Field Culmination Reflection

Field Culmination Reflection

Fieldwork is a critical component in the training of students. Notably, it becomes imperative in professions where graduates are expected to work in a community setup. When one is allowed to attend fieldwork, the experience presents them an opportunity to practice the skills they have learned in class and to turn the theoretical lessons to practical and applicable experiences that can be used to solve problems in the community. Indeed, social work is a perfect example of a training field that requires substantial investment in fieldwork. In this paper, I present a reflection on recent fieldwork. Herein, discussion of the approach to culminating relationships with clients and workmates and the challenges encountered in the process, an assessment of the mastery of social work competencies, a discussion of the impact of the fieldwork, and an assessment of the overall readiness to enter the field of practice is presented.

Culminating relationships

Certainly, ending a relationship with clients and coworkers after the purpose of its Establishment has ended is among the hardest things ever to do. It is always a hard and emotional time, and no one, absolutely no one, feels okay about it (Johns, 2020). This was the exact feeling when the time to end our fieldwork period came. Strong bonds had developed between the clients and us, as well as among ourselves, and letting go of such company was a difficult thing to do. However, this is a situation that, in my understanding, is going to recur many times throughout social work practice, and thus a need to learn to let go of such professional relationships when the time to end them comes.

If a social work relationship is to be terminated, professionals must assess the client’s ongoing response to treatment before such processes are initiated. Precisely, it is only feasible to end a client relationship after the goals have been attained. Following this vital instruction ensures that the client, as well as the social worker, are satisfied, and make the process of culmination easy. On the other hand, relationships with coworkers also heavily rely on the same. Mostly, after the goals have been achieved, coworkers also share in the satisfaction and quickly let go of the closeness that has developed. However, in the process, some challenges are common, primarily when the relationships have grown close. Thus, it is not uncommon to meet resistance in this. When this happens, the process may be slowed down to ensure each coworker adapts to the inevitable change.

Mastery of Social Work Competencies

The practice of social work is firmly founded on the development of a clear understanding of the main principles of practice and knowledge of the main expected competencies. These competencies include demonstration of professional and ethical behaviours, engagement of diversity in practice, respect for justice and human rights, use of evidence-based and researched approaches, engagement of essential policies, ability to engage, assess, intervene and evaluate practice with individuals, families, groups, organizations, and communities (Holden, Barker, Kuppens & Rosenberg, 2015). If a learner cannot develop the necessary competencies, they are assumed to be unfit for the job market. The field research offered a good ground o master these competencies by putting them into practical application in the community. Generally, it also presented a ground to perfect personal readiness to address the core AGP skills of autonomy, leadership, and handling complexity. Thus, certainly, it was an ideal ground to master these and many other skills.

Impact of Field Work

The best learning happens in the field. Being exposed to a field-based learning experience always presents an opportunity to broaden understanding of structural oppression, system barriers, clients’ rights to self-determination, and the availability of resources (Al-Makhamreh, Alnabulsi & Asfour, 2015). Herein, the field project presented a perfect time to understand the complexity of the issues related to the challenges that social workers are called to manage. I was able to learn that some groups o clients are always oppressed more than others, and it is the work of the social worker to work to bring a balance between the extremes while taking care not to miss opportunities to observe their rights. I also learnt that clients have different levels of resources and that they still reserve the right to self-determination. Indeed, from the previous, fieldwork is beneficial.

Readiness to Enter the Field

Practice in leaning, most assuredly, is an integral part of the social worker training curriculum. The process of accreditation demands that students be exposed to specific practical learning activities so that they can develop competencies and skills for the market (Roulston, Cleak & Vreugdenhil, 2018). Regularly supervised work, constructive feedback, opportunities to observe other social workers, and chances to be involved in practical social work activities offer a good learning ground for social workers, as explained by Roulston, Cleak, and Vreugdenhil (2018). Hence, based on the field experience, I certainly am confident that I am well prepared to enter the field as a Master’s graduate. The knowledge of the field offered a taste of what to expect in the future as a social worker, and also presented a ground to perfect my learning. In the ground, I was able to apply basic principles of social work and learn many competencies that are essential for my practice.

References

Al-Makhamreh, S., Alnabulsi, H., & Asfour, H. (2015). Social Work Field Training for the Community: A Self-Directed Student Approach in the Environmental Domain in Jordan. British Journal Of Social Work, 46(4), 855-872. doi: 10.1093/bjsw/bcv002

Holden, G., Barker, K., Kuppens, S., & Rosenberg, G. (2015). Self-Efficacy Regarding Social Work Competencies. Research On Social Work Practice, 27(5), 594-606. doi: 10.1177/1049731515586466

Johns, A. (2020). Termination of the Social-Worker Client Relationship [Ebook] (1st ed.). Newfoundland and Labrador Association of Social Workers. Retrieved from https://nlasw.ca/sites/default/files/inline-files/Termination%20of%20the%20Social-Worker%20Client%20Relationship_1.pdf

Roulston, A., Cleak, H., & Vreugdenhil, A. (2018). Promoting Readiness to Practice: Which Learning Activities Promote Competence and Professional Identity for Student Social Workers During Practice Learning?. Journal Of Social Work Education, 54(2), 364-378. doi: 10.1080/10437797.2017.1336140