Due 06/20/2019 by 6 pm EST (Use 2 APA reference and be very detailed in answer she stated there is not enough substance in posts and she has been grading very hard) ThanksRespond to the blog post of three colleagues in one or more of the following ways:Validate an idea in your colleague's post with your own experience.Share an insight from having read your colleague's posting.Response to Stephanien explanation of the role of supervision in your field education experience:Currently, the role of supervision is extremely important in my field education experience. My supervisor and I meet everyday and discuss and debrief about the day. The great thing about it, is I am able to discuss with her all the issues I had that day, what I liked/ did not like, and the process of it. This is important working in social work because it allows me to think through my thoughts, address any ethical behaviors that may come up, and any bias I may have that I do not know of. McTighe, (2011) the development of the use of self demands is beneficial for those being supervised because it brings self-awareness, insight, possible counter transference, and the ability to tolerate judgment. Which I have found to be true in my own field experience currently. A description of your field instructor's leadership style and an explanation of whether the leadership style will promote your agency learning agreement during your field education experience:I would say that my supervisors leadership style is more real and direct. She does not try to sugar coat the population that we work in. She is very honest and upfront about the reality of the drug culture population. This honestly helps me because it allows for less of a culture shock and allows me to be able to focus on my field experience. It allows me to understand and practice correct ethics and professional behavior, as well, because the shock of the issues at hand are no longer present with her more direct personality. I am also able to accomplish more this way because she is able to be honest and help me process the experiences I have, thus, I am able to think ahead and understand what to do and how things are applied to the community we serve. I believe if she constantly keeps being direct and honest with me, it will help me improve my self-awareness and allow me to best serve the population in which we work (McTighe, 2011). As Bogo, Regehr, Power & Regehr, (2007) state my job as a student is to learn, embrace social work values, and practice the competency that I have learned throughout the years at Walden, and my supervisor's direct and honesty help me with this aspect and to keep me in check to ensure my personal self does not mix with my professional self. Resource:Bogo, M., Regehr, C., Power, R., & Regehr, G. (2007). When values collide: Field instructors’ experiences of providing feedback and evaluating competence. The Clinical Supervisor, 26, 99–117.McTighe, J. P. (2011). Teaching the use of self through the process of clinical supervision. Clinical Social Work Journal, 39,301–307. Response to Phillip An explanation of the role of supervision in your field education experience All around, supervision is extremely important. Supervision is fundamental, essential, and central to the Social Work profession. Supervision is for us to learn and ask questions. Supervision is mandatory at our agency and for me as a field student. For all of your workers supervision is mandatory on every level in which you work. It gives us a chance to discuss client cases, administration issues, talk about practice skills, and get feedback from workers that are above us. Supervision in field education can be an avenue for students to, critically reflect on practice issues and tensions, untangle their thoughts, explore the connections between their personal and professional self, learn to practice independently and develop skills for practice (Berger & Mizrahi, 2001). Supervision is a conversational activity between the social work supervisor and social work student worker. “Social workers have expressed a need for critically reflective conversations, particularly about ethical issues and practice concerns with clients (Berger & Mizrahi, 2001). Supervisors create opportunities to directly observe our practice With access to supervision it will encourage a profounder understanding of the practice situation and options for intervention. This supports the primary professional obligations of me as a social worker while promoting the best interests of clients by ensuring that practice is based on present knowledge. The NASW states, “Educational supervision focuses on professional concerns and relates to specific cases, as it helps supervisees better understand social work philosophy, become more self-aware, and refine their knowledge and skills” (2005). Educational supervision focuses on staff development and the training needs of a social worker to a particular caseload (NASW, 2005). Supervision is guided to learn about assessment, treatment and intervention, identification and resolution of ethical issues, and evaluation and termination of services (NASW, 2005). A description of your field instructor's leadership style and an explanation of whether the leadership style will promote your agency learning agreement during your field education experience My field instructor’s learnership style is strong. She has a transformational leadership style as she is energetic, passionate, emotionally intelligent. She motivates me to have direct positive changes and achieve goals to my highest potential. I learn so much from her. She is so educated and experienced. She teaches me and offers support/advice. We discuss the present and future of social work. We process everything from the learning agreement from research to policy to clients to evidenced base practice. The leadership that she provides is stellar and promotes each and every part of my learning agreement. Supervisor leadership should have experience and expertise in the practice arena and with the population of the practice, such as addictions, children and adolescents, mental health, and community organization (NASW, 2005). Supervisors should have competencies in the theories and various modalities of treatment and maintain currency through the use of professional journals and continuing education (NASW, 2005). She has all of these qualities in which she supports all of my competencies in the learning agreement. Within the supervisory environment with my field instructor, I have the opportunity to critically analyze my knowledge, values and skills and their understanding of my work I am undertaking. It is a safe place for myself to reflect on my practice, decisions and interventions. Within her leadership style the learning agreement is always promoted and supervision is always on going. Morrison (2003) asserts that “supervision does not always follow the same structure: It is an ongoing process which takes place in many different settings, ranging from the formal planned office-based session to urgent discussions in a corridor or car park”. The supervision is always there when I need it and it is a great thing to have that goes along with my learning agreement plan. My field instructor wants me to learn and she is there to teach as well as her ultimate goal of becoming a great educated social worker. References Berger, C., & Mizrahi, T. (2001). An evolving paradigm of supervision within a changing health care environment. Social Work in Health Care, 32(4), 1-18. Morrison, T. (2003) Staff Supervision in Social Care. Ashford Press: Southhampton. National Association of Social Workers. (2005). NASW standards for clinical social work in social work practice. Retrieved from www.socialworkers.org/ practice/standards/NASWClinicalSW Standards.pdf

