting he des#ri*ed too' p&a#e. hese steps might ha(e in#&uded re#ognition o" the need to dis#uss his proposa& more thorough&y with the nursing dire#tor, in order to draw out her #on#erns and gain her support. he "ie&d instru#tor a&so drew attention to the importan#e o" program #ontinuity and suggested that the student had to gi(e some thought to who wou&d *e responsi*&e "or the program he &e"t. Professional 6esponse he student de#ided that he wou&d meet with the nursing dire#tor and as' i" she thought the program had merit< he wou&d a&so so&i#it her suggestions a*out how the program might *e imp&emented and then how it might *e #ontinued a"ter he had &e"t.

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Example of Student Practice: Child Protection 6etrieval he students pra#ti#um is in a #hi&d prote#tion agen#y, and the student has *een assigned to in(estigate a #omp&aint that #hi&dren are *eing &e"t unattended. 8na*&e to rea#h the mother *y te&ephone, the student went dire#t&y to the apartment. here was no response when the student 'no#'ed on the door. + neigh*our opened her door in response to the noise and peered at the student. he student #ou&d hear a #hi&d #rying in the apartment, *ut it too' "i(e minutes *e"ore the door was "ina&&y opened a*rupt&y *y a woman who appeared ,uite angry. he student said, /! am 1ara Brown "rom the :hi&drens +id 1o#iety. 3e ha(e re#ei(ed a #omp&aint that your #hi&dren are *eing &e"t unattended. he woman &oo'ed as i" she might e-p&ode and shouted, /%iesK he student as'ed i" she #ou&d #ome in to ta&' a*out it, *ut the woman s&ammed the door in her "a#e. 6eflection he student was en#ouraged *y the "ie&d instru#tor to re"&e#t on the e""e#t her unannoun#ed arri(a& might ha(e had on the #&ients rea#tion. he student a&so spe#u&ated on whether the neigh*our had heard what she said a*out the #hi&dren *eing neg&e#ted and what e""e#t this might ha(e had in the matter. 1he rea&i)ed that as she had waited "or the door to open, she had *e#ome more and more un#om"orta*&e. he "ie&d instru#tor suggested that she try to re"&e#t on that un#om"orta*&e "ee&ing and spe#u&ate on its sour#e. he student was a*&e to ta&' a*out her distaste at ha(ing to #on"ront the mother, using the authority o" the :hi&drens +id 1o#iety, when she rea&&y wanted to esta*&ish a trusting re&ationship. /inka e he student is strugg&ing with the ro&e o" authority (ested in the #hi&d prote#tion mandate and wor'er ro&e, and the apparent #ontradi#tion with so#ia& wor' re&ationship theory. he "ie&d instru#tor must identi"y the students #on"&i#t in these terms and he&p the student to see' a way to re#on#i&e the #ontradi#tion. his might *e a##omp&ished *y &oo'ing "or the positi(e aspe#ts o" authority, as a means to engage that part o" the parent that desires to prote#t and pro(ide her #hi&d. his pro#ess is deri(ed "rom &in'age with #on#epts su#h as re"raming and esta*&ishing a wor'ing a&&ian#e. Professional 6esponse he "ie&d instru#tor suggested that she and the student ro&e2p&ay the ne-t en#ounter with the mother. his wou&d pro(ide the student an opportunity to try out a&ternati(e responses that in#orporate her understanding o" the #on"&i#t she "ee&s *etween authority and he&ping. Sugge"tion" for Teaching.!earning ,ctivitie"

46

a. Present the #ontent "ramewor' o" the ! P %oop Mode& using materia& in #hapter 1. ?igure 4 #an *e made into an o(erhead and distri*uted as a hand2out. a*&es 1 to 6 #an a&so *e used. Dote that a&& so#ia& wor' pra#ti#e situations #ontain e&ements o" the "o&&owing "our "a#tors$ psy#ho2so#ia&, intera#ti(e, so#ieta& or #onte-tua&, and organi)ationa&. Point out that whi&e the "ramewor' and dimensions in the ta*&es attempt to *e #omprehensi(e, the settings mandate and the purpose o" the inter(ention guide the #hoi#e o" those "a#tors that are re&e(ant to the spe#i"i# pra#ti#e situation at a parti#u&ar point in time. Thou h a holistic overview is necessary, actual work can only be responsive to selected elements of any situation at iven points in time. *. Pro(ide an opportunity "or group mem*ers to app&y the #ontent "ramewor' o" the ! P %oop Mode&. 2"ercise: The 7ontent .ramework of the 'TP /oop )odel Brea' the seminar group into sma&& groups o" three or "our "ie&d instru#tors a##ording to simi&arity o" setting, pra#ti#e approa#h, or &e(e& o" inter(ention. !nstru#t "ie&d instru#tors in ea#h group to present a pra#ti#e situation o" their own that i&&ustrates how retrie(a& #an *e a##omp&ished in their setting. !nstru#t the groups to ana&yse whether the data retrie(ed #an *e #ategori)ed a##ording to psy#ho2so#ia&, intera#ti(e, #onte-tua&, and organi)ationa& "a#tors. 5ebriefin Teachin Points E-amine how mu#h simi&arity o" opinion there was in ea#h group regarding psy#ho2 so#ia&, intera#ti(e, #onte-tua&, and organi)ationa& "a#tors #onne#ted to the situation. E-amine how mu#h simi&arity and di""eren#e there was *etween groups in the "a#tors deemed important. #. :ondu#t the same e-er#ise as a*o(e, *ut instead di(ide the seminar group into sma&& groups with a mi- o" "ie&d instru#tors "rom a (ariety o" settings, pra#tising a range o" inter(entions, and using a (ariety o" mode&s. 5ebriefin Teachin Points !denti"y the e-tent to whi#h setting, methods, and mode&s predominate in #hoosing re&e(ant and priority #ontent "a#tors. :onsider whether generi# so#ia& wor' (a&ues and prin#ip&es emerged to the point where a shared o(erar#hing so#ia& wor' metaphor or "ramewor' is e(ident, though emphases di""er.

