Direct_Observation_as_a_Teaching_&_Assessment_Tool

Direct Observation as a Teaching and Assessment Tool I intend to explore the use of direct observation as a teaching and assessment tool as well as a means of empowerment. This will only be an overview. Observation as a concept, it’s place in our organisation, the purpose of thoughtful planning and evaluation of the students and Designated Agency Supervisor’s comments with regard to the observation feedback will be examined. Finally I will summarise what I wish to take forward from this process. The Tavistock Clinic and CCETSW made the decision in the late eighties following a series of investigations into the deaths of children to provide infant and child observation training for social work tutors and practitioners. The main outcomes of the investigations were the need to improve the quality of assessment skills, a real understanding of child development and a failure to keep the chid ‘in mind’ (Le Riche, Tanner 1988). In 1989 the newly introduced Diploma in Social Work by the Central Council for Education and Training in Social Work (CCETSW) was the first social work qualification in the United Kingdom which required that students practice be directly observed (CCETSW, 1989). The new BA and MA Social work degree in 2003 continued the requirement that there must be a minimum of three assessed direct observations of practice in each of the two assessed practice experiences. I have not had the experience of being observed and receiving feedback within a Social Work Training Programme. I have however as an adult learner, been professionally observed by both trainers and peers with feedback being given, on many occasions over the years in the contexts of nursing, counselling, teaching and systemic training. I am aware of the personal impact of the process upon myself and that I valued the process as a learning experience which assisted in personal development and change. I became aware that there needed to be relevant, purposeful planning and considered feedback taking into account values and learning styles in order that the most was gained from the experience which I have taken forward in the practice teaching with my students. There are a number of models of observation used in teaching, psychotherapy, family therapy, social work practice. Leonard describes observation in practice teaching having a distinct model of its own. (Le Riche & Tanner 1988). She argues that the model is based fully within the Equality Model (Le Riche & Tanner 1996) which addresses issues of power and inequality but due to the need to measure competencies also take strands from the scientific model. Aspects should also be considered from the narrative model in that reality is a personal construct, there needs to be an understanding of the impact on those involved, that behaviours need to be considered in terms of their meaning to all those involved and that for these reasons assessors need to consider dilemma’s surrounding subjectivity The students entered a culture in our team of co-work, peer observation and reflection. The team uses observation and feedback as a process which contributes to our learning by de-briefing following the session and further feedback in either joint supervision or at team meetings. The intention is that each member of the team including the students are valued for their knowledge, contribution and perspective. This format was mentioned as being particularly beneficial to both of the students on placement. Whilst completing the students practice learning agreements the opportunity was available to discuss the direct observations as part of a supportive learning process. Prior to the students starting the team had discussed allocation of possible cases on placement to ensure that their learning needs were met within the context of the agency’s needs. The students were therefore in a position early in the placement to be self directive by identifying a direct observation. The work generally falls into the categories of either complex assessments of risk and needs or therapeutic intervention. The observation sessions were all part of a continuing process. In a supervision session the student’s plan was discussed. I was mindful that this gave both the student and I the opportunity to discuss aspects that may have disadvantaged the student and the service user for example working with Asperger’s Syndrome or Intellectual Disability with limited knowledge on working methods. It also assisted in ensuring aspects of the student’s learning needs were being addressed and broadened and that the quality of service to and the safety of service users were being taken into account. One student described this process as enabling him to consider a myriad of eventualities which left him well prepared for each session. Supervision sessions prior to the 2nd and 3rd direct observations gave an opportunity to re-examine aspects that the student might wish to focus on in this next observation to continue the development of good practice skills. The rights of the service users were respected bi informing them both by prior letter and at the start of the session that I would be observing the student’s practice. In a post discussion with the service users, one student commented that in each case the service user felt as though the student’s abilities were being assessed and not theirs. I endeavoured to minimise the impact of the observer on that which was being observed (Kemp 2001) this was the case by my seating arrangement, body language, facial expression and focussing on the student. Two observations