2001 by the City University of Hong Kong. All rights reserved. Index: L1 / School Social Work / Children and young people / Learning Contract / 70149124
Keywords: Learning objectives / adolescent clients / school social work / knowledge, skills and values of social worker / personal development
Abstract: This is the final version of the learning contract prepared by a first placement student. The student is place in a secondary school setting under the Link Project arrangement between the university and the secondary school. (In the Link Project, the student is placed directly with the school rather through a social work agency working within the school.) There are six main clusters of learning objectives listed by the placement student. They broadly categorise as (1) understanding and working with secondary school students; (2) understanding the significant systems surrounding adolescents; (3) application of social work knowledge, skills and values; (4) understanding the placement setting; (5) learning from supervision; and (6) professional self-development.
Comments:
The content of the learning contract will normally comprise the university's expectation of student's learning / placement requirement for the level of placement (1st or 2nd), the student's individual learning needs and the learning opportunities specific to the placement setting. If we use the above as a guide to help the placement student develops her learning content in a school social work setting, the placement student can then look at the following areas: (1) learning objectives set out in the university's expectation, (2) learning objectives in relation to the school setting, (3) learning objectives specific to the placement tasks undertaken, and (4) learning objectives that the student is personally keened to develop. Lets take the second cluster of learning objectives for instance, some of the key focuses in this area can be:
Certainly, at the earlier stage when this learning contract is to be handled in, the placement student may still be in the process of firming up her ideas. Staying flexible is encouraged as the placement student is only at the stage of becoming clearer about the placement setting and the expectation of her as a learner and worker. A certain degree of vagueness and ambiguity is common. The placement students (fieldwork teachers as well) in general can learn to increase their ability to accommodate such ambiguity as the students start out in placement as long as it is not unclear to the point of immobilising the students in making progress in placement. In fact, the learning contract must not be seen as a fixed binding contract but rather as a tool to facilitate the placement student's thinking of her fieldwork learning in a more conscious and intentional way and negotiating the fieldwork teacher's role in facilitating that learning. By thinking more extensively into different aspects of learning, the placement student engages herself (and with her fieldwork teacher) in a process of examining the context she is in. She can then explore and identify more comprehensively the different learning opportunities and resources available to her in this setting.
Learning Contract (Final Version)
|
Objectives: |
Activities to be done: |
Help needed from the fieldwork instructor: |
|
-Understanding students'
behaviour, including testing behavior, curiosity and behavioural change
between childhood and early adolescence (eg. struggle for autonomy and
independence). |
-observe and communicate with students during recess/lunch time, program time and after school hours. -consult reference people, such as school staffs, counseling teachers and school social workers -discuss with supervisor and field partner. -review literature on related areas such as developmental psychology (the behaviour during early adolescence). -reflection through daily log and joint/individual supervision. -do case recording and hand in case reports to the school social worker. This aims at two aspects, one, for my own learning on doing case recording and reflection; and two, for professional exchange in order to have better intervention for client. |
-provide more direction and guidance on reading materials. -give comments and advice on how to deal with different ethical dilemmas, resistance and testing behavior. |
|
-Understanding the needs and difficulties of adolescents: (1) Psychological needs and difficulties encountered during early adolescence (includes looking for others' attention, afraid of losing attention, recognition from peers/others, friendship, and searching for own identity. (2) Physical needs such as bodily change due to physical development, curiosity towards the opposite sex and sex matters. (3) Social needs including peer support and encouragement, admiration for their idols (both idols in the mass media and in school). (4) Difficulties encountered such as poor academic performance, problematic relationships with parents and peers. |
-observe and communicate with students during recess/lunch time, program time and after school hours. -telephone contact with parents and students. Communicate with parents during parents' day, parent-child activities. -consult people, including school staff, counseling teachers. -discuss with supervisor and field partner. -review literature on related areas. -reflection through daily log and supervision. -do case recording and hand in case reports to the school social worker. This aims at two aspects, one, for my own learning on doing case recording and reflection; and two, for professional exchange in order to have better intervention for client. |
