SOW 6531 and SOW 6536 Full-Time MSW Clinical Field Education and Seminar I and II

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1 University of Central Florida School of Social Work SOW 6531 and SOW 6536 Full-Time MSW Clinical Field Education and Seminar I and II Instructor: Shelley Hall Term: Spring 2014 Office: HPA 1, room 229 Class Day: Tuesday Phone: Time: 4:30-5:50 (bi-weekly) Class Location: ENG THE UCF CREED Integrity, scholarship, community, creativity, and excellence are the core values that guide our conduct, performance, and decisions. Integrity: Scholarship: Community: Creativity: Excellence: I will practice and defend academic and personal honesty. I will cherish and honor learning as a fundamental purpose of my membership in the UCF community. I will promote an open and supportive campus environment by respecting the rights and contributions of every individual. I will use my talents to enrich the human experience. I will strive toward the highest standards of performance in any endeavor I undertake. COURSE DESCRIPTION These courses are comprised of both supervised learning experiences in agencies which relate social work practice to theory and seminars designed to facilitate student integration of community-based clinical social work practice and theory. The supervised agency experience provides a setting for community-based clinical social work practice and consists of a total of 600 hours over two semesters (300 hours per semester). Seminar course content will revolve around specific agency-based practice situations and curriculum integrative themes in keeping with the University's mission of working with both private and public, local and state agencies. Course Objectives: Successful completion of this course implies that students will have progressed towards achieving the core social work competencies by demonstrating the following advanced practice behaviors for the clinical year: 1. Identify as a professional social worker and conduct oneself accordingly. Advanced practitioners in community-based clinical social work recognize the importance of the therapeutic relationship, the person-in-environment and strengths perspectives, the professional use of self with clients and adherence to ethical guidelines of professional behavior. Advanced practitioners in community-based clinical social work readily identify as social work professionals. (APB 42, 43,44) 1

2 2. Apply social work ethical principles to guide professional practice. Advanced practitioners in community-based clinical social work are knowledgeable about ethical issues, legal parameters and shifting societal mores that affect the therapeutic relationship. (APB 45, 46, 47) 3. Apply critical thinking to inform and communicate professional judgments. Advanced practitioners understand and differentiate the strengths and limitations of multiple practice theories and methods, clinical processes and technical tools including differential diagnosis. They deconstruct theories and methods to evaluate how they relate to clients and client systems within their environmental context. They regularly question and reflect on their own assumptions and consider how these might affect practice. (APB 48, 49, 50, 51) 4. Engage diversity and difference in practice. Advanced practitioners are knowledgeable about many forms of diversity and difference and how these influence the therapeutic relationship and clients presenting issues. Advanced practitioners are knowledgeable about the ways in which various dimensions of diversity affect (a) explanations of illness (b) help-seeking behaviors and (c) healing practices. Advanced practitioners are cultural beings and understand how clinical practice choices can be culture-bound. (APB 52, 53, 54) 5. Advance human rights and social and economic justice. Advanced practitioners in community-based clinical social work understand the oppressive nature of systems/policies that deny access and professions that employ methods of coercion. Advanced practitioners understand the ways in which systems and policies violate rights and deny justice. Advanced practitioners also understand the ways in which social work can be used for both oppressive and anti-oppressive purposes. They understand strategies for advancing human rights and social and economic justice through anti-oppressive practice, system change and policy change. (APB 55, 56) 6. Engage in research-informed practice and practice-informed research. Advanced community-based clinical practitioners are knowledgeable about evidence-based interventions, best practices and the evidence-based research process. (APB 57) 7. Apply knowledge of human behavior and the social environment. Advanced practitioners understand how to synthesize and differentially apply the theories of human behavior and the social environment (biological, developmental, psychological, social, cultural and spiritual). They are familiar with diagnostic classification systems used in the formulation of a comprehensive assessment. Advanced practitioners understand how familial and sociocultural contexts influence definitions of psychopathology. They have a working knowledge of psychotropic medications that are typically used in the treatment of mental health disorders, including expected results and side effects. (APB 58, 59) 8. Engage in policy practice to advance social and economic well-being and to deliver effective social work services. Advanced practitioners in community-based clinical social work understand the power of decision-making within inter-disciplinary teams and systems. Further, they understand the implications of these decisions for the wellbeing of their clients and the importance of the social work role within these decision-making spheres. They understand strategies for advancing both the well-being of the client and the voice of the profession. (APB 60, 61) 9. Respond to the contexts that shape practice. Advanced practitioners in community-based clinical social work are knowledgeable about how relational, organizational and community systems may impact clients. They anticipate and react to evolving cultural, technological, geographical, political, legal, economic and environmental contexts. They encourage clients to affect changes within these contexts. (APB 62, 63) 10. Engage, assess, intervene and evaluate with individuals, families, groups, organizations and communities. Advanced practitioners in community-based clinical social work are involves in these processes. (APB 64, 65, 66, 67,68, 69, 70, 71, 72) 2

