Index: L1 / School Social Work / Children and Young People / Reflection / 70144153
Keywords: Reflection journal
Reflection
Abstract: This is a compilation of the student's reflection journal for the initial few weeks of placement. The fieldwork teacher's comment/feedback has been inserted (in italic) in the student's reflection journal. There are also a couple of correspondence/reflection of the fieldwork instructor to the placement students in the third week of placement. In this compilation, the reader can see the interaction/exchange between the student and her fieldwork teacher through the use of the reflection journal.
First reflection journal (15/2/2000)
Pre-placement reflection:
During the pre-placement visit, I felt that this college was different to the other colleges. Although students were not very good in their academic performance, students could develop other interests such as Boy Scouts, Girl Guides, musical band, etc. The vice-principle said that he was not only concerned with the students’ academic performance, he was also focused on Virtue, Wisdom, System, Group and Beauty. He said that it was important to provide moral education to the students.
The college had arranged guest speakers to give information to and share their experience with the students during their regular assemblies and lessons. For example, a lawyer could give some information about the law, which might not be taught at the college. It could give information of different jobs to the students. It could also encourage the students to contact with others besides their classmates. It led the students to have more awareness of our society and concern for the public.
I think it is good for all students. It is not enough for students to have good academic performance. It is because they should learn more about the skills of communication and interaction. These are needed for the future when they are out working. On the contrary, some students who are not good enough in their school performance, they also have their chances to do well and be valued in college. It is because they can gain successful experience and confidence through joining other activities or interesting classes. This is very different from other colleges that focus solely on academic work.
Instructor's comment/feedback:What you reported above is an ideological standpoint - juxtaposing "whole person development" against sole emphasis on academic achievement. How does the school's ideology have a bearing on school social work? What is the place of school social work in the context of the school's ideology?
ANSWER: The teachers do not only focus on the students' academic performance, they also aware of the other development of the students, such as their moral and emotional development. It is good for the school social worker to handle cases because of the cooperation with the teachers. The social worker can get more information of the students through teachers. It develops a positive image for meeting social worker. The school social work service also provides another way of dealing with the misbehaviour of students apart from the use of discipline.
First week placement reflection:
After I had contacted some lower form students in the guidance room, I felt that they were very enthusiastic. Since it was not the first time for them to have contact with social work students, they were active to make friends with us. They said that they did not like to contact with their school social worker because they felt she was unkind. I found that the students behaved differently because of the presence of the school social worker. For example, they would knock at the door before they came in but would not do so when she was absence.
Instructor's comment/feedback:
I don't suppose the school social worker is 'unkind' to students. Rather, they regard her unkind because she had certain expectation on their conduct, e.g. knock before coming into her office. Would you consider this as good manner? However, if we demand good manner from students, would we risk being seen by students as "unkind"?
ANSWER: I do not regard them as unkind students. We only wanted them to obey the rules in the guidance room. (Comment: The placement student has misunderstood the fieldwork teacher's comment. The exchange between placement students and practice teachers may not be clear at the first instance. Apart from a situation of misunderstanding what was said, often, placement students might have a vague idea of (or be confused with) what practice teachers was meaning to teach. This is normal as student learning is unlikely to occur in a straightforward or immediate fashion. Hopefully, this response from her can allow the fieldwork teacher to know how the student is making sense of his comments and look for opportunity to dialogue further in the learning and teaching process.)
On the other hand, they would not obey the rules in the guidance room, such as no eating or laughing and they cannot be in the guidance room when the social worker or social worker students are not in the room. They felt that they might be allowed not to follow the rules when they made friends with us. They also felt we did not mind when they opened our drawers. After I had mentioned repeatedly that they should not behave in this manner due to the rules and respect for others, these behaviours became less frequent than before. At the beginning, they would challenge us and said we were different from the previous social worker students. It was difficult for us to explain why they did not need to obey the rules before.
Instructor's comment/feedback:
You had the experience of setting limits, and that means exercising your authority. Obviously, you know what good manner is, and also there are rules (who set these rules). Would they regard you as unkind? Please write an account on that episode - how you set limits, the way you did it, and how the students responded. Students "challenged" you - the discrepancy in practice/standards of behaviour. This is a good teaching moment. I won't frame it as being challenged, but rather as what we often experience in real life - there is little uniformity even in a school. Explaining why your predecessor did not impose such norms is not your obligation. You can't explain for other people. However, you need to explain for yourself. This is what young people learn from casual contacts with social workers – the latter are adults interpreting the adult world to them.
