Students' expressions of resistance in supervisory conversations
DOI:
https://doi.org/10.15845/ntvp.v7i1.3636Keywords:
Field placement, Social work education, Agency, supervisory relationship, powerAbstract
The article is about social work students' expressions of resistance in supervisory conversations between social work students and social workers who had the role as field instructor and supervisor for the students. Data were obtained through partial participatory observation of fifteen supervisory conversations. Individual interviews with the students were conducted after the observations to ensure the quality of the researcher's impressions from the observations. The article contributes with new knowledge about how resistance is expressed from students during supervision. The findings from the qualitative content analysis show that resistance in supervisory conversations were rare. The examples of resistance that were identified were expressed openly, covertly and ignorantly by the students. In the article, we argue that students' expressions of resistance can have a connection with asymmetry and resonance in supervisory relationships, as well as the occurrence of agency among students. Recognizing and understanding resistance will be a prerequisite for achieving good supervision in field placements.
References
Barlow, C. & Hall, B.L. (2007). ‘What about Feelings?’: A Study of Emotion and Tension in Social Work Field Education, Social Work Education, 26(4), 399-413. https://doi.org/10.1080/02615470601081712
Barretti, M.A. (2009). Ranking Desirable Field Instructor Characteristics: Viewing Student Preferences in Context with Field and Class Experience, The Clinical Supervisor, 28(1), 47-71. https://doi.org/10.1080/07325220902855128
Beddoe, L. (2010). Surveillance or Reflection: Professional Supervision in the “Risk Society”. The British Journal of Social Work, Volume 40, Issue 4, 1279–1296. https://doi.org/10.1093/bjsw/bcq018
Bjerkholt, E. (2013). Åpning av lukkede rom. En kvalitativ studie av innholdet og dialogene i veiledningssamtaler mellom nyutdannede lærere og lokale veiledere. Doktoravhandling. Det utdanningsfaglige fakultet. Universitetet i Oslo.
Bjørndal, C.R.P. (2008). Bak veiledningens dør. Symmetri og asymmetri i veiledningssamtaler. Doktoravhandling. Universitetet i Tromsø.
Bogo, M. (2010). Achieving competence in social work. University of Toronto Press
Bogo, M., Regehr, C., Power, R., & Regehr, G. (2007). When values collide: Field instructors’ experiences of providing feedback and evaluating competence. The Clinical Supervisor, 26(1/2), 99–117. https://doi.org/10.1300/J001v26n01_08
Eriksen, H. L. & Gradovski, M. (2020). Ethical dilemmas in field placements: The experiences of social work students in Norway and possible implications for social work education, Dialogic Pedagogy: An International Online Journal, (2020)8, SA85-SA111. https://doi.org/10.5195/dpj.2020.322
Fangen, K. (2010). Deltagende observasjon (2. utg.). Fagbokforlaget.
Forskrift om nasjonal retningslinje for sosionomutdanning. (2019). Forskrift om nasjonal retningslinje for sosionomutdanning. (FOR-2019-03-15-409). Lovdata. https://lovdata.no/dokument/SF/forskrift/2019-03-15-409
Foucault, M. (1977). Discipline and punish: The birth of the prison. Allen Lane.
Gal, S. (1995). Language and the “Arts of Resistance”. Cultural Anthropology, 10, 407-424. https://doi.org/10.1525/can.1995.10.3.02a00060
Graneheim, U.H. & Lundman, B. (2004). Qualitative content analysis in nursing research: Concepts, procedures and measures to achieve trustworthiness. Nurse education today, 24(2), 105-112. https://doi.org/10.1016/j.nedt.2003.10.001
Haraldsson, A.L. & Lilja, M. (2017) Resistance against material artefacts: university spaces, administrative online systems and emotions, Journal of Political Power, 10(2), 166- 183. https://doi.org/10.1080/2158379X.2017.1335836
Herberg, E.B. & Jóhannesdóttir, H. (2018). Kunnskap, læring og veiledning i praksis (2. utg.). Universitetsforlaget.
