Field Supervisors’ Hub — Literature
Thank you for visiting the Field Supervisors’ Resource Hub at the School of Social Work, Carleton University, and welcome to the Literature page. Here you will find a bibliography of resources to support the field supervision of social work students. All articles and materials posted here are freely available online – no library access needed.
These materials do not belong to Carleton University’s School of Social Work, and we extend our thanks to each author and creator for making these materials publicly available.
If you find that a link is broken, or you would like to share a resource to be included in the Hub, please contact firstname.lastname@example.org
Approaches, Learning Contracts/Learning Styles, Feedback, Challenging Issues
- Dealing with Challenging Student Issues
Allen, MD & Trawver, K. (2012). Student mental health and field education: Responsibilities and challenges of field educators. Field Educator, 2 (1).
Grant, L., Kinman, G., & Baker, S. (2012). Developing an emotional curriculum for social workers: Perceptions of lecturers (Rep.). The Higher Education Academy.
Litvack, A., Mishna, F., & Bogo, M. (2010). Emotional Reactions of Students In Field Education: An Exploratory Study. Journal of Social Work Education, 46(2), 227-243.
Mishna, F., Antle, B. Reghr, C. (2002). Social Work With Clients Contemplating Suicide: Complexity and Ambiguity in the Clinical and Ethical and Legal Conversations. Clinical Social Work 30(3), 265-279.
Parker, J. (2010). Learning from disruption: Case studies in failing and marginal placements. In P. Silvanoinnen (Ed.), ESWS 2008 Symposium Papers. Hyvinkaa, Finland: Laurea University.
Power, R., & Bogo, M. (2002). Educating field instructors and students to deal with challenges in their teaching relationships. The Clinical Supervisor, 21 (1), 39-58.
Top tips for practice educators working with a struggling student. (2017).
Williamson, S., Hostetter, C., Byers, K., & Huggins, P.(2010). I found myself at this practicum: Student reflections on field education. Advances in Social Work, 11(2), 235-247.
- Giving and Receiving Feedback
Évaluer le Rendement (Rep.). (2017). Consortium national de formation en santé (CNFS)-Volet Université d’Ottawa.
Regehr, G., Bogo, M., Regehr, C., & Power, R. (2007). Can we build a better mousetrap? Improving measures of practice performance in the field practicum. Journal of Social Work Education, 43(2), 327-344.
University of Washington. Handout: Examples of Well Written Evaluations. UW SSW Field Instructor Training Program.
- Learning Contracts and Learning Styles
Cassidy, S. (2004). Learning styles: An overview of theories, models, and measures. Educational Psychology, 24(4), 419-444.
Lam, C.M., Wong, H., & Leung, T.T.F. (2007). An unfinished reflexive journey: Social work students’ reflections on their placement experiences. British Journal of Social Work, 37(1), 91-105.
Lefevre, M. (2005). Facilitating practice learning and assessment: The influence of relationship. Social Work Education, 24(5), 565-583.
McMaster University. Self-assessment of preferred learning style.
Nicol, D.J. & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
Parker, J. (2007). Developing effective practise learning for tomorrow’s social workers. Social Work Education, 26(8), 763-779.
Sullivan, T. (2003). Learning contracts. University of Manitoba Department of Occupational Therapy School of Medical Rehabilitation.
University of Waterloo. Resources. (n.d.) University of Waterloo Centre for Teaching Excellence.
- Approaches to Field Instruction
Bennett, S. & Deal, K.H. (2009). Beginnings and endings in Social Work supervision: The interaction between attachment and developmental processes. Journal of Teaching in Social Work, 29, 101-117.
Deal, Kathleen H. (2002). Modifying field instructors’ supervisory approach using stage models of student development. Journal of Teaching in Social Work, 22 (3/4), 121-137.
Everett, J.E., Miehls, D., DuBois, C., & Garran, A.M. (2011). The developmental model of supervision as reflected in the experiences of field supervisors and graduate students. Journal of Teaching in Social Work, 31, 255-264.
Explorer Divers Modèles de Supervision (Rep.). (2017). Consortium national de formation en santé (CNFS)- Volet Université d’Ottawa.
Gerson, L, Meyerhardt, J, Ross, M & Sommers, A. (2011). Students and field instructors in ongoing supervision groups. Field Educator, 1(1).
Kamya, H. (2012). Motivational interviewing and field instruction: The FRAMES model. Field Educator 1(2).
Knight, C. (2001). The process of field instruction: BSW and MSW students’ views of effective field supervision. Journal of Social Work Education, 37(2), 357-379.
