SWK 743 Advanced Integrated Social Work Practice SWK 775 or 776 may be taken in summer or fall semester

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1 SCHOOL OF SOCIAL WORK Course Syllabus Course Number and Title: SWK 771 Field Instruction III Credits: 3 Semester: Fall 2016 Course Instructor: Concentrations and Co-Requisites: IFG Individuals, Families and Groups Co-req. with concentration level field: SWK 732 Advanced Practice with Individuals, Families and Groups SWK 775 or 776 may be taken in summer or fall semester COPPA Community, Organizations, Policy, Planning and Administration Co-req. with concentration level field: SWK 775 may be taken in summer or fall semester AIP Advanced Integrated Practice Co-req. with concentration level field: SWK 743 Advanced Integrated Social Work Practice SWK 775 or 776 may be taken in summer or fall semester ACP Advanced Clinical Practice Co-req. with concentration level field: SWK 732 Advanced Practice with Individuals, Families and Groups SWK 776 may be taken in the summer or fall semester Catalogue Description: Supervised practice experience in social agencies related to student s concentration choice. Course Overview: The two components of SWK 771 include: 1. an off-campus internship in an approved human service agency under the supervision of a field instructor 2. an on-campus seminar that meets weekly with a seminar instructor Concentration Level Internship Overview: The internship is provided in collaboration with human service agencies forming an integral part of the preparation of students for professional practice in social work. The internship emphasizes the knowledge and skills of advanced social work practice in an area of concentration. The student and agency-based field instructor will cooperatively develop an individualized Professional Development Plan (PDP). This document details the opportunities/activities that will permit the student to demonstrate the knowledge, values and skills that supports the attainment of the program competencies and advanced related practice behaviors. 1 P age

2 Students in the concentration placement are expected to carry a number of cases, projects and assignments. As the year progresses, the student may approach the level of the agency social work staff load (pro-rated to relate to the diminished time in the agency.) Students are expected to demonstrate personal responsibility for planning and setting priorities by organizing their workload to show sound professional judgment in the use of agency time and resources and to take increased responsibility for their own learning through productive use of time and substantive content in supervision sessions. Seminar Overview: Seminar will increase a student s understanding of the internship as a learning experience through critical reflection of practice in field, classroom discussions, assignments and other coursework. Seminar is designed as a structured environment in which to integrate theoretical material learned in the classroom with internship experiences. Facilitated discussions will synthesize theories, research, policy, and practice while encouraging exploration of professional ethics as they relate to practice. Students will develop a basic understanding of the social work profession, including the values, ethics, social work roles, key theoretical and practice concepts, the use of self, the integration of personal and professional values, and advocacy. Course Objectives Students successfully completing this course will demonstrate a level of proficiency in the following program competencies as outlined by the Council on Social Work Education (CSWE): 1. Demonstrate Ethical and Professional Behavior 2. Engage Diversity and Difference in Practice 3. Advance Human Rights and Social, Economic, and Environmental Justice 4. Engage in Practice-informed Research and Research-informed Practice 5. Engage in Policy Practice 6. Engage with Individuals, Families, Groups, Organizations and Communities 7. Assess Individuals, Families, Groups, Organizations and Communities 8. Intervene with Individuals, Families, Groups, Organizations, and Communities 9. Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities Required Reading MSW Field Manual. ( ). School of Social Work: Syracuse University. Professional Development Plan Resource Guide (provided on Blackboard) NASW Code of Ethics Recommended Reading Baker, R. (2014). The Social Work Dictionary, Washington, DC: NASW Press. The ASWB Guide to the Social Work Exams. Course Requirements: The field seminar and internship are critical components for the MSW program and the preparation of practicing social workers. Course requirements include: Completion of 500 hours for the academic year. Most students will complete a minimum of 16 hours per week, totaling 250 hours per fall and spring semester. Completion and submission of the Internship Professional Development Plan (PDP) to their field liaison and agency-based field instructor. Refer to the PDP resource guide for detailed information. A documented record of internship hours as determined by the agency-based field instructor. 2 P age