3 The School of Social Work is accredited by the Council on Social Work Education (CSWE). In order to maintain our accreditation status, we engage in ongoing curriculum assessment to demonstrate compliance with CSWE s Education Policies and Accreditation Standards (EPAS). Several of the courses within our curriculum are part of this assessment process. Below is a list of the Educational Policies (EP) and (PB) that are assessed within this specific course. The complete EPAS can be found in your Student Handbook. Competency Identify as a professional social worker and conduct oneself accordingly Apply social work ethical principles to guide practice Apply critical thinking to inform & communicate professional Advanced Practice Behavior APB 42 Demonstrate professional use of self with client(s) APB 43 Understand and identify professional strengths, limitations and challenges APB 44 Develop, manage and maintain therapeutic relationships with clients within the person-inenvironment and strengths perspective APB 45 Apply ethical decisionmaking skills to issues specific to communitybased social work APB 46 Identify and use knowledge of relationship dynamics including power differentials APB 47 Recognize and manage personal biases as they affect the therapeutic relationship in the service of the clients well-being APB 48 Engage in reflective practice Course Assignment Objectives 1 Learning Contract 1 Learning Contract Field Log #1 Site Visit 1 Learning Contract 2 Learning Contract Field Log #2 2 Learning Contract 2 Learning Contract 3 Learning Contract Field Logs 1-6 3

4 judgments Engage diversity & difference in practice Advance human rights & social & economic justice Engage in research-informed practice & practiceinformed research Apply knowledge of human behavior & APB 49 Identify and articulate clients strengths and vulnerabilities APB 50 Evaluate the strengths and weaknesses of multiple theoretical perspectives and differentially apply them to client situations APB 51 Communicate professional judgments to other social workers and to professionals from other disciplines in both verbal and written format APB 52 Research and apply knowledge of diverse populations to enhance client well-being APB 53 Work effectively with diverse populations APB 54 Identify and use practitioner/client differences from a strengths perspective APB 55 Advocate for the creation and revision of practices and tools that support antioppressive policies APB 56 Advocate for systems and policies that create and provide equal access for all populations APB 57 Use the evidence-based practice process in clinical assessment and intervention with clients APB 58 Synthesize and differentially apply theories 3 Learning Contract 3 Learning Contract 3 Learning Contract Field Log #4 4 Learning Contract 4 Learning Contract Field Log #3 4 Learning Contract Field Log #3 5 Learning Contract 5 Learning Contract 6 Learning Contract 7 Learning Contract 4

5 the social environment Engage in policy practice to advance social and economic well-being and to deliver effective social work services Respond to contexts that shape practice of human behavior and the social environment APB 59 Use bio-psycho-socialspiritual theories and systems in formulation of comprehensive assessments APB 60 Advocate within and navigate through interdisciplinary teams and mezzo systems to better meet client needs APB 61 Advance the legitimacy of the social work profession within interdisciplinary teams and social service systems APB 62 Assess the quality of clients interactions within their social contexts APB 63 Work collaboratively with others to impact systemic change that is sustainable Engage, assess, intervene, & evaluate with individuals, families, groups, communities, organizations, & communities Engage APB 64 Develop a culturally responsive therapeutic relationship APB 65 Establish a relationally based process that encourages clients to be equal participants in the establishment of treatment goals and expected outcomes 7 Learning Contract 8 Learning Contract Field Log #4 8 Learning Contract Field Log #4 9 Learning Contract 9 Learning Contract Field Log #4 Field Log #3 Field Log #5 5

