Perspectives
7.8 Fieldwork
In this study, seven institutes had fieldwork or a practice element, as an integral component in their programme (one short-term programme, two diploma pro- grammes and all the 2-year degree programmes). The nature of the fieldwork var- ied as follows:
• Short-Term Programme: Field visits to institutions, observations and writing of personal experience, practical work internships.
• Diploma Programme: Two programmes had the concept of working with clients identified by the student, followed by supervision. Another diploma programme expected fieldwork of at least 10 h of work per week in any setting offering counselling services, such as in voluntary organizations, private clinics, schools, vocational guidance centres, etc. Another programme had organizational visits, a counselling assessment workshop and field placement in a variety of settings as a form of fieldwork.
• 2-Year Degree Programme: One of the 2-year degree programmes required students learn administration, scoring and interpretation of psychological tests for individuals and for groups. Case studies, field visits to different institutions, conducting workshops and exhibitions on specific topics at schools and colleges all formed part of the fieldwork. For the three other degree programmes, the internship format as prescribed by the university was placement in settings such as schools, remand homes, old age homes, etc. Each student was expected to do individual case studies with two children and one adolescent in the first semes- ter and five adult case studies with tests administered and counselling sessions, and one case study of a senior citizen in the second semester.
The number of hours of actual fieldwork varied across the programmes. It was reported that students had 8–20 h of fieldwork per week. One of the diploma pro- grammes which did not have fieldwork expected 20–25 h of counselling done by the student; another diploma programme had 1 month block placement so there was approximately 36 h per week; three of the 2-year degree programmes had fieldwork three times a week which resulted in 18 h fieldwork per week in a semester.
Fieldwork for students was planned and structured through coordination with agencies for chalking out the programme, and the role of the student in the field setting. Choice of fieldwork settings was determined partly by interest and work areas of the students, and geographical proximity. Records of fieldwork were vari- ously maintained across the programmes; most of the programmes required stu- dents to maintain journals or a diary as a record of their fieldwork. One of the diploma institutes made their students submit summary reports to the agency and faculty.
Supervision was offered both for individuals, and for groups of students.
Modes of supervision included listening to taped recordings of sessions, use of
transcripts, case discussions and journals. The frequency of students meeting their supervisor varied from twice a week in some programmes to once a month in others.
Participants were asked whether there was adequate field exposure for students.
It was found that three institutes (one short-term programme, one diploma pro- gramme, one 2-year degree programme) felt it was adequate and four felt it was not (two diploma programmes, two 2-year degree programmes) because there was scope for improvement. They opined that the number of hours and number of case studies should be increased. Trainers from the degree programme in Marathi said that when there was inadequate fieldwork exposure they asked the student to change the setting..
Most participants reported that it was important to provide supervision in order to help students stay motivated and to get direction. Opinions about the format for supervision however, varied. A trainer from a 2-year degree programme said,
‘Students should work under experienced counsellor once in a week; maintain the record of the day. Thereafter should discuss about those cases with the supervisor.
This is like ‘on the job training’’. Yet another diploma programme trainer shared about the significance of supervision:
Without supervision, fieldwork is like a shot in the dark. You’ll just be functioning with the common sense. Idea is to remove it (common sense), and to replace it with profes- sional understanding. It’s only supervision which can bring a professional behaviour, understanding, attitudes.
A trainer at a 2-year degree programme said, ‘We maintain records and cross- check things. As there are many girls we do not do regular supervision but if required and once in a month we visit for supervision in fieldwork setting’. From the remark, it appeared that they did not have sufficient trainers or staff, which may have resulted in inadequate supervision. The number of students admitted in this institute was 20–30. Considering about 25 students per year, a minimum of 5 teachers would be required. An interesting fact was the same institute referred the ideal faculty–student ratio as ‘1:10’ which meant the current staff of three should have been able to handle 30 students, yet they were facing challenges with 25 students.
Fieldwork was a part of a student’s evaluation and this evaluation happened through processes such as maintaining record forms (feedback form) by super- visors in the field and at the institute, and personal discussions with students.
Grading of fieldwork; case study discussion and presentation; examination of test reports and interpretation; therapy with clients; presentation of block fieldwork at the end of the course; evaluation form for fieldwork being filled by teachers, stu- dents, and the organization, followed by discussion; the students’ ability to take forward their learning to actual practice and plans for the same, i.e. ability to link theory with practice, were some of the methods used. The different modalities of fieldwork, the structuring, supervision and grading, and record keeping used in the various settings is depicted in Fig. 7.1.
For the short-term programme which did not have fieldwork, the assumption was that the lack of fieldwork did not adversely affect the quality of the pro- gramme. The explanation given was,
On the contrary, have I wondered in the name of fieldwork, very often people waste time.
Here, we are teaching the techniques which has to be taught only in the presence of the trainer. Students do practice within their own group or with people in home [sic]. We encourage them to practice the skills in all the informal relationships because counsel- ling skills are very highly refined communication. If one has to practice it, why can’t they practice it otherwise, why do they need someone in counselling session? We encourage them to use counselling skills from day 1 in all their informal interactions.
F I E L D W O R K Short Term Programme– visiting
institutions, observation & writing of personal experience, practical work
Diploma Programme– identifying clients for work, organizational visits,
workshop, counselling assessment workshop
Two-year Degree Programme– test administration, scoring and interpretation,
case studies, group testing, visiting institutions, conducting programmes and exhibitions in school & college, case work
Structuring fieldwork- Coordination with agencies Interest and work areas of the
students
Records of fieldwork -Journal writing,diary,summary reports to
the agency and faculty
Supervision(individual
& group) by field agency and faculty supervisor
Modes of supervision -Listening to tape records,Transcripts,Case
discussion,journals
Student’s evaluation of field work -Record form
(feedback form), Case study discussion and
presentation, Examination of test reports and interpretation,
therapy with clients
Fig. 7.1 Fieldwork