Wayne, J., Bogo, M., & Raskin, M. (2006) Field notes The need for radical change in field education. Journal of Social Work Education, 42(1), 161- 169.
- Value & Importance of Field Instruction
Comprendre les Principes de Base de la Supervision (Rep.). (2017). Consortium national de formation en santé (CNFS) – Volet Université d’Ottawa.
Lafrance, J. (2004) Gate-keeping for professional Social Work practice. Social Work Education, 23(3), 325-340.
Sowbel. L. (2012). Gatekeeping: Why shouldn’t we be ambivalent? Journal of Social Work Education, 48 (1), 27-45.
Facilitating Skills in Reflection, Ethics, Diversity
and Evidence-based Practice
- Understanding Anti-oppressive Practice
Burkard, A.W., Know, S., Hess, S.A., & Schultz, J. (2009). Lesbian, Gay, and Bisexual Supervisees’ Experiences of LGB_Affirmative and Nonaffirmative Supervision. Journal of Counseling Psychology, 56(1), 176-188.
Burkard, A.W., et al. (2006). Supervisor cultural responsiveness and unresponsiveness in cross-cultural supervision. Journal of Counseling Psychology, 53(3), 288-301.
Hardy, R. (2017). Top tips for practice educators on assessment, supervision and anti-oppressive practice.
Schmitz, C. L., Stakeman, C., & Sisneros, J. (2001). Educating Professionals for Practice in a Multicultural Society: Understanding Oppression and Valuing Diversity. Families in Society: The Journal of Contemporary Social Services, 82(6), 612-622.
- Understanding Diversity in Practice
Congress, Elaine. (2004). Cultural and ethical issues in working with culturally diverse patients and their families: The use of the Culturagram to promote culturally competent practice in health care settings. Social work in health care, 39(3-4), 249-62.
Graham, J.R., Brownlee, K., Shier, M., & Doucette, E. (2008). Localization of social work knowledge through practitioner adaptations in Northern Ontario and the Northwest Territories, Canada. Arctic, 61(4), 399-406.
Lee, M. Y., & Greene, G. J. (2004). A Teaching Framework for Transformative Multicultural Social Work Education. Journal of Ethnic and Cultural Diversity in Social Work, 12(3), 1-28.
Messinger, L. (2004). Out in the field: Gay and lesbian social work students’ experiences in the field. Journal of Social Work Education, 40(2), 187-205. Retrieved from
Messinger, L. (2007). Supervision of lesbian, gay and bisexual Social Work Students by heterosexual Field Instructors. The Clinical Supervisor, 26 (1-2), 195 – 220.
Newman, P.A., Bogo, M., & Daley, A. (2008). Self-disclosure of sexual orientation in social work field education: Field instructor, and lesbian and gay student perspectives. The Clinical Supervisor, 27(2), 215-237.
Shier, M. L., Sinclair, C., & Gault, L. (2011). Challenging ‘ableism’ and teaching about disability in a social work classroom: A training module for generalist social workers working with people disabled by the social environment. Critical Social Work, 12(1), 47-64.
Taylor, B. A., Hernández, P., Deri, A., Rankin IV, P. R., & Siegel, A. (2006). Integrating Diversity Dimensions in Supervision: Perspectives of Ethnic Minority AAMFT Approved Supervisors. The Clinical Supervisor, 25(1-2), 3-21.
- Applying Evidence-based Practice
Barratt, M. (2003). Organizational support for evidence-based practice within child and family social work: A collaborative study. Child & Family Social Work, 8(2), 143-150.
Howard, M. O., Mcmillen, C. J., & Pollio, D. E. (2003). Teaching Evidence-Based Practice: Toward a New Paradigm for Social Work Education. Research on Social Work Practice, 13(2), 234-259.
Raines, J. (2004). Evidence-based practice in School Social Work: A process in perspective. Children and Schools, 26(2), 71-84.
- Ethics in Practice
Ethics in Practice (SW code of ethics, exercises to promote and teach ethical decision making)
Boland-Prom, K. & Anderson, S.C. (2005). Teaching ethical decision making using dual relationship principles as a case example. Journal of Social Work Education, 41(3), 495-510.
Congress, E.P. (2000). What social workers should know about ethics: Understanding and resolving practice dilemmas. Advances in Social Work, 1(1), 1-25.
Gray, M., & Gibbons, J. (2007). There are no answers, only choices: Teaching ethical decision-making in social work. Australian Social Work, 60(2), 222-238.
Mattison, M. (2000). Ethical decision making: The person in the process. Social Work, 45(3), 201-212.
McAuliffe, D. (2005). I’m still standing: Impacts & consequences of ethical dilemmas for social workers in direct practice. Journal of Social Work Values and Ethics, 2(1), 1-11.
