IntroductionThis activity explores challenges to the supervisory relationship. It begins with two video clips and the opportunity to discuss the issues presented in the clips. This is followed by reading materials on games people play, conflict management and problem solving.
Video Clip: Crossing Boundaries
Video Clip: Power Plays
Readings for ReflectionVilleneuve Article – Games People Play (pdf)
Strategies for Dealing with Conflict 1. Define the problem.
Students will experience varying degrees of difficulty in fieldwork education. It may be difficult for a supervisor to recognize that a student is experiencing significant difficulty in the clinical setting. ‘
Health care professionals believe in the individual’s capacity to develop and change. It is for this reason that supervisors may err in giving students “the benefit of the doubt” thus minimizing the significance of the learner’s problems. It is important for supervisors to develop the skill to recognize when a student is experiencing problems in the clinical setting.
Problems may arise in the following areas:
- What is the nature of the conflict?
- What will result if nothing happens?
- What are the negative consequences of the conflict?
- What are the negative consequences of ignoring the conflict?
- What differences will it make if we resolve the conflict?
- Be effective in initiating a discussion on conflict.
- Do not focus on personality traits that may cause problems, focus on what is happening that is causing the problem.
- Listen to the other person.
- How will the solution be carried out?
|Conflict Management Styles Worksheet|
When is this approach useful?
What are the disadvantages to this approach?
- integration of theory and practice;
- clinical reasoning skills;
- interpersonal skills; and/or
- clinical/technical skills;
How Power Can Impact Student Field Instructor RelationshipPower can function as a vehicle of support
- Using role to seek student feedback, elevate student competence, provide useful feedback for learning, discuss relationship attending to students’ emotional reactions
- Providing only negative feedback
- Crossing students’ personal boundaries
- Viewing student as paid worker
- Giving students too little structure
- Being too friendly and supportive (e.g. reluctant to give negative feedback)
- Often a result of discomfort in the role or attempt to overcompensate for power/authority
With regard to the video: Why is the student uncomfortable? What are your suggestions for avoiding this kind of problem? When you were a student, did your supervisor ever utter misplaced comments that made you feel uncomfortable? How do you think you might handle this now?
Having seen the video and read the material, share your experiences and reflections about game playing in a supervisory context.
After having finished this portion of part 4, do you have any last thoughts that you would like to share?