The Usefulness of Developmental Stage Models for Clinical Social Work Students
- 15 September 2000
- journal article
- Published by Taylor & Francis in The Clinical Supervisor
- Vol. 19 (1) , 1-19
- https://doi.org/10.1300/j001v19n01_01
Abstract
Although developmental stage models have been formulated for students in social work (Holman & Freed, 1987; Saari, 1989) and related professions (Ralph, 1980; Stoltenberg & Delworth, 1987), little research has explored the validity of such models for social work students. This paper reports on an exploratory study of the learning processes of 15 second-year clinical MSW students. Major findings supporting the above developmental models included the increased ability of students to understand and utilize interpersonal processes (Ralph, 1980), a temporary regressive period (Stoltenberg & Delworth, 1987), and the development of a more clearly differentiated professional self (Saari, 1989). A new developmental theme, an increase in receptive capacity (Stadter, 1996), was discovered. Implications and suggestions are provided for field and classroom instructors.Keywords
This publication has 8 references indexed in Scilit:
- Psychotherapy supervisor and supervisee: Developmental models and research nine years laterClinical Psychology Review, 1995
- Changes in supervision as counselors and therapists gain experience: A review.Professional Psychology: Research and Practice, 1994
- Counselor training level and the formation of the psychotherapeutic working alliance.Journal of Counseling Psychology, 1991
- The process of learning in clinical social workSmith College Studies in Social Work, 1989
- Development and validation of the Working Alliance Inventory.Journal of Counseling Psychology, 1989
- Learning Social Work Practice:The Clinical Supervisor, 1987
- Approaching supervision from a developmental perspective: The counselor complexity model.Journal of Counseling Psychology, 1981
- Learning PsychotherapyPsychiatry: Interpersonal & Biological Processes, 1980