Use structured power-analysis journaling at the start and end of field placements to build critical consciousness¶

Strategy · All strategies
Evidence · no claims cited

Description¶

In advanced practica, the author requires students to begin and end field work with a reflection on the power dynamics at their site, using journals to track changes in perception. Students consider how power, respect, and decision-making are distributed across personnel, how class, culture, gender, and sexual orientation are handled, who defines problems, and how clients are discussed. The article reports students typically initially view sites as free of power dynamics but by placement's end provide detailed accounts and critically reflect on their role as practitioners.

Design Implications¶

Context¶

Requirements¶

• Structured reflection questions addressing power distribution, communication lines, staff alliances, and treatment of clients at the placement site.

Constraints¶

• The article notes the reflection process often produces some disillusionment, while also preparing counsellors for the reality of human services and for being active change agents.

Target Learners¶

• counselling students in practicum or internship

Target Learning Goals¶

• power analysis
• critical self-reflection
• preparation to act as change agents in human service organizations

Related Strategies¶

• Field Journals
• Context-Specific Journaling
• Logs and Journals to Guide Reflection
• Political Education
• Use an \"equity pause\" to infuse equity consciousness into continuous improvement team processes

Examples¶

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Key Sources¶

• Ellen Hawley McWhirter. (1998). An Empowerment Model of Counsellor Education. Canadian Journal of Counselling, 32(1). https://cjc-rcc.ucalgary.ca/