3 Maintaining documentation of supervisory sessions. Completion of internship no earlier than the last week of classes (or until the grade submission due date to complete required field hours, if needed). Attending field seminar. Meeting all requirements, including assignments to pass this course. Seminar Attendance and Participation Policy: Ø Attendance and participation is expected. Classroom activities, discussions, role-plays, guest speakers and other in-class experiential exercises are critical means for a student to learn and develop self-awareness and require a student to be present in seminar. Ø Students who experience an unforeseen circumstance which interferes with their attendance or course assignments should notify the instructor immediately. Ø Lack of attendance and participation will result in professional development intervention including a written deficiency report to be included in the student field record. Ø At the end of the semester, students will have earned one (1) internship hour for each seminar attended. Hours may be applied toward the required 250 hours per semester. A summary of total seminar hours will be given to the student on the last day class. The student will be responsible for informing their field instructor so that the total number of internship hours may be calculated accordingly. Internship Attendance and Participation Policy Attendance and participation in field is monitored by the agency-based field instructor. There is no partial credit given for failure to complete required hours. A student who does not meet this requirement has the option of requesting a grade of Incomplete for this course and developing a subsequent plan for completion. You may reference this process as described in the MSW Student Handbook. Internship Scheduling Internship calendar considerations include: The internship structure follows two consecutive semesters. The academic expectation is that the internship begins the first week of classes and ends during the finals week each semester. A practical consideration is that the internship may continue through both semesters as negotiated between the student and field instructor. Student placed in school settings must comply with their school district s academic schedule. Students are expected to demonstrate professional responsibility with regard to their internship. This would include planning accordingly for time off, as well as having a process for calling in for sick days or other circumstances that prohibit the student from attending their internship. Professional Comportment includes but is not limited to the following: Prompt arrival and consistent attendance for the internship and seminar components. Receptivity to new information and differing perspectives. Active participation in group discussions and activities. Quality of written work should reflect appropriate graduate scholarship. Timely completion of internship tasks and assignments outlined in the syllabus. Ability to accept and integrate feedback and attempt change. Provide respectful, supportive and constructive peer feedback. Cell phones should be turned off during seminar class. Cell use and texting is disrespectful to all members of the class and will not be tolerated. This includes leaving the class to make phone calls. If a student is experiencing life circumstances that warrant an exception to this rule, the course instructor should be notified prior to the start of class. Students are expected to maintain the confidentiality of their fellow classmates, clients and agencies with regard to what is shared in the classroom. See social media under University policies below. 3 P age

4 Course Evaluation Procedures SWK 771: Field Instruction III is graded on a Pass/Fail basis. Verbal feedback is provided to the student from the agency-based field instructor and from the field liaison throughout the semester. The agency-based field instructor and the field liaison will be in communication regarding progress and struggles within the internship and in regards to professional development. Ongoing evaluation should take place during regularly scheduled supervisory sessions with the student and the agency-based field instructor. A minimum of one field visit/conference per semester is held with the student, agency-based field instructor and field liaison. A formal comprehensive field evaluation is completed and reviewed with the student by the agencybased field instructor at the end of the semester. Seminar attendance and participation, the professional development plan, site visit meeting notes, the formal field evaluation and any other relevant information (ex: deficiency reports or performance improvement plans) are taken into consideration for determining the grade earned. The seminar instructor, will consult with the assigned field liaison instructor in determining the grade. The final grade will be submitted by the seminar instructor. Professional Development Plan (PDP) The student, with input from the agency-based field instructor, is responsible for completing a Professional Development Plan (PDP) and updating it at designated times throughout the semester. The completed PDP is ed to the field liaison and agency-based field instructor at designated due dates throughout the semester. Refer to the Professional Development Plan resource guide (required reading) for more detailed information about the purpose of the PDP. See course schedule for PDP due dates. 4 P age

5 WEEK COURSE TOPIC DUE DATES ALIGNS WITH COURSE OBJECTIVES Week 1 Course Introduction Syllabus review Building a class community and informal needs assessment o Activity - A successful internship 1, 2, 5, 6 & 7 Week 2 Professional Development Plan (PDP) review and MSW Handbook o Activity - Negotiating an internship Week 3 Micro Meets Macro at the Concentration Level o Activity Pattern ball 1, 2, 5 & 8 2, 3, 5, 6, 7, 8 & 9 Week 4 Guest Speaker (TBD) Sect. I PDP 1 Week 5 Effective Communication and ethics in action 1, 2, 3, 5 & 6 o Activity - ethical scenarios/small groups Week 6 Knowledge, Values and Skills in action Focusing on the population that you serve Exploring conceptual frameworks that inform your practice o Activity Deconstructing practice through conceptual frameworks Week 7 Purposeful reflection and identifying insights o Activity Elements of Integrative Processing A deconstruction 1, 2, 3, 4, 5, 6, 7, 8 & 9 1, 2, 4, 6, 7, 8 & 9 Week 8 Guest Speaker (TBD) Sect. II PDP 1 Week 9 Licensure Part I group discussion 1 Week 10 Licensure Part II group discussion 1 Week 11 Licensure Part III group discussion Integrative 1 Processing Paper Week 12 Sample exam questions and self-assessment Sect. III PDP 1 o Activity Personal inventory Week 13 Thanksgiving Week- no seminar Week 14 Sample exam questions and understanding the profession of social work o Activity A closer look at the multi-faceted SWK profession Week 15 Lessons learned from field Informal needs assessment for next semester 1 1 & 9 WRITTEN ASSIGNMENTS 5 P age