-provide more direction and guidance on reading materials. -give comments and advice on the best way to react to their difficulties and needs. |
|
-Understanding how parents and peers affect students. To examine different parenting styles, peer influence and how poor academic achievement influence the students. |
-finish background studies. -review literature on related areas, such as system theory, ecological theory and structured family therapy. -observe students' behavior, talk to students and understand their difficulties. |
-provide guidance on analysing their mutual influence and relationship. |
|
-Application of social work values, knowledge and skills eg. values and principles of self-determination, respect, genuineness, confidentiality, acceptance, etc., as they are essential for social work practice. Theories and approaches including social learning theory, group work theory (group dynamic, roles, norms, etc), solution focus therapy and the task-centered group work approach. -I would also like to practice questioning skills, including miracle questions, scaling questions, etc. -Other social science theories. |
-reviewing literature (especially on solution focus therapy and task centered group work) -reflection through daily log and joint/individual supervision, discuss with supervisor and field partner. - proposal writing and designing programs/session plans. -running the groups and mass program and co-ordinating various activities. -evaluating the effectiveness of the group. -attending activities organise by the school and school social workers. |
-discuss and comment on group work practice such as program design, group content, proposal writing and learning contract. -suggest more reference books. -provide guidance on group work skills. -provide guidance on relating knowledge with experience.(理論與實踐的結合) |
|
-Understanding on the school administrative procedure and the culture of a traditional female Christian secondary school. |
-attend meetings (counseling teachers and students.) -reading materials provided by the school (pamphlets, materials and yearbooks.) -informal contacts with teachers and principal. -observation in their natural setting. |
|
|
-Making good use of supervision, including start on time, every party has the opportunities to share their view and opinions. Share experiences with supervisor openly. |
-prepare agenda before supervision. -record case and group session so that I can evaluate and discuss during supervision on every Wed morning and individual supervision. |
-provide guidance and comment. -provide more questions for stimulating thought. -help to analyze issues. |
|
-Being responsible (using the criteria of being punctual, handing in assignment on time for assessment, following appropriate procedure for getting sick leave, consulting counseling teacher before implementing programs, etc.) -Explore my strengths and weaknesses. -Learn to use different perspectives, including self, school and community to view issues. Maintain harmony or trustful relationship with colleagues, students, supervisor and field partner. |
-consult fieldwork handbook. -discuss and reflect during joint/individual supervision, through daily log and evaluation on my strengths and weaknesses. -discuss with field partner. -hand in required assignment and daily log on time, arrive in school on time. (details below) |
-provide more guidance on figuring out my weaknesses. -appropriate support, reflection and feedback. -recommend reading materials. |
|
Working requirement: |
No. of days in placement: 51 days (17 weeks) |
|
Agency requirement: |
Placement period: 12/1/2000 - 2/6/2000 Office hours: 7:40am - 5:30pm(Wed) 8:00am - 5:30pm(Thur, Fri) Three days per week.( Wed, Thur, Fri ) |
|
Recording/report-writing/Completion of statistics: |
-daily log ( 3 logs per week) -background studies -learning contract.(draft and final version) -elaborated proposal for a selected assignment -summary and process recording of the selected assignment -evaluation of the effectiveness of intervention of the selected assignment and other programs. -reflection and learning from practice plus a video or audio tape of a session of social work intervention plus client consent form. -student fieldwork placement self-evaluation reports. |
|
Supervision |
Duration: 3-4 hours during Wed morning 7:40am to about 12:00 noon. (joint/individual) flexible to change according to situation and need. Frequency: once for joint and flexible for individual supervision. Preparation: daily log hand in beforehand, agenda, and issues I would like to discuss with the supervisor. |
|
Assessment: |
-Mid-placement (Week 9) and final-placement (Week 17) should be carried out. -base on both supervisor, teacher's comment and student's self-evaluation. -focus on strengths, improvements and learning on my work. |
Counseling Promotion program (24/1-25/1)
School Counseling Activities (16/2-2/6)
Peer Counselors Training Program (24/2, 2/3, 9/3)
Mass Program for lower form students (21/3)
Parenting Day Program (18/3)
Learning about Internet - A program for Parent-Child親子齊上網 (29/4)
Sex Education Day性教育日
Visits to welfare Agencies探訪
Graduation Camp for form five students中五畢業營 (5/6-7/6)
Written and revised by: 70149124 (Student)
Instructor: T Y Lee
Copy Edited by: Phyllis Chee
Commented by: Phyllis Chee
Copyright
2001 by the City University of Hong Kong. All rights reserved.