6 Assessment APB 66 Use bio-psycho-socialspiritual assessment tools that are evidence-based and culturally sensitive APB 67 Assess clients readiness for change APB 68 Assess client coping strategies to reinforce and improve adaptation to life situations, circumstances and events Intervention APB 69 Critically evaluate, select and apply best practice theories and evidencebased interventions APB 70 Demonstrate the use of appropriate clinical techniques for a range of presenting concerns identified in the assessment including crisis intervention strategies as needed APB 71 Collaborate with other professionals to coordinate treatment interventions Evaluation APB 72 Use clinical evaluation of the process and/or outcomes to develop best practice interventions for a range of bio-psycho-socialspiritual conditions Field Log #5 Field Log #4 EVALUATION OF LEARNING These courses are graded Satisfactory/Unsatisfactory. The Field Office faculty will assign the student s grade, taking into account both the agency Field Instructor s evaluation of the student s performance during the supervised agency experience and the Seminar Instructor s evaluation of the student s attendance and participation in seminar. All requirements for both the supervised agency experience and the seminar must be satisfactorily completed to earn a grade of Satisfactory in these courses. 6

7 POLICIES In addition to the information below, the student should become familiar with School of Social Work Student Handbook and The Golden Rule Handbook for UCF Students. All polices included in these handbooks apply to this class. Modification of Syllabus This syllabus may be modified at the discretion of the instructor. Changes will be discussed with students in class and/or via . It is the student s responsibility to ensure that the student s address is current in ecommunity. Cell phones, pagers and recorders Students are asked to turn off cell phones during class sessions. Permission to audiotape a class meeting(s) must be obtained from the instructor in advance. While the use of laptops is convenient for students to take class notes, it is expected that students WILL NOT engage in other laptop activities during class time that may include: internet activities, reading and responding to , balancing a checkbook, etc. If this should occur, the instructor reserves the right to request that the student not use a laptop during class. Classroom Decorum Side conversations are discouraged because they distract the class. The instructor expects students to respect the culture, values, beliefs and rights of their classmates. During class sessions, alternate points of view are encouraged and should be received by others with respect. Students should feel free to express their opinions and to refer to relevant personal situations without fear of disapproval or disrespect; however, the classroom is not the place where students should indulge in personal venting or support seeking. Academic Integrity/Plagiarism Plagiarism and Cheating of any kind on an examination, quiz, record of field hours may result in an "F" for that assignment and may also lead to an "F" for the entire course and referral to the Office of Student Conduct for further action. (See the UCF Golden Rule for further information.) It is assumed that students will adhere to the academic creed of the University and will maintain the highest standards of academic integrity. Please do not ask for your grade to be changed without just cause or to bend or break rules for one person that will not apply to everyone. Disability Access Statement The University of Central Florida is committed to providing reasonable accommodations for all persons with disabilities. This syllabus is available in alternate formats upon request. Students who need accommodations must be registered with Student Disability Services, Student Resource Center Room 132, phone (407) , TTY/TDD only phone (407) , before requesting accommodations from the instructor. Students with disabilities who need accommodations in this course must contact the instructor at the beginning of the semester to discuss needed accommodations. No accommodations will be provided until the student has met with the instructor to request them. ATTENDANCE AND PARTICIPATION 7

8 Student attendance and participation are integral parts of this course. Students are expected to attend each class, arrive on time, and remain for the duration of the class. Students are also expected to assume responsibility for their own learning and to actively involve themselves in class discussions and exercises. Attendance at field seminar is crucial and absence from field seminar is not acceptable. Absence from field seminar will result in the following make-up work: First absence: No make-up assignment Second Absence: Five-page paper due in two weeks (see seminar instructor for further details) Third absence: Assignment of 50 extra field hours Fourth absence: Failing grade for course (including loss of all accrued field hours) Being tardy twice is equivalent to one absence. FIELD HOURS Students are required to have the Record of Field Hours form signed on a weekly basis by their Agency Field Instructor or Task Supervisor. The Record of Field Hours will be reviewed by the seminar instructor midway through the semester for accuracy and to determine if the student is on track with field hours. Falsification of field hours in any manner will result in a report to the Office of Student Conduct as well as a failing grade for the course. All hours accrued during the internship will be forfeited. INCOMPLETE GRADES An Incomplete is only recorded in exceptional circumstances and in keeping with the School and University policies. Individual arrangements must be made with the instructor for the completion of the course requirements. Students who experience chronic medical or personal problems that prevent them from attending class regularly are encouraged to review policies relating to securing a leave of absence from their university studies. Students must have completed seventy-five percent (75%) of all field hours for the semester in order to receive an incomplete for the course. LEARNING METHODS The nature of seminar is to provide students with a confidential forum to explore clinical practice issues within agency settings. Students are expected to present and share agency-based cases and macro-level situations. Learning methods will include student-led discussions, case presentations, and instructor presentation of curriculum. Speakers on special topics may be utilized to supplement and enrich discussions. COURSE MEETING SCHEDULE AND ASSIGNMENT DUE DATES See student s agency-specific learning contract for content of the supervised agency experience. Seminar courses meet every other week. Assignments related to the supervised agency experience should be submitted to the student s Seminar Instructor. Faxed assignments are NOT accepted because original signatures are required. Students should retain a copy of all field paperwork submitted. 8

