Master of Social Work Program Field Education Manual

Transcription

1 Master of Social Work Program Field Education Manual Last updated: August

2 TABLE OF CONTENTS ACADEMIC CALENDAR 4 FIELD EDUCATION CALENDAR 5 Chapter 1 MSW FIELD EDUCATION PROGRAM OVERVIEW 6 Field Faculty Roster 7 Welcome Message 8 MSW Program Overview 9 Field Education Rationale 9 Azusa Pacific University Statement of Mission and Purpose 9 MSW Program Mission Statement 9 MSW Program Definition of Advanced Social Work Practice 9 MSW Program Goals 9 MSW Student Learning Outcomes and Competencies 10 Foundation Year Competencies and Practice Behaviors 10 Clinical Concentration Competencies and Practice Behaviors 13 Community Concentration Competencies and Practice Behaviors 16 MSW Coursework Requirements 18 Stipend Grant and Special Programs 20 - Geriatric Social Work Education Consortium (GSWEC) 21 - Pupil Personnel Services Credential 21 - University Consortium on Children and Families (UCCF) 21 Chapter 2 POLICIES AND PROCEDURES 22 Overview of Field Education Coursework 23 Eligibility for Enrollment in Field Education 23 Field Manual 23 Field Orientation and Training 23 Student Placement Process 24 Technical Standards 27 Background Check 27 Health Clearance 28 Social Equity 28 -Affirmative Action and Non-Discrimination 28 -Policy on Disability/Special Needs 29 -Sexual Harassment Policy 29 -Child Abuse Reporting Policy 29 Liability Insurance 29 Health Insurance 29 Immunizations 30 Exemptions from Fieldwork 30 Paid Field Internships 30 Field Internships with Concurrent Employment 30 Field Affiliation Agreement 31 Use of Field Internship Hours 31 Attendance Policies 33 Illness 34 Extended Medical Leave 34 Leave of Absence Policy 34 Holidays and Seasonal Breaks 35 Floating Holidays 35 Jury Duty 36 2

3 Social Work Conferences and Meetings 36 Lobby Days 36 Policy on Extending Field Hours 36 Policy on Volunteering at Field Site 37 Field Internship Learning Requirements 37 Process Recordings 38 Automobile Use and Transportation 38 Interpretation and Translation 38 Field Instructor Changes 39 Fitness for Duty Criteria 39 Social Work Conduct Code 39 Social Work Program Appeal, Probation and Termination Policy and Procedures 40 Confidentiality 41 Social Media Use 41 Handling Problem Situations in Field Internship 42 Remediation 43 Procedure for Removal from Field Internship 43 Field Agency Criteria for Participation 43 Field Instructor Qualifications 44 Chapter 3 RISK MANAGEMENT 46 Reporting Fieldwork-Related Incidents or Illness 47 University Emergency Contact 47 Safety, Agency Protocols, Orientation Checklist 47 Chapter 4 ROLES AND RESPONSIBILITIES 48 Director of Field Education 49 Responsibilities 49 Field Faculty 50 Field Seminar Instructor/Field Liaison 50 Field Liaison 50 Field Instructor and Agency 51 Field Instructor Responsibilities 51 Field Agency Responsibilities 52 Field Instructor Changes 53 Student 53 Responsibilities of Student 55 Additional Requirements 56 Agency Documentation Requirements 56 Guidelines for Professional and Ethical Conduct 56 Chapter 5 FIELD EDUCATION EVALUATION 58 Student Evaluation 59 Evaluation Process 59 Evaluation Tips 59 Grades for Field Internship 60 Grading Policy 60 Field Grading Procedures 61 APPENDIX 63 RESOURCES 66 REFERENCES 67 A SPECIAL NOTE OF THANKS 67 3

