Supervision Training in Social Work A Report of an Educational Activity

Introduction: Field education is an essential way to train social work students in their professional roles. Therefore, it is necessary to choose educational methods that create the opportunity for the individual to interact with the environment and gain experience in real situations. The purpose of this article is to report the training supervision of a social work postgraduate student according to the positional supervisory model and Vygotsky's constructivist theory expressed by the direct supervisor of the field and the supervised student. Case Description: To teach supervisory in social work, the course was designed by the supervisor in three stages: pre-operational activities, operational activities, and post-operational activities. In the preoperative phase, general goals were selected and input characteristics were determined based on the task analysis technique and then the initial evaluation was performed. The goals set and the results of the initial assessment were the basis of the course plan. The training phase was divided into three observational, participatory and delegate stages, and the student began the next step based on the success of each developmental assessment. The postoperative phase also included developmental assessments, self-assessment, and final evaluation based on the initial contract. Conclusions: The learner-centered approach is an underlying approach in field education of social work supervision that helps the student to integrate theory and practice and enables them to teach different aspects of supervision.