ANSWER: We told them it was the rules of the school. And we also explained to the students about our difficulties. For example, Ms X had told us that some students came to our room when we were not there. We also showed to the students what happened when they ate in our room during recess time, for example, we could see food and rubbish on the table and floor. After our explanation, the students can obey the rules and sometimes they would get the others to obey the rules. We felt pleased in this situation.
I felt that they enjoyed their activities very much. Since they could choose to join the activities, they liked to gain some marks through their good performance in the activity rather than through exam or test. I also found that they always showed curiosity in the opposite sex. They felt that there was only love relationship between male and female. They felt someone helped a person of the opposite sex because of love for him or her. So that it would act as dating when two different sex classmates talked together. They felt anxiety about how to interact with the opposite sex. They were also confused about the meaning of opposite sex behaviour.
Instructor's comment/feedback:
This is one of the developmental phenomena in adolescence. You should have this in developmental psychology. Any heterosexual relationship - even in a school context - runs the risk of being looked upon as dating. Indeed, it may turn into dating, and dating poses certain meaning to them (the meaning differ between junior form students and senior form students).
Try to write a narrative account on one of these episodes and examine the developmental phenomenon it reveals.
In addition, some female lower form students would ask me about the effectiveness of the use of keep fit or diet methods. They were worried about their body shape and weight, whether they were too fat or not. It was because they felt that the female body could attract the opposite sex. The male students would also joke about the female body shape so much so that the female students had taken the male students little joke too much to heart.
Instructor's comment/feedback:
Exploring the female body is something important, not only for adolescent females but also for males. What about the male body? Why is body image so important? What is the worth of a person? This is another developmental phenomenon that adolescents are intrigued about.
ANSWER: No male students told us that they were worried about their body shape and weight. I think it is because most female students only like to talk about the male appearance. On the other hand, the male students often talk about the female body shape and weight. I also think the view of mass media is affecting their thought, for example, the images of pop stars or singers.
After the first week of placement, I think that it was not too difficult to contact with the lower form students. It was because they had already had a habit to find and talk to the school social work student. Otherwise, I felt the upper form students were less active to contact with us.
Therefore, I went to college before 8:00a.m. hoping to make contact with upper form students. It provided a natural environment for me to talk with them, that is, when they were waiting to go into their classrooms. I hope it can let them to know more about us and encourage them to contact with us.
Instructor's comment/feedback:
It is worthwhile to come in early, if ever you and your partner can afford it, at least for one or two days in the week. Report your experience in reaching out to senior form students. By the way, you are not much older than these students.
ANSWER: We can know more about the school setting through their conservation. We also balance up the work of the social worker. For example, we are not only in contact with misbehaving students, but also with the normal students. Sometimes, we can make contact with some students who have not had contact with the school social worker before.
In this week, I had little chance to contact the teachers. It was because we needed to decorate the board, which was used to introduce us. We also needed to prepare for the materials for our class visits. Many students would also come in our room during the recess, lunch and after school hours. It was difficult to make contact with the teacher during the time they did not need to teach.
Instructor's comment/feedback:
Please report your experience in class visits and evaluate its utility in announcing your presence and reaching out to the student population.
Second reflection journal (16/2/2000)
During the second week of placement, we did class visits. The objective of the class visits was to introduce ourselves to the students. The arrangement of the class visits could be divided into two parts. The first part was used in Form 1 to Form 3. We would introduce ourselves and our duties. We also let them know we would stay in school for 17 weeks. After that, we would ask them some questions. We would give them some gift cards as a form of encouragement to them. We also wanted to increase our contact with them when they come to our room to collect the gifts.
The second part was used in Form 4 and Form 6. It was similar to the first one except for a slight difference in the questions. The questions were about sharing their image of and feeling towards the social worker. Although Form 4 and Form 6 students might not be our target group, we wanted to recruit them to be our volunteers. We found that there was little opportunity for them to organize programmes. More opportunity to do so will be useful for their further study.
After the class visits, we were happy because some students came to our room to talk with us. They were not only from the lower form students, but also Form 4 and Form 6 students as well. We did not see them before we did the class visits.