Reamer, F.G. (2003). Boundary issues in social work: Managing dual relationships. Social Work, 48(1),121-133.
Reamer, F. G. (2012). Essential Ethics Education in Social Work Field Instruction: A Blueprint for Field Educators. The Field Educator, 2.2, 1-15.
Reamer, F. G. (2020). Eye on Ethics.
Reamer, F.G. (2000). The social work ethics audit: A risk-management strategy. Social Work, 45(4), 355-366.
Rogge, M.E. (1993). Social work, disenfranchised communities, and the natural environment: Field education opportunities. Journal of Social Work Education, 29(1), 111-120.
- Facilitating Reflective Practice
Facilitating Reflective Practice
Breda, A. V., & Feller, T. (2014). Social Work Students’ Experience And Management Of Countertransference. Social Work/Maatskaplike Werk, 50(4).
Collingwood, P. (2005). Integrating Theory and Practice. The Journal of Practice Teaching and Learning, 6(1), 6-23.
Deal, K. (2003). The relationship between critical thinking and interpersonal social skills: Guidelines for clinical supervision. The Clinical Supervisor 22(2), 3-19.
Gelman, C., Fernandez, P., Hausman, N., Miller, S., & Weiner, M. (2007). Challenging endings: First year MSW interns’ experiences with forced interventions and discussion points for supervisory guidance. Clinical Social Work Journal, 35, 79-90.
Noble, C. (2001). Researching field practice in Social Work education, Integration of theory and practice through the use of narratives. Journal of Social Work, 1(3), 347-360.
Urdang, E. (2010). Awareness of self: A critical tool. Social Work Education, 29 (5), 523-538.
General Practice Skills with Individuals, Families,
Small Groups and Communities
- Social Policy/Community Organizing
Butterfield, A.K. (1998). The revitalization of community practice: Characteristics, competencies, and curricula for community-based services. Journal of Community Practice, 5(3), 37-62.
Dudziak, S., & Profitt, N. J. (2012). Group Work and Social Justice: Designing Pedagogy for Social Change. Social Work With Groups, 35(3), 235-252.
Ganz, M. (2005). What is Organizing? Social Policy: Organizing for Social and Economic Justice, 16-17.
Gladstone, D., Arnott, M., Kilkey, M., Forrester-Jones, R., & Palmer, C. (2007). Using Social Policy Research in Teaching. The Higher Education Academy, 1-24.
Reisch, M., & Lowe, J. I. (2000). “Of Means and Ends” Revisited: Teaching Ethical Community Organizing in an Unethical Society. Journal of Community Practice, 7(1), 19-38.
Staples, L. (2012). Community Organizing for Social Justice: Grassroots Groups for Power. Social Work With Groups,35(3), 287-296.
Weiss-Gal, I. (2006). Social Policy for Social Work: A Teaching Agenda. British Journal of Social Work, 36(5), 789-806.
Assessment & Communication Skills
- Developing Professional Oral and Written Communication Skills
Columbia University School of Social Work. (n.d.). Handbook for Student Social Work Recording.
Graybeal, C.T., & Ruff, E. (1995). Process recording: It’s more than you think. Journal of Social Work Education, 31(2), 169-181.
Perret, N. (n.d.). University of Toronto: Writing Advice.
Radel, J. (n.d.). Preparing an Oral Presentation. University of Kansas Medical Centre.
Rice University. (n.d.). Designing Effective Oral Presentations.
Trevithick, P., Ruch, G., Richards, S. C., & Moss, B. (2005). Teaching and learning communication skills in social work education. Social Work Education, 24(4), 409-422.
- Social Work Assessment with Individuals & Families
Balaguer, A., Mary, D., & Levitt, M. (2000). The Genogram: From Diagnostics to Mutual Collaboration. The Family Journal, 8(3), 236-244.
Graybeal, C. (2001). Strengths-Based Social Work Assessment: Transforming the Dominant Paradigm. Families in Society: The Journal of Contemporary Social Services, 82(3), 233-242.
Morin, D. (2006). GenoPro [Software]. Montreal: GenoPro Inc.
– Note: Downloadable program used to generate genograms. Only available on the Windows platform, but maybe run on a Macintosh with Parallels or VMFusion software or, if an old Mac, Virtual PC.
York College. (n.d.). Social Work Psychosocial Assessment I.
York College. (n.d.). Social Work Psychosocial Assessment II.
Specialized Areas of SW Practice
- International Social Work
Al-Krenawi, A., & Graham, J. R. (2001). The Cultural Mediator: Bridging the Gap Between a Non-Western Community and Professional Social Work Practice. British Journal of Social Work, 31(5), 665-685.
