Practicum Instruction

Abstract

Many of the most troublesome student-client relationship problems found in practicum settings can be illuminated by the use of the boundary concept. Practicum instructors who depict the role relationship between the social work student and the client as defined by complex boundaries, can employ a set of behavioral cues to assist in the detection of boundary difficulties. The utility of boundary identification will be demonstrated by applying the concept in a number of representative practicum situations. Special attention is given to “non-traditional” mental health settings and public-sector social work roles. Specific supervisory and educational interventions are also recommended.

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