In the third week of placement, we will complete administering the questionnaire to the teachers and students. The survey is to find out about the different types of relationships the students are engaged in. We wanted to find out which relationships were of most concern to the students and the difficulties they faced with them. It will be used as a reference for our planning of the activities in the groups. Question: Do we need to forward a copy of the questionnaire before we start?
Instructor's comment/feedback:
1. It is good that you include the whole school rather than concentrating on the junior forms. The senior form students may need school social work service (not necessarily of remedial nature, as you are aware of). Also, they may constitute an invaluable source of human resource in promoting school social work, shaping school culture, and helping junior form students.
2. Please report your experience in this class visit. I know what you did but not your experience in doing this. Also report the students' response, noting the diversity and commonality.
ANSWER: I remembered that when the teacher was in the classroom, it might affect the students response. In this situation, the students would often keep eye contact with their teacher when answering our questions and the classroom atmosphere was more serious. In the contrary, the students could play. Finally, some students who came from different schools, would come to our room during recess, lunch and after school hours.
Instructor's comment/feedback:
3. It is good that you custom-design your strategy, each projecting different image of you as a school social worker and the image of school social work. Evaluate the strategies and recommend modification if any.
ANSWER: In junior forms, we want to introduce ourself and attract them to find us. In senior forms, we treat them as a young adult. We want them to think how can they help the junior form and also prepare for their future.
Instructor's comment/feedback:
4. Please elaborate further the questionnaire that you mentioned in the journal. I do wish to have a copy of it. Please explain what it is for and how you are going to use the data.
ANSWER: We would explain it in the second supervision.
Fieldwork instructor's correspondence to the placement students under his supervision:
Dear J and J,
I think it is better to amplify the learning-teaching aspect in this placement. Given that this is your first placement and likely that you will find this mode of teaching and learning new to you, I can understand the feeling of uncertainty, particularly so when you pick up conflicting messages. It is a fact that there is diversity in how teachers and students approach field training. This is not something undesirable since social work has many faces and how best to prepare students for practice through field training is open to many interpretation. So, do treat the diversity as healthy and functional - posing many reference points for thinking and deliberation.
This is now the third week of your placement. However, this is only the second time we have fieldwork supervision (not counting the pre-placement one). I had the impression this morning that you seemed to be at a loss as to how to play the student role and how I approach the teacher role. I had the feeling of being an odd party in the session since I had difficulty to fathom what was in your mind. Let me make myself clear here. When I visited you, I had an agenda in mind. In part, it was shaped by my responsibility in making sure that you conform to the structure of the placement and would serve the school well. In part, it was shaped by my philosophy - what social work is and how to prepare a person for social work practice. When I articulated view about an 'idealized' picture of group work, I was at the same time expressing my view of good practice and good practitioner - responsive, adaptive, inquisitive rather than blindly conforming. When I floated my ideas of what to do with the small-scale survey, I was acting like a school social worker in this school, showing you how I would approach my job and why. I was NOT giving you instruction, and not even guidance, on what to do. I was sharing thoughts and hopefully would be able to demonstrate how I would develop the work of school social work in this school. You are not obliged to follow suit, but I do expect you to think more and deeper about your work, and come up with something original. If ever I wish to offer instruction and guidance, I would make it very clear - like reading about school social work and emotional intelligence.
There is one thing I am concerned about at this point, and that is the need to prepare for the supervision time. I had a past student who worked in this school (first placement) who showed me how students could make the best use of the supervision time. She had lots of things to raise in the supervision. Sometimes, she sought my opinion and comment. At other times, she simply shared her thoughts/ideas. Other times, she made explicit request for instruction and guidance. So, being thoughtful in using the supervision time is important. There is nothing called wrong questions or inappropriate questions. Just ask anything you have in mind, even if it may sound absurd to me. This is alright. Students are entitled to do this. Please also keep notes to register the thoughts, ideas, opinions, and instructions sharing between you and me. You may wish to pick one or two things as the subject of your reflection journal, but don't treat the latter as obligatory, as a prescribed assignment.
I am sending you the final evaluation I wrote for two past students working in this school. You would pick up some ideas on what I considered as good learning and teaching.
I am going to copy this message to other students since it is about learning and teaching in field training - and what I raise here applies to them also.