4 Fall 2015 July 14 August 18 August 19 - September 15 August 24 August 27 August 28 August 31 (week of) September 8 September 11 October 2 November 2 (week of) November 6 November 16 November 17 November December 15 or 17 December 18 December 21 December 28 Spring 2016 January 15 January 18 January 19 January 26 February 12 March 7-13 March 14 (week of) March 31 April - TBD May 6 May 7 May 13 March 7-13 March 14 (week of) March 31 April - TBD May 6 May 7 May 13 CALENDAR Registration Opens Continuing Students Fall Registration Due Final Registration Period for Fall MSW New Student Orientation 4-8 p.m. North UTCC Fall Field Instructor Training I (mandatory for all new field instructors) Mandatory Field Orientation (for all first year internship students) LAPC Field Internships Begin Fall Classes Begin Last Day to Add/Drop Classes or Submit Independent Study Proposals Fall Field Instructor Training II (mandatory for all new field instructors) Mid-Semester Progress Report Due Fall Field Instructor Training III (mandatory for all new field instructors) Last Day to Withdraw from Classes Spring Registration Opens HOLIDAY Thanksgiving Break Field Internship Comprehensive Evaluation Due Fall Classes and Field Internships End Continuing Students Spring Registration Due Graduate Fall Semester Grades Due Last Day to Submit Intent to Graduate form (for May 7, 2016 graduation) HOLIDAY Martin Luther King Jr. Spring Classes Begin (field internships may begin earlier, depending on Agency) Last Day to Add/Drop Classes or Submit Independent Study Proposals HOLIDAY Presidents Day Mid-Semester Break Mid-Semester Progress Report Due Last Day to Withdraw from Classes Social Work Job Fair Spring Classes and Field Internships End Spring Commencement Graduate Spring Semester Grades Due Mid-Semester Break Mid-Semester Progress Report Due Last Day to Withdraw from Classes Social Work Job Fair Spring Classes and Field Internships End Spring Commencement Graduate Spring Semester Grades Due 4

5 August 24 August 27 August 28 Week of August 31 September 8 October 2 October 20 or 22 October 13 or 20 October 15 or 22 Week of November 2 November 6 October November November December December 15 or 17 FIELD EDUCATION CALENDAR Fall Semester 2015 New MSW Student Orientation All incoming first year students (full and part-time cohorts) Field Instructor Orientation and Training-North Upper Turner Campus Center (mandatory for new field instructors) 10:00 am-3:30 pm Field Training all Foundation Year students (1 st year full time and 2 nd year part time) 9:00 am-5:00 pm LAPC Room (East Campus) First week of field internships for all students Fall Semester classes begin Field Instructor Training 2-LAPC 8:30 am-3:00 pm (mandatory for new field instructors) Learning Agreements due with signatures Foundation Year students Concentration Year students part-time cohort Concentration Year students full-time cohort Mid-Semester Progress Reports due Field Instructors (8 th week) Field Instructor Training 3-LAPC 8:30 am-3:00 pm (mandatory for new field instructors) Semester field visits UNIVERSITY HOLIDAY: Thanksgiving Holiday (no classes, offices closed) Last week of field internships; last week of classes; finals week Comprehensive Skills Evaluation due Field Portfolio due Winter Break campus closed December 24-January 3 Winter break policy: Students MAY be required to complete field hours during winter break for client continuity of care and out of professional obligation to the agency. A modified field schedule may be acceptable if approved by agency Field Instructor. Students should not schedule vacations until they speak with their Field Instructors. Total Fall Semester field hours required for full and part-time students: 224 (unless otherwise required by agency) Total Fall Semester field hours required for Advanced Standing students: 284 Spring Semester 2016 January 4 Students return to field January 18 UNIVERSITY HOLIDAY: Martin Luther King, Jr. Day (no classes, offices closed) January 19 Spring Semester classes begin February 12 UNIVERSITY HOLIDAY: Presidents Day (no classes, office closed) Note students may receive field credit on 2/13 OR when observed by field agency only if holiday falls on a regularly scheduled field day February TBD Joint Field Symposium Field Instructors Learning Agreement Revisions due February 23 or 25 Foundation Year students February 23 or March 1 Concentration Year students part-time cohort February 25 or March 3 Concentration Year students full-time cohort February 27 Interview Preparation Session mandatory for students entering CY field internships February April Semester field visits March 7 March 13 Mid-Semester Spring Break (no classes, offices open) Note students must go to field if required by agency Week of March 14 Mid-Semester Progress Reports due Field Instructors (8 th week) March 25 UNIVERSITY HOLIDAY - Good Friday (no classes, offices closed) Note students may receive field credit if this is a regularly scheduled field day April 8 Annual Social Work Job Fair, Carson Center May 2-6 Last week of field internships; last week of classes; finals week May 3 and 5 Comprehensive Skills Evaluation due Field Portfolio due Total Spring Semester field hours required for full and part-time students: 256 (unless otherwise required by agency) Total Spring Semester field hours required for Advanced Standing students: 316 5

