Goodness of Fit: A Relational Approach to Field Instruction

Abstract

This article uses the metaphor of “goodness of fit” to highlight the core features of a relational approach to field instruction. The distinctive attributes of this approach are contrasted with a traditional model of field instruction. The “teach or treat” dilemma is discussed to demonstrate the necessity for field instructors to maintain the delicate balance between a therapeutic and an educational stance in their work with students. The most compelling contribution of a relational approach to field instruction is when the fit between a field instructor and a student is problematic. At these difficult moments, a relational approach offers alternatives that might not be possible in other approaches to supervision. Vignettes are offered throughout the article to illustrate these points.

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