d. Present the "o&&owing e-amp&e "or group dis#ussion o" the app&i#ation o" the #ontent "ramewor' o" the ! P %oop Mode&. e. 1uggest that group mem*ers present e-amp&es o" students pra#ti#e. 49

Example of Student Practice he students pra#ti#um is at an agen#y that ser(es ado&es#ents. Deigh*ourhood residents, angry a*out a proposed group home "or /street 'ids, ha(e in(ited the "ie&d instru#tor and the student to spea' to them at a #ommunity meeting. !t is e-pe#ted that the "o&&owing "a#tors, and others, may emerge "rom the dis#ussion$ Psycho!social .actors ?ear o" drugs and #rime, espe#ia&&y se-ua& assau&t ?ear o" the e""e#t on the sa"ety o" &o#a& institutions and "a#i&ities, su#h as s#hoo&s and par's, *e#ause o" street 'ids E""e#t on property (a&ues 'nteractive .actors E""e#t on the student o" the groups anger and the students un#ertainity and "ear a*out how to present at the meeting

7onte"tual .actors Fnow&edge a*out the popu&ation, its issues and needs< ra#ia& and ethni# *ias ?ai&ure o" the edu#ationa& and so#ia& ser(i#e systems to pro(ide "or "ami&ies and #hi&dren 1o#ieta& attitudes toward shared responsi*i&ity "or #hi&dren and "ami&ies he power o" group a#tion to e""e#t #hanges in )oning &aws

8r ani*ational .actors Aegree o" the agen#ys in(o&(ement with the #ommunity in needs identi"i#ation and program p&anning E-tent to whi#h the agen#ys "unding depends on #ommunity support

3. The ITP Loop Model and Field Instruction Sugge"tion" for Teaching. !earning ,ctivitie" a. Prepare "ie&d instru#tors to orient students to the ! P %oop Mode&. 1hare the "igures and ta*&es in :hapter 1 with students .emind "ie&d instru#tors that students wi&& &i'e&y need time and repetition to understand and master the use o" the &oop mode&.

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.e(iew the "o&&owing introdu#tory e-er#ise as a "irst step, noting the strength o" using a shared pra#ti#e e-perien#e as a *asis "or tea#hing students how to use the ! P %oop Mode&.

2"ercise: 8rientin the Student to Usin The 'TP /oop )odel ;a(e the student o*ser(e the "ie&d instru#tor in a pra#ti#e situation, with the e-pe#tation that the student wi&& use the ! P %oop Mode& a"ter the session to re"&e#t on and ana&yse this shared e-perien#e. ;a(e the student su*mit a written ana&ysis o" the pra#ti#e situation to the "ie&d instru#tor prior to the ne-t "ie&d instru#tion #on"eren#e, so that the #on"eren#e #an *e used "or dis#ussion. he written ana&ysis wi&& in#&ude$ - retrie(a& o" the re&e(ant "a#ts o" the situation< - re"&e#tion a*out the students su*5e#ti(e rea#tions to the situation and the students impression o" the e""e#t o" the "ie&d instru#tors pro"essiona& responses< - &in'age o" ideas the student uses to understand the pra#ti#e situations we&& as #on#epts or theories the student is #urrent&y &earning in a#ademi# #ourses whi#h might *e used to e-p&ain the pra#ti#e situation< - pro"essiona& responses whi#h the student thin's wou&d *e use"u& in the ne-t pra#ti#e situation 4. Using the ITP Loop Model with a Range of Retrieval Methods !n #hapter 7, / @uiding the %earning Pro#ess, approa#hes to using the ! P %oop Mode& in "ie&d instru#tion with a range o" retrie(a& methods are dis#ussed. @roup seminar &eaders may wish to in#&ude that se#tion at this point and wi&& "ind tea#hing approa#hes "or "ie&d instru#tors in Modu&e 7.

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