Directions: Read the Something New? and other information below and answer the questions marked with an *. The Successes and Failures of Chancellorsville by General Alfred Pleasonton, from "The Century Illustrated Monthly" Magazine, May 1886 to October 1886 Pleasonton's account—like Crane's—is action-packed and quite specific. Its perspective, however, is wider and it is written in the third person.Shots were fired at hazard in every direction. The First and Third Virginia regiments, no longer recognizing each other, charge upon each other mutually; Stuart's mounted men, generally so brave and so steadfast, no longer obey the orders of their officers, and gallop off in great disorder. At last quiet is restored, and the brigade finally reaches Spotsylvania Court House, while the small band which has caused so much alarm to Stuart was quietly retiring to Chancellorsville.*2. Which passage below comes closest to giving the reader the feeling he is actually experiencing the event? In what ways?A Blow-by-Blow DescriptionLocate a brief passage (about a paragraph) from The Red Badge of Courage that offers a blow-by-blow description of events in a battle. Contrast it with the letter from Peter Boyer to his father, written sometime in May 1863, which summarizes the letter this way: "Boyer provides a description of the Chancellorsville battle in Virginia." Boyer relates an experience that happened in "the thickest of the fight." *3. What do we learn from Boyer about "the thickest of the fight?" *4. What do we learn from Crane's passage?Vivid ImageryLocate a brief passage (about a paragraph in length) from The Red Badge of Couragethat offers vivid imagery to describe events in a battle. Contrast it with The Artillery at Hazel Grove, a description of one small part of the Chancellorsville battle that emphasizes military strategy.  The Artillery at Hazel Grove is very specific in its description of the movements of troops and equipment. *5. What is the purpose of the writer's actions during the Chancellorsville battle? *6. What is Crane's purpose? (author's purpose)*7. How does each passage differ in its effect on the reader?A Minimum of Linking NarrativeLocate a brief passage (about a paragraph in length) from The Red Badge of Couragethat describes the course of an assault using details and mental associations rather than factual or realistic  representation. Contrast it with the following excerpt (written in the first person) from "Chancellorsville," a first-hand account of the battle from the Confederate point of view, from Chapter VIII of Reminiscences of the Civil War by John B.Gordon.While the battle was progressing at Chancellorsville, near which point Lee's left rested, his right extended to or near Fredericksburg. Early's division held this position, and my brigade the right of that division; and it was determined that General Early should attempt, near sunrise, to retake the fort on Marye's Heights, from which the Confederates had been driven the day before. I was ordered to move with this new brigade, with which I had never been in battle, and to lead in that assault; at least, such was my interpretation of the order as it reached me. Whether it was my fault or the fault of the wording of the order itself, I am not able to say; but there was a serious misunderstanding about it. My brigade was intended, as it afterward appeared, to be only a portion of the attacking force, whereas I had understood the order to direct me to proceed at once to the assault upon the fort; and I proceeded. As I was officially a comparative stranger to the men of this brigade, I said in a few sentences to them that we should know each other better when the battle of the day was over; that I trusted we should go together into that fort, and that if there were a man in the brigade who did not wish to go with us, I would excuse him if he would step to the front and make himself known. Of course, there was no man found who desired to be excused, and I then announced that every man in that splendid brigade of Georgians had thus declared his purpose to go into the fortress. They answered this announcement by a prolonged and thrilling shout, and moved briskly to the attack. When we were under full headway and under fire from the heights, I received an order to halt, with the explanation that the other troops were to unite in the assault; but the order had come too late. My men were already under heavy fire and were nearing the fort. They were rushing upon it with tremendous impetuosity. I replied to the order that it was too late to halt then, and that a few minutes more would decide the result of the charge. General Early playfully but earnestly remarked, after the fort was taken, that success had saved me from being court-martialed for disobedience to orders.*8. What is the purpose of Gordon's account? *9. What is the purpose of Crane's account?In the Style of Documentary ReportageLocate a brief passage (about a paragraph in length) from The Red Badge of Couragethat offers writing in the style of documentary reportage (a kind of "you are there" approach that recounts events by letting people and events speak for themselves through the liberal use of quotations, a focus on details, and a lack of commentary). Compare it to the following excerpt from an English journalist's reports about the Union troops at the Battle of Bull Run, on Page 741 of Recollections of the Civil War - V by Sir William Howard Russell, Ll.D., Special Correspondent of "The Times" (London).  .At that very moment Mr. Lincoln and Mr. Seward were passing through the ruc'k of the straggling debris. The President soon had a striking proof of the terrible disorganization. An officer of the regular army was endeavoring to get the crowd in Fort Corcoran into order. He was menaced with death, because he threatened to have an officer of the Sixty-ninth shot for disobeying his orders.The men of the battalion rushed to the President and complained that Sherman—for it was he—had insulted their officer. When the President inquired into the cause of the tumult Sherman replied: "I told the officer that if he refused to obey my orders I would shoot him on the spot! I repeat it now, sir; if I remain in command here, and any man refuses to obey my orders, I will shoot him on the spot." This firmness in the presence of the President overawed the mutineers, and they set about the work that Sherman had ordered them to execute.*10. How do the passages resemble one another? In other words, what do these passages have in common? This is a comparison, in which you must identify commonalities between the two passages.*11. What differences are found? In other words, how are these passages different? This is a contrast, in which you must identify differences between the two passages.*12. A Day in the Life of _______Create a first-person account that employs the basic stylistic characteristics of The Red Badge of Courage. Begin with a series of five or more images about a specific event: original sketches, family photographs, historical images, or images from magazines and newspapers. Then create your own illustrated, impressionistic account of a particular event.  Your event should be a minimum of 200 words.*13. It is generally accepted that Crane’s purpose in The Red Badge of Courage was to communicate a complete and realistic picture of one soldier’s experience of battle. Describe how he accomplishes this.