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Abstract

In recent years both pedagogical and pragmatic considerations have prompted numerous experiments in field instruction for social work education. A novel approach used by one school is based on a consultation model. In this mode of field instruction a faculty based field instructor serves as a consultant to the student placed in a community agency. The relationship between consultee and consultant is distinctly different from that which exists between a student and a "teacher," "instructor," or "supervisor" in traditional field placements. Rather than a hierarchical, obligatory relationship, there exists between consultant and consultee a coordinate, facultative relationship in which the consultant's role is primarily that of problem-solving. Advantages of this approach include maximization of faculty resources, increased school control of field learning, utilization of a greater variety of field agencies, and facilitation of student choice in developing programs for learning as recommended by numerous reformers in professional education.

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