Reflection in Methods of Social Work course

Name educator: Lijana Gvaldaite

Name partner organisation: Vilnius University

Description of the course:  “Methods of Social Work” course is taught during the second year of bachelor studies of social work. The overall aim of the course is to develop the competence of using social work methods and techniques focusing on empowerment of the client. There are 10 students attending the course this year. It consists of 32 academic hours of seminars and 16 hours of lectures. It should be noted that participation in reflection processes is a compulsory part of the course.

Aim of testing project: to stimulate reflection on personal experiences, attitudes by emphasizing clients’ situation and the role of a social worker as well as to raise awareness of the social problems and the role of social work.

Date(s) of the testing project: October – December 2015

Target group: social work students             

Number of participants: 10

Nationality of the participants: Lithuanian

Sex of the participants: 9 females­­­­­­­­­­, 1 male­­­

Age of the participants: 20 to 21

Amount of meetings with the learners: 16

(< 20 people)

10 participants

(> 20 people)

small groups and in the whole group

  drawings

Written form, answering questions

X

How did you organize your testing project (or to put it differently: as this is a testing project for experimenting, what will be different comparing to the same course you ran the previous time)?

Five reflection exercises (Individual and group) were done by the group of second year students during the course of “Methods of Social Work”. Participants were asked to reflect about, for example, their participation in role play exercises and after watching a documentary on AIDS. I could see how the individual and written at home reflections help students to develop a deeper and more meaningful discussion in the group. It was a new way because previously I hadn’t organized any discussions in groups in classes after students had written reflections at home. However, a problem of an organizational nature arose: a couple of them came to the seminar without having seen the film or participating in the role play exercise the week before, so I encouraged them to take part in the discussions anyway. Importantly, I was able to see how reflection in the group can help to enhance learning from the experience during the role play exercise.

In general, how do you look at the results of your testing project?

I was able to check that the tasks of the exercises were adequate and helpful. However, the problem was that although the small group presents the opportunity for a fruitful discussion, the students of this group are remarkable as they are a bit passive during the discussions and quite superficial in the reflection: they are very fast and remain on the level of impressions (e.g., I like this and that, I was touched by that, without saying why or showing deeper reasons). Thus, the challenge for me is how to conduct them to go deeper into the content of the things. Hence, I was constantly trying to ask additional questions, give my evaluation of the subject matter or wait through the silence (for example, some of them wrote in the evaluation of the course that sometimes during the seminars I was expecting their answers to be too long).

On the other hand, their reflections presented in the written form were deeper and more coherent than their discussion in the class.

Also, I was able to confirm my previous hypothesis how reflection can help to enhance learning from the experience doing some kind of task. Despite some challenges, I would still say that some beautiful moments occurred with this group of students, some moments of openness and mutual sincerity.

In general, my experience was that these kinds of tasks are always challenging as they provoke me as a professional and request me to be very flexible and ready to change my position.



x

I was more attentive and careful than usual as regards this principle, I tried to do it but it was not always easy, there was always something unexpected that made me alter the plans. However, I did my best to select the right and relevant questions regarding the students’ interests and their level as well as tried to keep my position open and friendly at all times. One factor which was particularly helpful in building relationships with the students was that I answered their questions about my feelings and analysis.

I could understand that more when I faced a difficulty with this group. Once the students were invited to do a reflection individually and in 2 small groups. One of them, after having done that individually (a few minutes in silence), refused to share his experience in the small group without providing any reasons. I did not ask the student anything, not even to explain his motives; I said only that it is a voluntary task.  However, this is a bit challenging when you have to organize the learning process with the whole group – some members were visibly confused or perturbed by his refusal. Maybe next time it could be profitable to discuss such events.

The reflections were not assessed with a grade, but they were part of the process of study and the requirement was that they had to be done before the exam.

Name educator: Lijana Gvaldaite

Name partner organisation: Vilnius University

Description of the course: “Family Social Work” is on the third year of the bachelor social work study. The aim of the course is to develop the competence to cognize, analyze and assess typical psychosocial problems of families raising minor children, to do social intervention by applying various methods of social work to families in need, focusing on family empowerment.  There are 40 students on the course this year, and they are divided into two groups of 20 for seminars. The course has 32 academic hours for lectures and 16 for seminars, so students have 7 seminars for each group.

Aim of testing project: to stimulate the students to use empathy while diagnosing needs and planning interventions for families at risk comparing with personal experience of the family, of the problems that they live, etc.

Date(s) of the testing project: October – December 2015

Target group: social work students              

Number of participants: 40

Nationality of the participants: Lithuanians

Sex of the participants: 35 females­­­­­­­­­­  5 males

Age of the participants: 21 to 22,24, 29

Amount of meetings with the learners: 7

(< 20 people)

X

(> 20 people)

small groups and in the whole group

  drawings

Written form, answering questions

x

How did you organize your testing project (or to put it differently: as this is a testing project for experimenting, what will be different comparing to the same course you run the previous time)?

The new and different aspect was that I gave 4 assignments to write reflections at home and/or in class: 1. after the visits and meetings with social workers working with families at risk; 2. after the role playing situation in class; 3. after watching the movie “Return” (by A. Zvyagintsev); 4. several reflections on different family issues answering the question: how am I similar to those families and what distinguishes me from them?

In general, how do you look at the results of your testing project?

I had the impression that in general the students were pleased with these tasks, but I could see that for them it was difficult to make a judgment on the visit to the Social service organization. They were merely limited to the impressions: “I liked it”, “it was beautiful” etc., but without saying why or pointing out what they had learned from this visit. I commented on their reflections and provided feedback. So here I realized that I had to do something differently, to change this task in the future.

Nevertheless, the students wrote about reflection exercises in their evaluation of the course and praised many of the elements included, stating that they had indeed helped them to raise their awareness and empathy to their future clients and, in general, social work reality.



x

I experienced this new relationship with students and saw that this group was open and motivated. The reflection exercises helped me to get to know the students better. I could see as well that a lot depends on me, on my position towards them.

x

This happened during the process. It required to be open, flexible and sure at the meantime. It was very interesting to discover together the new things, see that the unexpected contribution of others could bring new answers, create new kinds of situation.

I was able to check this principle with the reflection task on the role playing situation when I asked the questions progressively, starting with simple questions and waiting for the aswers/thoughts from the students in order to deepen questioning.

For this, I asked the students to look for examples in their experience, to combine with subjects that they have already learned. I tried to show them how the reflection includes all aspects of the person and of life.

The reflections were not assessed with a grade, but they were part of the process of study and the requirement was that they had to be done before the exam.