Case/Critical Incident

Fox, Raymond

doi:10.1093/oso/9780190616144.003.0018

Chapter

11 Case/Critical Incident

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https://doi.org/10.1093/oso/9780190616144.003.0018

Pages

124–139

Published:

June 2011

Abstract

The core of teaching is the serious obligation to touch students. Providing more than the mere rudiments of knowledge is essential. Involvement is critical. Case study and critical incident examination are means to that end. To become competent practitioners, students need to develop the ability to incorporate knowledge, and, more important, to apply it in their practice. At the end of the day, student/practitioners will have clients in front of them for whom they need to decide what action to take. Prerequisite know-how and skill involve understanding clients motivation, background, thinking, behavior, affects, and concerns, combined with external forces affecting their lives. It includes the disciplined ability to select strategies and techniques appropriate to clients conditions and circumstances. Lead by example. Students pick up what they observe you do. Just as you endeavor to provide a rationale for what you do with students, so students gather how to provide a rationale for what they do with clients. Disciplined practice demands that practitioners continually monitor and evaluate their efforts to assure consonance with professional values and ethics. The case method encompasses all of these facets. Before entering the workforce to face flesh-and-bone clients, the case method provides students with an impressionistic chunk of reality. They become stakeholders in credible dilemmas. While certainly not perfect recreations of true situations, case studies, compared to other methods, bring students closer to what they need to keep in mind when dealing with real people. The case can be the lesson. As mentioned throughout this book, a parallel exists between what happens in the classroom and what happens in clinical practice. Cases particularly in the manner in which you draw upon them interactively exemplifies for students how they might deal with similar client situations. To use it to its best advantage, consider that the very manner you respond and interact with students as you ponder cases demonstrates for them ways to respond and interact with clients. The case method is predicated on three key notions of instruction.

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Contents

11 Case/Critical Incident

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