gave me the opportunity to consider the possible ‘need for intervention’ one for each of the students. My opinion was that intervention would only be necessary if there was a high level of risk to either the service user or the student (Tanner & Le Riche, 1995). Others would argue that by not intervening when observing poor practice the assessor could be compromising themselves professionally (Dingwall, 1980) (Johnson, 1997). Students being observed by Leonard are informed that she would intervene if the process is unhelpful in the extreme to the service user (Le Riche, Tanner 1998). I assessed that intervention would be detrimental to both situations and that the students needed to work through the experience, the power balance within the observation would have changed and the opportunity for full reflection may have been compromised (Kemp, 2001) Both students commented in feedback that these two observations provided real learning opportunities for them in how to manage situations that they may not be expecting. They become aware in our discussions by reflecting upon what was happening in the session that being able manage what is presented by the service user is part of being a competent reflective practitioner as described by Leonard (Le Riche & Tanner 1998). Tanner states that (giving) ‘feedback is a greatly underrated skill’ (Le Riche & Tanner 1998). The approach needs to be empowering whilst enabling the student to come to a realistic assessment of the session. (Gower et al 1995) I need to be aware that in order to assess and give feedback I must have an understanding of what was happening (Kemp 2001). One student described this process as especially helpful in developing her practice. The other student described my approach as empowering and constructive and never being made to feel undermined or incompetent. My intention in interaction is just that with service users, colleagues and students. I attempt to draw on cognitive behavioural, systemic in particularly solution focussed principals as explored by Maidstone (1998) and values that are inherent in my practice. I believe that it becomes a journey of exploration with each student and that I learn as much as is being learnt by the student. I have also been in the position to be observed, albeit by video and have my practice in giving feedback to a student commented upon. This session had been delayed because of personal family issues and I had not prepared as well I might. I feel that at times my language appeared muddled and that was a reflection of my tiredness. I am of the opinion that it is impossible in the wordage for this assignment to give this aspect the analysis it deserves. I believe the feedback indicates what I set out to do in the session. It may have been more appropriate not to have given advice but to have drawn more out from the student. I had planned a structure for the feedback which clearly placed me in the more powerful position and was also addressing my agenda. I intended though within this structure to hand the power back to the student. I am of the opinion that working from the position of an ‘adult learner’ I have been able to manage the needs of my students within the placement in partnership with the needs of the service user and the organisation and this has been demonstrated within the evaluative comments by both the students and the Agency Supervisor. I am left with some key thoughts in undertaking this piece of work and aspects that I wish to develop further within our service and working as a Practice Teacher. Coming from an ethos of using direct observation throughout my professional practice there is no doubt in my mind that direct observation is an essential tool in the teaching and assessment of students. However I see that there are elements that I would like to further develop to enhance the learning experience for all involved. • The role of the service user in the process • Greater exploration of the research, theories and models in relation to direct Observation in particular the Narrative Model • An examination of feedback in relation to subjectivity/objectivity, • A protocol for the student’s expectations of feedback designed with the student and team. • The use of a video (with both service users and students agreement) to develop the student’s assessment of their communication skills.(Cartney, 2005) • Ensuring that theories and skills that the student might be drawing on in the session are discussed in order to integrate theoretical concepts with practice. References CCETSW (1989) Rules and Requirements for the Diploma in Social Work: DipSW (Paper 30) London CETSW Dingwall, R. (1980) Ethics and ethnography: Sociological Review. Vol. 28:871-981 Gower, R., Phillips, D. & Walters, S. (1995) Teaching Practice Handbook: Oxford: Macmillan Heinemann Johnson, M. (1997) Nursing Power and Social Judgement; An Interpretative Ethnography of a Hospital Ward. Aldershot: Ashgate Kemp E. (2001) Observing practice as participant observation-linking theory to practice: Social Work Education. Vol.20, (5):527-538 Leonard, K. (1998) A process and event: the use of observation by practice assessors and practice teachers in: P. Le Riche & K Tanner (eds) Observation and its Application to Social Work. London: Jessica Kingsley Maidstone, F. (1998) Practice Teaching: A Solution-Focussed Approach in H. Lawson(ed) Practice Teaching-Changing Social Work. London: Jessica Kingsley Tanner, K & Le Riche, P (1995) ‘You see but you do not observe’: the art of observation and its application to practice teaching: Issues in Social work Education. Vol.15, (2):66-80