Field Directors

Good morning,

We are looking to revamp our reflection logs in our field seminar classes to something a little more innovative.  I'm wondering if anyone would be willing to share the types of assignments that you are currently using.  

Thanks!

Hi Jennifer,

I'm interested in this topic as well. I'm sharing the reflection assignment we use, but I won't call it innovative! We've been discussing ways we could supplement this but currently our students complete this reflection log once per month in their field seminar. I'm attaching as a word document, but they complete it as a form built into ELC (Tevera).

Good morning,

We are looking to revamp our reflection logs in our field seminar classes to something a little more innovative.  I'm wondering if anyone would be willing to share the types of assignments that you are currently using.  

Thanks!

Hi Jennifer,

I'm interested in this topic as well. I'm sharing the reflection assignment we use, but I won't call it innovative! We've been discussing ways we could supplement this but currently our students complete this reflection log once per month in their field seminar. I'm attaching as a word document, but they complete it as a form built into ELC (Tevera).

Good morning,

We are looking to revamp our reflection logs in our field seminar classes to something a little more innovative.  I'm wondering if anyone would be willing to share the types of assignments that you are currently using.  

Thanks!

Hello all, below is the journal assignment we use for our BSW practicum students. There are five journal assignments over the course of the semester block placement. The assignment is based on the John's Model of Reflection. Students do not journal every week but are instead assigned to a week, and there is a peer response component as well. The metacognition component of the assignment (step 6) is often most illuminating. 

Reflection Journals and Feedback

Five times throughout the semester each student will prepare a reflection journal on an emerging issue that has surfaced in their practicum setting. These journals should be at minimum 250 words or two pages in length, double spaced, and follow the steps below in your response.  Each student will also be assigned to provide feedback on a colleague's journal.  Journals are due to the discussion board in D2L the Wednesday of journal week by 8:00 PM, and feedback to your assigned journal partner is due on the discussion board in D2L to the writer on journal week by Thursday by 8:00 PM. 

Johns' (2000) Model for Structured Reflection Integrating an ADEI Lens  

Step 1.  Description: Describe the event or situation you are reflecting on. What happened?

• Who was involved in the situation, and what were their roles?
• What was the context of the event, including the identities (e.g., race, ethnicity, gender, socio-economic status, etc.) of those involved?
• Did anyone's experience or viewpoint differ because of their racial, cultural, or social background?

Step 2. Reflection: What were you thinking and feeling during the event or situation? 

• What were you (or the person involved in the situation) trying to achieve? What emotions did you experience during the situation?
• What discomfort if any did you feel related to the race, cultural differences, or power dynamics in the situation?
• Did you recognize any biases or assumptions you may have had based on someone's race, ethnicity, or background?
• Did you feel or witness a sense of inclusion or exclusion?

Step 3. Influencing Factors: What internal or external factors influenced the situation? Consider your response in the context of the NASW Code of Ethics and answer the following questions: 

o   What values or principles were your thoughts and behavior consistent with?

o   If there were competing social work values at play, how did you prioritize which ones to follow?

o   In what ways did any actions or words perpetuate racism, inequality, or discrimination?

Step 4.  What sense can you make of the situation? Consider what you learned in your social work courses, including content on biases and structural inequalities, and answer at least one or all of the following questions:

o   What did you learn that informed your thoughts or behaviors in this situation?

o   What did you learn that you could have used in your response to the situation?

o   What other options did you have or were there in this situation?

Step 5. Consider similar situations in your past (professional or personal) and answer at least one of the following questions:

o   How did your responses in this situation resemble ways you have responded in the past?

o   Could you have acted in a way that challenged racism or promoted inclusion?

o   What could you do to make the environment more equitable?

o   How could you have better acknowledged the diverse needs and identities of those involved in the situation?

o   What does that tell you about yourself and your way of working?

Step 6. Metacognition: Reflect on the writing process and answer the following question:

o   What did you learn from writing this assignment?

Hi Jennifer,

I'm interested in this topic as well. I'm sharing the reflection assignment we use, but I won't call it innovative! We've been discussing ways we could supplement this but currently our students complete this reflection log once per month in their field seminar. I'm attaching as a word document, but they complete it as a form built into ELC (Tevera).

Good morning,

We are looking to revamp our reflection logs in our field seminar classes to something a little more innovative.  I'm wondering if anyone would be willing to share the types of assignments that you are currently using.  

Thanks!