6 Integrative Processing Paper Purpose: This paper is designed to engage the student in purposeful reflection to integrate classroom learning, social work theory and knowledge, and field work experience. The technique of reflection is to be used in the format of this integrative processing assignment. Text Length: 7 full pages in APA format, double spaced, 1 inch margins, Times New Roman, 12-point font, cover page. Key Elements of Assignment 1. Gather Concrete Experience Select and provide a factual and objectively written account of an interaction with a client/system. 2. Reflection Record and assess your reactions to the experience and provide a description of what you were feeling and thinking in the moment, making a clear distinction between the two. Be specific. 3. Identifying Relevant Theory and Knowledge Describe a social work theory or concept that helps you make sense of the experience. Detail your thinking process and describe your rationale for how and why you chose that specific theory or concept. Reach beyond the systems theory, as it typically used at the foundation level. 4. Connecting to Social Work Competencies Logically examine the experience and identify the specific practice behaviors that were utilized. For example: ethical decision making, engaged diversity, social issue, etc. 5. Examining Multiple Perspectives Examine micro, mezzo and macro perspectives and how they influence and inform your decision making and future practice. 6. Articulate Learning Describe insight gained, whether about yourself, the client, the system and/or the process. How will you integrate this knowledge for effective practice? A successfully written paper will include the following: A specific, concrete, and concisely written experience. An interaction that can be positive or negative All key elements will have been addressed A cover page, clear introduction, use headings for each step, clear transitions and a conclusion Appropriate content (appropriate length, coherent focus, organized and presented in logical progression) Acceptable grammar (correct sentence structure, spelling, punctuation, correct use of words) References are not required. Adapted from: Kiser, P.M. (2000). Getting the most from your human service internship: Learning from experience. Belmont, CA: Wadsworth. 6 P age

7 Social Media and Other Internet Networks: UNIVERSITY POLICIES Providing information on internet social networking systems about internship agencies, personnel or clients is a serious breach of confidentiality. Students must adhere to the NASW Code of Ethics and all agency specific policies regarding the use of technology. If a student is found sharing information about agencies on an internet social networking site, or violating field agency policies, action may be taken by the agency or field office to dismiss the student from the agency, from field or both. Refer to MSW Field Manual for more detailed information regarding social media policy. FERPA The Family Educational Rights and Privacy Act (FERPA) sets forth requirements regarding the privacy of student records. FERPA governs both the access to and release of those records, known as education records, and the information they contain. Under FERPA, faculty have a legal responsibility to protect the confidentiality of student records. For additional information about FERPA and SU s FERPA policy, see or contact the Office of the Registrar ( ). Academic Integrity Syracuse University s Academic Integrity Policy holds students accountable for the integrity of the work they submit. Students should be familiar with the policy and know that it is their responsibility to learn about course-specific expectations, as well as about university policy. The university policy governs appropriate citation and use of sources, the integrity of work submitted in exams and assignments, and the veracity of signatures on attendance sheets and other verification of participation in class activities. The policy also prohibits students from submitting the same written work in more than one class without receiving written authorization in advance from both instructors. The presumptive penalty for a first offense by an undergraduate student is course failure, accompanied by a transcript notation indicating that the failure resulted from a violation of Academic Integrity Policy. The standard sanction for a first offense by a graduate student is suspension or expulsion. (for the full text of the policy) Policy An official address is established and assigned by Information Technology and Services (ITS) for each registered student, and active faculty and staff members. All University communications sent via will be sent to this address. Faculty members will use the official University address to communicate with students registered in their classes and administrative units will correspond with students via this address. (for the full text of the policy) Verification of Medical Condition Excuses for class absences for medical reasons will be given only if such absences are advised by a health care provider at the Health Center, based on clinical findings and prescribed treatment recommendations. Excused notes will not be given solely to confirm a visit to the Health Center. For complete details on excuse notes, visit: Policy on Student Academic Work Educational use of student work: I intend to use academic work that you complete this semester in subsequent semesters for educational purposes. Before using your work for that purpose, I will either get your written permission or render the work anonymous by removing all your personal identification. Disability-Related Accommodations If you believe that you need accommodations for a disability, please contact the Office of Disability Services (ODS), located in Room 309 of 804 University Avenue, or call (315) , TDD: (315) for an appointment to discuss your needs and the process for requesting accommodations. ODS is responsible for coordinating disability-related accommodations and will issue students with documented Disabilities Accommodation Authorization Letters, as appropriate. Since accommodations may require early planning and generally are not provided retroactively, please contact ODS 7 P age

8 as soon as possible. You are also welcome to contact me privately to discuss your academic needs although I cannot arrange for disability-related accommodations. Faith Tradition Observances Syracuse University does not have non-instructional days for any religious holiday and students must notify instructors by the end of the second week of classes when they will be observing their religious holiday(s). SU s religious observances policy recognizes the diversity of faiths represented among the campus community and protects the rights of students, faculty, and staff to observe religious holy days according to their tradition. Under the policy, students are provided an opportunity to make up any examination, study, or work requirements that may be missed due to a religious observance provided they notify their instructors no later than the end of the second week of classes. Student deadlines for notifications are posted in My Slice under Student Services/Enrollment/My Religious Observances/Add a Notification. (for the full text of the policy) Registration Policy In light of the University's financial policies and out of fairness to those who are properly enrolled, I remind you of the University s registration policy that prohibits students from attending, being evaluated, auditing, or otherwise participating in courses without being officially enrolled. Instructors may not allow students to attend classes and/or submit work unless they appear on the official class list or are attending with the instructor's approval for the purpose of making up an Incomplete (I) grade. (for the full text of the policy) 8 P age

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