Hollander, J.A. & Einwohner, R.L. (2004). Conceptualizing Resistance. Sociological Forum 19(4), 533–554. https://doi.org/10.1007/s11206-004-0694-5
Itzhaky, H. & Aloni, R. (2008). The Use of Deductive Techniques for Developing Mechanisms of Coping with Resistance in Supervision, The Clinical Supervisor, 14(1), 65-76. https://doi.org/10.1300/J001v14n01_05
Killén, K. (2017). Profesjonell utvikling og faglig veiledning (5. utg.). Gyldendal Norsk Forlag.
Kjærgård, P.I. (2013). Veiledning som møte eller teknikk? -Et perspektiv fra Hans Skjervheim. Norsk Pedagogisk Tidsskrift, 97(2), 84-96. https://doi.org/10.18261/ISSN1504-2987-2013-02-02
Kunnskapsdepartementet (2012). Utdanning for velferd (Meld. St. 13 (2011–2012)). https://www.regjeringen.no/no/dokumenter/meld-st-13-20112012/id672836/?ch=1
Lilja, M. (2022). The definition of resistance. Journal of Political Power, 15(2), 202– 220. https://doi.org/10.1080/2158379X.2022.2061127
Luthen, G., & Kolstad, O. (2018). Veiledning i lærerstudenters praksisopplæring – et bidrag til læring og utvikling?. Nordisk Tidsskrift i Veiledningspedagogikk, 3(1), 30-43. https://doi.org/10.15845/ntvp.v3i1.2655
Matusov, E., Kayumova, S. & Duyke, K.V. (2015). Mapping Concepts of Agency in Educational Contexts, Integrative Psychological and Behavioural Science. https://doi.org/10.1007/s12124-015-9336-0
Miehls, D., Everett, J., Segal, C., & Du Bois, C. (2013). MSW students’ views of supervision: Factors contributing to satisfactory field experiences. The Clinical Supervisor, 32(1), 128–146. https://doi.org/10.1080/07325223.2013.782458
Nordstrand, M. (2017) Practice supervisors’ perceptions of social work students and their placements –an exploratory study in the Norwegian context, Social Work Education, 36(5), 481- 494. https://doi.org/10.1080/02615479.2017.1279137
Nordstrand, M. & Skjefstad, N.S. (2019). Veileder: Et kjærlig og trofast reisefølge? Om parallellveiledning av bachelorstudenter i praksis, Fontene forskning, 12(2), 46-58. https://fonteneforskning.no/pdf-15.85695.0.3.5f57e1fdd8
O’Donoghue, K., & Tsui, M. (2015). Social Work Supervision Research (1970-2010): The Way We Were and the Way Ahead. The British Journal of Social Work, 45(2), 616–633. https://doi.org/10.1093/bjsw/bct115
O´Neill, P. & Fariña, M.D.M. (2018). Constructing Critical Conversations in Social Work Supervision: Creating Change, Clinical Social Work Journal (46), 298-309. https://doi.org/10.1007/s10615-018-0681-6
Prasad, A. & Prasad, P. (1998). Stretching the Iron Cage: The constitution and Implications of Routine Workplace Resistance, Organization Science 11(4), 387-403. https://doi.org/10.1287/orsc.11.4.387.14597
Shlomo, S.B. Levy, D. & Itzhaky, H. (2012). Development of Professional Identity among Social Work Students: Contributing Factors. The Clinical Supervisor, 31(2), 240-255. https://doi.org/10.1080/07325223.2013.733305
Skjervheim, H. (1996). Deltakar og tilskodar og andre essays. Aschehoug & Co Tveiten, S. (2019). Veiledning – mer enn ord… (5. utg.). Fagbokforlaget.
Ulleberg, I. & Jensen, P. (2017). Systemisk veiledning i profesjonell praksis. Fagbokforlaget
Vevatne, K. (2021). Fenomenet makt i faglig veiledning. I B.E. Karlsson & F. Oterholt (Red.), Fenomener i faglig veiledning (2. utg., s. 153-166). Universitetsforlaget.
Zlatanovic, T. (2018). Veiledning i læringsprosesser i helse- og sosialfaglige utdanninger – en litteraturoversikt. I S. Tveiten & A. Iversen (Red.), Veiledning i høyere utdanning. En vitenskapelig antologi (s. 21-35). Fagbokforlaget.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Heidi Lie Eriksen, Mikhail Gradovski
This work is licensed under a Creative Commons Attribution 4.0 International License.
