Getting to Know the Context: The Complexities of Providing Off-Site Supervision in Social Work Practice Learning

Abstract

Field education is central to social work education, facilitating the development of practice skills, professional identity and a professional practice framework. External supervision in social work field education is becoming more prevalent due to economic, social and political changes at a global level and is likely to continue to be a feature of field education. This article provides findings from current Australian qualitative research exploring ‘social work student placements with external supervision’, focusing on the experiences and views of external field educators. It explores the research findings in light of international social work education research, particularly with reference to experiences and contexts in England, UK. A range of themes emerge from this study, including a focus on supervision, relationships, roles, placement preparation and assessment. Findings suggest that knowledge and understanding of the placement context is a dominant consideration in social workers' reflections on their experience of providing external supervision to social work students. External supervisors apply a range of strategies to build the understanding of the context of the students' experience and the nature of host agency policies, practices and culture. This can lead to an active engagement of students in their learning, but has implications for resourcing.