Carter, J., Das, C., Campbell, A., Davidson, G., Dill, K., Duffy, J., . . . Pinkerton, J. (2016). Internationalising the social work curriculum (pp. 1-55, Rep.). The Higher Education Academy.
Lough, B. J. (2009). Principles Of Effective Practice In International Social Work Field Placements. Journal of Social Work Education, 45(3), 467-480.
Nuttman-Shwartz, O., & Berger, R. (2011). Field education in international social work: Where we are and where we should go. International Social Work, 55(2), 225-243.
Brocato, J., & Wagner, E. F. (2003). Harm Reduction: A Social Work Practice Model and Social Justice Agenda. Health & Social Work, 28(2), 117-125.
Galvani, S., & Forrester, D. (2010). Social work and substance use: Teaching the basics. Higher Education Academy Subject Centre for Social Policy and Social Work.
Macmaster, S. A. (2004). Harm Reduction: A New Perspective on Substance Abuse Services. Social Work, 49(3), 356-363.
- Mental Health
Bond, G. R., Mueser, K., Drake, R. E., & Latimer, E. (2001). Assertive Community Treatment for People with Severe Mental Illness. Disease Management and Health Outcomes, 9(3), 141-159.
Jacobson, N., & Greenley, D. (2001). What Is Recovery? A Conceptual Model and Explication. Psychiatric Services,52(4), 482-485.
Torrey, W. C., Drake, R. E., Dixon, L., Burns, B. J., Flynn, L., Rush, A. J., . . . Klatzker, D. (2001). Implementing Evidence-Based Practices for Persons With Severe Mental Illnesses. Psychiatric Services, 52(1), 45-50.
- Social Work in Health Care
Bronstein, L. R. (2003). A Model for Interdisciplinary Collaboration. Social Work, 48(3), 297-306.
Kirsh, B., Stergiou-Kita, M., Gewurtz, R., Dawson, D., Krupa, T., Lysaght, R., & Shaw, L. (2009). From margins to mainstream: What do we know about work integration for persons with brain injury, mental illness and intellectual disability? Work, 32(4), 391-405.
Lukens, E. P., & Mcfarlane, W. R. (2004). Psychoeducation as Evidence-Based Practice: Considerations for Practice, Research, and Policy. Brief Treatment and Crisis Intervention, 4(3), 205-225.
Meekosha, H., & Dowse, L. (2007). Integrating critical disability studies into social work education and practice: An Australian perspective. Practice, 19(3), 169-183.
- Families and Children
Anderson-Butcher, D., & Ashton, D. (2004). Innovative Models of Collaboration to Serve Children, Youths, Families, and Communities. Children & Schools, 26(1), 39-53.
Dawson, K., & Berry, M. (2002). Engaging Families in Child Welfare Services: An Evidence-Based Approach to Best Practice. Child Welfare, 81(2), 293-317.
Reupert, A., & Maybery, D. (2007). Families affected by parental mental illness: A multiperspective account of issues and interventions. American Journal of Orthopsychiatry, 77(3), 362-369.
Jozefowicz-Simbeni, D. M., & Allen-Meares, P. (2002). Poverty and Schools: Intervention and Resource Building through School-Linked Services. Children & Schools, 24(2), 123-136.
Mandell, D. (2008). Power, Care and Vulnerability: Considering Use Of Self In Child Welfare Work. Journal of Social Work Practice, 22(2), 235-248.
Ridge, T. (2009). Living with poverty: A review of the literature on children’s and families’ experiences of poverty (Rep. No. 594).
Walker, S., & Akister, J. (2004). Ethical Dilemmas in Working with Families. In A guide for caring professionals in the community. Russell House Publishing.
Walsh, F. (2003). Family Resilience: A Framework for Clinical Practice. Family Process, 42(1), 1-18.
- Older Adults
Greene, R. R., & Cohen, H. L. (2005). Social Work with Older Adults and Their Families: Changing Practice Paradigms. Families in Society: The Journal of Contemporary Social Services, 86(3), 367-373.
Lloyd, L. (2005). A Caring Profession? The Ethics of Care and Social Work with Older People. British Journal of Social Work, 36(7), 1171-1185.
Neville, S., Adams, J., Montayre, J., Larmer, P., Garrett, N., Stephens, C., & Alpass, F. (2018). Loneliness in Men 60 Years and Over: The Association With Purpose in Life. American Journal of Men’s Health, 12(4), 730-739.
Spencer, C., & Soden, A. (2007). A Softly Greying Nation: Law Aging and Policy in Canada. International Journal of Law and Aging, 2, 1-32.