9 COURSE OUTLINE AND SCHEDULE SOW 6531 Full-Time MSW Clinical Field Education and Seminar I Class Assignment (s) Due Class 1 Field Education and Seminar Expectations Field Education Manual NASW Code of Ethics Agreement Class 2 Establishing the Learning Contract Adjusting to the Seminar Experience Class 3 Identifying as a Professional Social Worker Student discussion of field experience Class 4 Ethical Principles to Guide Professional Practice Student discussion of field experience Class 5 Guest Speaker or Special Topic Student discussion of field experience Class 6 Diversity and Difference in Practice Student discussion of field experience Class 7 Use of Supervision Student discussion of field experience Class 8 End of Semester Review Student discussion of field experience Students must remain in their internship through the end of classes (December 2, 2013) Students may earn hours during exam week if necessary Students may earn up to 20 field hours during break to carry forward to Spring semester Signed NASW Code of Ethics Agreement Field Log #1 Learning Contract Field Log #2 Copy of Record of Field Hours and Supervisory Log No Assignment Due Field Log #3 Provide agency field instructor with midterm evaluation Submit paperwork (originals required): Record of Field Hours, Supervisory Log, Mid-Term Evaluation of Student 9

10 SOW 6536 Full- Time MSW Clinical Field Education and Seminar II Class Assignment(s) Due Class 1 - January 7 Introductions/ Checking In No Assignment Due Class 2 January 21 Interdisciplinary Teams and Advocacy Student discussion of field experience No Assignment Due Field Log #4 Due Class 3- February 4 Special Topic: Career Center Class 4 - February 18 Student discussion of field experience Copy of Record of Field Hours Due Copy of Supervisory Log Due Class 5- March 4 No Class Spring Break No Assignment Due Class 6- March 18 Engagement to Termination Field Log #5 Due Student Discussion of field experience Class 7 April 1 Self-Care for the Social Work Professional Student Discussion of field experience Provide agency field instructor with semester evaluation Class 8 April 15 Preparing for the future as a professional social worker Student Discussion of field experience Field Log #6 Due No assignment Due Class 9 April 29 End of semester discussion Original Paperwork: 1. Record of Field Hours 2. Supervisory Log 3. Semester Evaluation 4. Evaluation of Field Placement Students must remain in their internship through the end of classes (April 21, 2014) Students may earn hours during exam week if necessary CSWE 2008 EPAS Competencies & EP Identify as a professional social worker and conduct oneself accordingly: Social workers serve as representatives of the profession, its mission, and its core values. They know the profession s history. Social workers commit themselves to the profession s enhancement and to their own professional conduct and growth. 1. Advocate for client access to the services of social work; 2. Practice personal reflection and self-correction to assure continual professional development; 3. Attend to professional roles and boundaries; 4. Demonstrate professional demeanor in behavior, appearance, and communication; 10

