Relating to the method(s) of intervention Held by agency / others. Previous knowledge – of similar Student’s experience situations could be drawn on? Tuning in To own feelings relating to situation (self – – awareness) To feelings re the agency, the client’s possible Student, the situation (preliminary empathy) To a strategy to intervene in the situation (purpose, beginnings & contracting) Skills What skills might be most relevant? Degree of – confidence and competence in using these? Values What are the issues around oppression, discrimination – and rights in the situation? What are the implications for? 1.3 TUNING IN TO A GROUPWORK SESSION of (E.g. session number 3 of 8) Session: Number ….. ….. What are the main issues that have presented themselves in the group so far? What are the issues now in terms of: the whole group What stage is the group at in terms of group development? (e.g. forming, storming etc.; inclusion, control, affection, separation)
Relating to the method(s) of intervention Previous knowledge – Held by agency / others. Student’s experience of similar situations could be drawn on? Tuning in – To own feelings relating to situation (self – awareness) To client’s possible feelings re the agency, the Student, the situation (preliminary empathy) To a strategy to intervene in the situation (purpose, beginnings & contracting) Skills – What skills might be most relevant? Degree of confidence and competence in using these? Values – What are the issues around oppression, discrimination and rights in the situation? What are the implications for? 1.3 TUNING IN TO A GROUPWORK SESSION Session: Number ….. of ….. (E.g. session number 3 of 8) What are the main issues that have presented themselves in the group so far? What are the issues now in terms of: the whole group What stage is the group at in terms of group development? (e.g. forming, storming etc.; inclusion, control, affection, separation)
practice-teacher-and-student-toolkit-aug-2015-1.docx