Fieldwork instructor's correspondence to the group of placement students under his supervision:
Dear All,
I wish to capture major things raised in our Week 2 supervision session. I think it would be good to share what is covered.
J and J
Reflect on the episode - a teacher asked for your help on something he couldn't handle - bickering among rivalry groups of girls in his class. Reflect on the school social work role - consultant? Giving help to the teacher? Giving help to the girls? Addressing a developmental phenomenon?
Group programme - a focus on emotion (check the concept of emotional intelligence - Daniel Goleman) for senior and junior form students. Make reference to literature. Read the book "Psychoeducation Group".
H and A
Examine the gate-keeper role of FSC worker. What is assessment in processing application for tangible service? One version - social worker making decision - client's need, eligibility (deserving client!), suitable? Examine another version - assessment as joint investigation - the need for service, what is available, what cost to the client if taking up a service, what/how to make a decision, what if there is no service available.
Assessing an appointee - turning social work interview into an investigation of the person's trustworthiness. Examine our orientation - hidden agenda, checking information without explaining the purpose of it. How can we tell whether a person is trustworthy to serve as an appointee? We are egoistic - overlooking the other party's perception/orientation.
V and J
Marital case - note our gendered view and personal values. Paying home visits - the purpose of it? Risk - the husband may react violently? Listening to different parties' stories, including that of the husband. Announcing our entry into the family and framing the situation.
Preserving a family - old lady who has been holding the family together (her husband and a 40-year old daughter suspected to be mentally ill) wanted to give up looking after them and live apart when there is re-housing. Ambiguous intent. Listen to the stories of the daughter and the husband.
On use of supervision time:
Please prepare - what you wish to discuss. I can't offer yes/no answer though. Use the time to sound out your ideas and concerns. I would share my thoughts/opinion, but not giving instruction or clear direction. I am uncomfortable in giving recipe knowledge. I can't anyway since only the person having the direct experience in the practice encounter can know better. Reflect on yourself as a learner and also your expectation towards me as a practice teacher.
Don't treat the learning tasks as formal assignments. They are meant to provide structure for you to go through the beginning weeks in the placement. Note your priority - not the learning tasks as assignments but your learning and service to clients.
Attend to your recording practice - as a tool for professional learning. We are going to improve our recording practice over the next two weeks.
Third reflection journal (28/02/2000)
During the 3rd and 4th week of placement, we prepared a questionnaire for the teachers and the Form 1 & 2 students. We used question-answer method for the teachers. It could provide an opportunity for us to talk with the Form 1 & 2 class teachers. I found that most of them were very interested in the content of our questionnaire. They also shared about their views about the class. For example, some teachers told me that she was pleased with their students because they could show concern for their classmates. Many teachers told me that the students should be more focus on planning.
Instructor's comment/feedback:
It's good that this exercise did serve a good purpose - making contacts with teachers and setting the stage for later work. Try to capitalize on it to develop a package of programmes. Note my advice given in previous supervision sessions.
In addition, we also led the Form 1 & 2 students to do a questionnaire. The students were very interest in the result of the questionnaire and would look for us to talk about this questionnaire. I found that they remembered the content because they could talk with us about it. They also wanted us to know which one belongs to them. They also told us the different questionnaires they had done before and we needed to write down their names.
Furthermore, we invited some senior form students to help us count the results. During the process, we asked them to share their experience in their volunteer work. They told me that it was less organized in this school. They also shared their experience about the group training they had joined. They told me that it was boring if they had to join without their consent.
Instructor's comment/feedback:
Please elaborate and explore this area. We learn from client feedback. We also generate new ideas from their feedback.
During this week, I was happy about the concern by others. I had a cold and fever this week and I felt warmth when the teachers showed their regards. They also asked if they could help to reduce my workload. In addition, many students also help us to decorate the broad. Two Form 4 students, whom we had not approached before, help us too. I was pleased when they asked if they could to help us. I was very thankful for the help of J. I felt she was well prepared for the material to decorate the broad.
Instructor's comment/feedback:
Provide room/opportunity for students/teachers to help you out. Adolescents learn more from the helping role, rather than the receiving end.
Written and revised by: 70144153(student)
Instructor: W M Kwong
Copy Edited by: Phyllis Chee
Commented by: W M Kwong & Phyllis Chee
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2001 by City University of Hong Kong. All rights reserved.
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