专业实习中同辈督导反思小组的设计与实践--一项基于F大学MSW项目的行动研究

Designing and Practice of Peer Supervision Reflection Group--An Action Research Based on MSW Program of F University

社会工作专业实习是专业教育的核心环节,而反思能力则是实习质量的试金石。本文基于行动研究,尝试在社会工作专业实习情境中,通过同辈群体的资源配置来探索提升学生反思能力的督导路径。在借鉴结构化同辈督导小组模型和反思实践模型的基础上,经过四次实践与调整,形成了一套涵盖确定焦点问题、多角度审视、总结反馈和结构性因素探讨四个阶段的同辈督导反思小组模型。立足行动研究的实践,形成了同辈督导反思小组在接纳与无权威的环境、结构化所提供的明确指引、多视角启发新观点、训练会谈技巧等方面的反思总结。这为我国MSW实习教育在既有资源和限制之外找到了支持学生反思能力进阶的新路径。

Professional practicum is the core component of social work education.It is the field training that provide students with invaluable opportunities to acquire practical skills,integrate theory and practice,internalize professional values and ethics,and finally develop professional self and personal self.Thus,field education holds the key to high-quality professional education.Reflection is an indispensable element in effective professional practicum due to its benefit for bottom-up experiential learning,top-down theoretical application,and integration of professional self and personal self.The measures taken for improving the reflection ability of students have run through the whole process from course education to field education,but domestic research and practice are insufficient.Double supervision,including field supervision and school supervision,and diverse practicum journaling are mainstreams in approaches igniting student’s reflection,while peer group supervision,a specific set of supervision deriving from frontline consulting practice and moving towards field of practicum education,is another approach under consideration.Comparing with traditional supervision,peer group supervision has irreplaceable advantages in high cost-effectiveness and enhancing student subjectivity and agency.Nevertheless,current studies are still insufficient in designing a model of peer supervision group to facilitate participants’reflection within the context of social work professional practicum.This study endeavors to design a set of peer supervision reflection group model which aims to facilitate students’reflection in a way of peer interaction sessions during their professional practicum.The integration of current mature model of peer group supervision applied in frontline practice and the conceptual framework and practical model of reflection has underpinned the formulation of the group model in this study.The commonalities of process among three main peer group supervision models are topic selection,feedback,and summary,which provide a set of primary frameworks for this study.With specific review of reflection,this complex notion,in the extension of the concept,could be conceptualized as three dimensions:event,self and structural factors,which are approaches to amplifying the function of facilitating reflection within the group model.And some elements of one widespread reflection model,Gibbs reflection model,has been directly utilized to modify the feedback phase.The research process was designed in terms of action research methodology,which is characterized as logical procedures consisting of planning,action,observation and reflection.This study implemented four rounds of practice and modification.Participants in this study were recruited from MSW students of F University who were in micro internship phase,plus one school supervisor and one field supervisor undertaking the process coordination and observation in the group.Totally,there are nine MSW students and two teachers participated in this study,but they did not evenly attend in each session due to the confliction of time schedules.The researcher and two teachers will meet to discuss the potential flaws and suggestions for improvement after each session.The structural interview was conducted for all participants of the group to collect the feedback of participants after the fourth practice.A brief introduction to structural process of the group model and the characteristics of it will be given below.The peer supervision reflection group finally was structured as four phases,including identifying focus,multi-perspective account,summarization and feedback,discussion of structural factors.In the first phase,participants submit their confusions in advance into a shared document which is visible for all members and then participants vote to identify one question as the topic of certain single session.At the beginning of the session,the identified question proposer debriefs a detailed description of the question,and other members ask certain questions to clarify the context of problem.The second phase is divided into two steps:firstly,the confusion provider keeps silent(no response)and other members provide feedback in order(no response),which include the perception of the essence of the problem and the potential accessible action;secondly,group members,except for confusion provider,make a discussion of the proposed question,and then the question provider make decent clarifications and decide whether to start further discussion.Thirdly,the proposer expresses their feelings during the discussion,summarizes the main inspiring feedbacks and the action plan,and state the personal traits and ways of thinking that are perceived during the discussion.Meanwhile,other members express traits of confusion provider observed by themselves and their learning outcomes.In the final phase,all participants discuss collectively and freely the factors that are hardly changed in short term,such as culture,policy,organization etc.Themes of the characteristics of this model generating from the feedbacks of participants are acceptance and non-authoritative atmosphere,clear guidance provided by structural process,innovative views inspired by multi-perspectives and training of interview skills.Firstly,similarities of level of cognition and experience and commonalities of practice situations make it effortless for sharing their personal experience,problems and feelings to be understood and accepted,which generates a feeling of“being together”among the group members that enhances the motivation to raise and discuss practical problems,instead of digesting or suppressing these confusions by themselves.Although there are teachers involved in certain sessions,teachers do not offer any professional feedback and only coordinate and observe the group pro‐cess.Secondly,participants indicated that the group process is clear,smooth,orderly and efficient,and that limiting the order of speaking and the topic of discussion is beneficial to promoting their critical thinking,attentive listening and efficient communication.Thirdly,it is essential component of reflection that participants possess and experience diverse perspectives to scrutiny the same event.Participants believe that multi-perspective enable themselves to achieve a more comprehensive understanding of the problem,up-date their definition of the problem,and explore the feasibility of solving the problem from new perspectives.Fourthly,participants have to complete listening,questioning,clarifying and feedback to some specific problem within limited time,which is a type of extensive training for their communication skills.Various forms of peer supervision have been widely applied in front-line practice,however,most practices in practicum education are still informal and lack of research-based practice.To gain more recognition for peer supervision reflection model and its utility,further rigorous research designs for testing the efficiency of this model and explore the combination of this model and traditional supervision system are indispensable.