11 5. Engage in career-long learning; and 6. Use supervision and consultation. EP Apply social work ethical principles to guide professional practice: Social workers have an obligation to conduct themselves ethically and to engage in ethical decision-making. Social workers are knowledgeable about the value base of the profession, its ethical standards, and relevant law. 7. Recognize and manage personal values in a way that allows professional values to guide practice; 8. Make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics and, as applicable, of the International Federation of Social Workers/International Association of Schools of Social Work Ethics in Social Work, Statement of Principles; 9. Tolerate ambiguity in resolving ethical conflicts; 10. Apply strategies of ethical reasoning to arrive at principled decisions. EP Apply critical thinking to inform and communicate professional judgments: Social workers are knowledgeable about the principles of logic, scientific inquiry, and reasoned discernment. They use critical thinking augmented by creativity and curiosity. Critical thinking also requires the synthesis and communication of relevant information. 11. Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge and practice wisdom; 12. Analyze models of assessment, prevention, intervention, and evaluation; 13. Demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues. EP Engage diversity and difference in practice: Social workers understand how diversity characterizes and shapes the human experience and is critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex, and sexual orientation. Social workers appreciate that, as a consequence of difference, a person s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. 14. Recognize the extent to which a culture s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power; 15. Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups; 16. Recognize and communicate their understanding of the importance of difference in shaping life experiences; 17. View themselves as learners and engage those with whom they work as informants. EP Advance human rights and social and economic justice: Each person, regardless of position in society, has basic human rights, such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers recognize the global interconnections of oppression and are knowledgeable about theories of justice and strategies to promote human and civil rights. Social work incorporates social justice practices in organizations, institutions, and society to ensure that these basic human rights are distributed equitably and without prejudice. 18. Understand the forms and mechanisms of oppression and discrimination; 19. Advocate for human rights and social and economic justice; 20. Engage in practices that advance social and economic justice. EP Engage in research-informed practice and practice-informed research: 11

12 Social workers use practice experience to inform research, employ evidence-based interventions, evaluate their own practice, and use research findings to improve practice, policy, and social service delivery. Social workers comprehend quantitative and qualitative research and understand scientific and ethical approaches to building knowledge. 21. Use practice experience to inform scientific inquiry; 22. Use research evidence to inform practice. EP Apply knowledge of human behavior and the social environment: Social workers are knowledgeable about human behavior across the life course; the range of social systems in which people live; and the ways social systems promote or deter people in maintaining or achieving health and well-being. Social workers apply theories and knowledge from the liberal arts to understand biological, social, cultural, psychological, and spiritual development. 23. Utilize conceptual frameworks to guide the process of assessment, intervention, and evaluation; 24. Critique and apply knowledge to understand person and environment. EP Engage in policy practice to advance social and economic well-being and to deliver effective social work services: Social work practitioners understand that policy affects service delivery, and they actively engage in policy practice. Social workers know the history and current structures of social policies and services; the role of policy in service delivery; and the role of practice in policy development. 25. Analyze, formulate, and advocate for policies that advance social well-being; 26. Collaborate with colleagues and clients for effective policy action. EP Respond to contexts that shape practice: Social workers are informed, resourceful, and proactive in responding to evolving organizational, community, and societal contexts at all levels of practice. Social workers recognize that the context of practice is dynamic, and use knowledge and skill to respond proactively. 27. Continuously discover, appraise, and attend to locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services; 28. Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services. EP Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities: Professional practice involves the dynamic and interactive processes of engagement, assessment, intervention, and evaluation at multiple levels. Social workers have the knowledge and skills to practice with individuals, families, groups, organizations, and communities. Practice knowledge includes identifying, analyzing, and implementing evidence-based interventions designed to achieve client goals; using research and technological advances; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice. Educational Policy (a) Engagement 29. Substantively and affectively prepare for action with individuals, families, groups, organizations, and communities; 30. Use empathy and other interpersonal skills; 31. Develop a mutually agreed-on focus of work and desired outcomes. 12

13 Educational Policy (b) Assessment 32. Collect, organize, and interpret client data; 33. Assess client strengths and limitations; 34. Develop mutually agreed-on intervention goals and objectives; 35. Select appropriate intervention strategies. Educational Policy (c) Intervention 36. Initiate actions to achieve organizational goals; 37. Implement prevention interventions that enhance client capacities; 38. Help clients resolve problems; 39. Negotiate, mediate, and advocate for clients; 40. Facilitate transitions and endings. Educational Policy (d) Evaluation 41. Critically analyze, monitor, and evaluate interventions. CSWE 2008 Educational Policy & Accreditation Standards (EPAS) as stated in: Kirst-Ashman & Hull (2012). Understanding generalist practice. (6 th ed). Belmont,CA. Brooks/Cole, Cengage Learning. 13

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