PART 1

• Do you see yourself in a supervisory or an administrative/leadership role . . . or both?
• Explain what is motivating you toward one or the other or both?
• Identify which work environment you anticipate/are considering post doctoratea leadership role in a practice environment, faculty at a university, or something else.
• Describe how you perceive your role in that environment.
  • Explain if you are considering leadership and a practice setting post doctorate or if you have interest in adjunction at a university.
• Identify the research topics you need to better examine to determine which professional direction you might pursue post doctorate?
• Identify two helpful resources regarding your future doctoral pursuits and describe how these resources are helpful in making decisions about future pursuits.
• Explain the benefit of a tool like Eportfolio regarding your own professional demonstration of knowledge and skills; identify what you would include in your Eportfolio.

Part II

Respond:

• As the field supervisor/instructor in this scenario, what professional practice issues are present?
• As the field liaison, how would you address the concerns of the student? How would you address the concerns of the field supervisor?
• What factors might have played a role in the student not adhering to agency policy regarding transporting clients?
• What factors might have played a role in the field supervisor's seeming lack of awareness of the student's behavior?
• Propose two strategies to help resolve the concerns of the student and field supervisor to ensure they both can go forward with the field practicum.
  • Consider how your proposed strategies might help the field supervisor and the student feel empowered to move forward with the field practicum.

SCENARIO

C O N F L I C T AND ETHICAL DILEMMA

Alexis, a field supervisor, is meeting with a student named Sabra, who is in a field placement, to discuss Sabra's progress. As Alexis starts reviewing the learning plan and how Sabra is doing per the goals and learning activities indicated on the plan, she identifies several skills Sabra has demonstrated successfully since starting the practicum. In turn, she asks Sabra how she perceives she is doing so far in each area of learning plan, and Sabra indicates that she feels she is doing very well.

Alexis Delivering Feedback

After Sabra shares her assessment, Alexis shares a performance concern that she has documented on Sabra's learning plan. Sabra is surprised, as she has not heard anything previously. Alexis conveys Sabra is not meeting expectations regarding ability to conduct strengths-based assessments with individual clients and families. Alexis has indicated that with time and practice, she had great confidence that Sabra will get better and could successfully meet this learning goal. Sabra feels uneasy but accepts the feedback.

Next, Alexis addresses another performance issue regarding Sabra not adhering to agency policy. Alexis communicates Sabra's policy violation, explaining that Sabra violated the agency's "no loafing" policy. Alexis shares with Sabra that several staff members have reported that Sabra does her homework and visits with another employee named Robert for long periods of time while she is supposed to be tending to client's needs.

Sabra's Response to the Feedback

Sabra feels terrible and becomes worried about being in trouble. She responds in a defensive manner, telling Alexis that she did not know it was not okay to do homework or socialize and thought she was merely filling the downtime. Alexis shares the agency policy handbook excerpt with Sabra where the "no Loafing" policy is stated. Alexis explains that neglecting client's needs can result in both an ethical issue and a policy issue. Alexis shares an example and explains, "What if Tom, a client, needs you to call for transportation for him so he can get home, and Tom has to wait for hours to let you know because you are not making the scheduled rounds and are talking with someone else in another area of the building? Tom may be waiting much longer than he should and that might impact not only his well -being but the plans he may have made that evening with others."

Sabra feels worse and shares she did not think of the example Alexis shared. Sabra did not recall that policy from reading the policy handbook, although she did admit to herself that she did not read all elements closely due to her homework load and other responsibilities Sabra is tearful at the ide a t h a t she has violated the agency's policy and is further concerned that she will get a low rating on her learning plan goal of demonstrating understanding of the application of the agency's policies. Sabra is apologetic, yet also feels that it is unfair that she never received a warning. Because it is documented on her learning plan, it could impact her final grade on her field practicum. Sabra explains that she is overwhelmed and was trying to get her homework done so she can stay afloat in managing all her responsibilities. She also shares that she was trying to fit in with the other employees and wanted to get to know them better. She tells Alexis that she wishes that she would have told her that her behaviors were breaking the agency's policy sooner.

Alexis's Reflection

As Alexis reflects on the meeting, she admits to herself that it would have been ideal to communicate to Sabra sooner. Alexis has been under tight time constraints and has been spread thin. She wonders how she can try to get to these types of issues sooner.