-Intermediate placement (week 9) and final placement (week 17) should be carried out. – the application of social work values, knowledge and skills, for example. B values and principles of self-determination, respect, authenticity, confidentiality, acceptance, etc., indispensable to the practice of social work. Theories and approaches, including social learning theory, group work theory (group dynamics, roles, norms, etc.), solution focus, and task-centered group work approach. – Self-assessment reports for student internships. Admittedly, the trainee may still be consolidating her ideas in the previous phase where this apprenticeship contract is to be concluded. Flexibility is encouraged, as the intern is only at the moment when she is making herself clearer about the internship environment and the expectations she expects from her as a learner and worker. Some degree of uncertainty and ambiguity is common. Internship students (including field research professors) can generally learn to increase their ability to take such ambiguities into account when students begin to place themselves, as long as it is not clear enough for students to be mobilized in placement. Indeed, the apprenticeship contract should not be considered as a binding contract, but as a tool allowing the trainee to think more consciously and intentionally about his learning in the field and to negotiate the role of the research professor in the field to facilitate this learning. By reflecting in more detail on different aspects of learning, the trainee (and with her field research professor) engages in a process of studying the context in which she finds herself. She can then explore and increasingly identify the different learning opportunities and resources she has in this environment. -Consult reference people such as school staff, counsellors and school social workers – focus on strengths, improvements and learning in my work.
The content of the apprenticeship contract typically includes the university`s expectation of the students` learning/placement requirements for the placement level (1st or 2nd), the student`s individual learning needs, and the learning opportunities specific to the internship environment. If we use the above as a guide to help trainees develop their content in a school social work environment, then the trainee can consider the following areas: (1) learning objectives defined in the expectation of the university, (2) learning objectives in terms of school environment, (3) learning objectives specific to the placement tasks carried out and (4) learning objectives, that the student wishes to develop in person. Take, for example, the second cluster of learning objectives, some of the main priorities in this area can be: -Discuss and comment on group work practices such as program design, group content, offer creation and learning contract. . . .