ABSTRACT

While direct client experience is the optimal environment for social work students to learn interviewing skills, vicarious learning, or learning through observing peers or an instructor in a simulated client encounter, also affords students the opportunity for personal growth and reflection. To explore students’ experiences of vicarious learning this study involved Year 4 BSW students who observed the course instructor conduct 10, 1-hour, live simulated client interviews over the period of a two-semester course. Data for this study included a course assignment on the simulated sessions, and written responses to reflection questions, following the last simulated session. Thematic analysis surfaced salient themes which included the following: 1) benefits of live simulation: application of theory to practice and authenticity; 2) challenges of live simulation: logistical and experiential concerns; 3) application of empathy and active listening; 4) focus of attention; 5) maintaining attention and self-awareness; 6) reactions to simulated sessions; and 7) improved theoretical understanding and application. The article offers implications for social work educators to maximize vicarious learning in the social work classroom.

摘要

虽然直接的客户体验是社会工作学生学习面试技巧、替代学习或通过观察同龄人或模拟客户遭遇的导师学习的最佳环境，但也为学生提供了个人成长和反思的机会。为了探索学生的替代学习体验，这项研究涉及 BSW 4 年级学生，他们观察课程讲师在两个学期的课程期间进行 10 次、1 小时的现场模拟客户访谈。本研究的数据包括模拟课程的课程作业，以及在最后一次模拟课程之后对反思问题的书面答复。专题分析揭示了突出的主题，其中包括以下内容：1) 现场模拟的好处：理论应用于实践和真实性；2) 现场模拟的挑战：后勤和体验问题；3）应用同理心和积极倾听；4）注意力的焦点；5) 保持注意力和自我意识；6) 对模拟会话的反应；7) 提高理论理解和应用。这篇文章为社会工作教育者提供了在社会工作课堂中最大化替代学习的启示。