6 Chapter 1 MSW Field Education Program Overview 6

7 MSW Field Faculty Roster Full-Time Faculty and Staff Kimberly Setterlund, MSW, LCSW Director of Field Education Assistant Professor (626) Louanna Law Bickham, MSW Field Faculty Assistant Professor (626) x2766 Cathy Fisher, MSW, LCSW Field Faculty Assistant Professor (626) x2767 Rhoda Smith, MSW Field Faculty Coordinator, UCCF (626) x2720 Lucinda Adam Administrative Assistant (626) (626) fax Martha Ekblad Program Coordinator/UCCF Admin. Support (626) phone (626) fax Adjunct Faculty Phone: (626) Jacqui Bradbard, MSW, LCSW Maria Carmichael, MSW, LCSW Laura Cravens, MSW, LCSW Lili Florez, MSW, LCSW Helen Nazarian, MSW Robin Thomas, MSW, LCSW Anne Wrotniewski, MSW 7

8 A Welcome Message from the Director of Field Education Welcome to MSW field education at APU! Field education, known as the heart of social work, and identified as the signature pedagogy by the Council on Social Work Education (CSWE), is an essential component of the MSW Program. While in the program, students will be enrolled in field courses concurrent with their practice courses and will be expected to transfer learning from the classroom to the field agency setting. In the field internship, students will be immersed in social work and will learn the necessary skills to ethically work with individuals, families, and groups. This will occur in a supervised social work agency setting. Student learning goals will be guided by the CSWE competencies and practice behaviors. Field education is known to be rigorous and extremely rewarding, and students can maximize their experience by maintaining a sense of openness to the learning opportunities offered. With that in mind, it is my sincere hope that students will have a transformational learning experience while in their field internships. This field manual is a resource and guide for both students and agency Field Instructors. Please read through this manual and refer to it as needed when field questions arise. On behalf of the MSW field faculty, I wish you success in this new field internship year! Sincerely, Kimberly Setterlund, MSW, LCSW MSW Director of Field Education 8

9 MSW Program Overview Field Education Rationale ( Field education is a required component of the MSW curriculum and facilitates student learning in a supervised agency setting. Field education provides an opportunity for students to transfer learning from the classroom to the field agency setting for the development of a professional identity and social work practice skills. According to the Educational Policy and Accreditation Standards (EPAS) of the Council on Social Work Education (CSWE), MSW programs are required to provide a minimum of 900 hours of field education to students (CSWE, 2008). The APU MSW Program requires a minimum of 980 hours (two year and four year program), or 600 hours (Advanced Standing program). Azusa Pacific University Statement of Mission and Purpose Azusa Pacific University is an evangelical Christian community of disciples and scholars who seek to advance the work of God in the world through academic excellence in liberal arts and professional programs of higher education that encourage students to develop a Christian perspective of truth and life. MSW Program Mission Statement The MSW Program in the Department of Social Work at Azusa Pacific University seeks to develop competent advanced social work practitioners who can integrate the knowledge, values, and skills of social work to advance social justice and provide services to assist individuals, families, groups, organizations, and communities. Grounded in the profession s Code of Ethics and sensitivity to diversity, the MSW program is committed to excellence in our teaching and scholarship, the integration of faith and learning, the development of professional leadership, and the strengthening of communities in local, national, and international contexts. MSW Program Definition of Advanced Social Work Practice The Program defines advanced practice as the specific set of evidence-based, interdisciplinary knowledge, theories, skills, and analytical abilities necessary to address complex problems at multiple levels with appropriate attention to personal, social, cultural, and environmental influences and resources. MSW Program Goals 1. Graduates will exhibit competence in generalist and advanced social work practice with diverse individuals, families, groups, organizations and communities, including appropriate uses of supervision, consultation, and discernment to seek necessary organizational change. 2. Graduates will demonstrate knowledge, built on a liberal arts foundation, of the history of the social work profession and empirically supported theoretical frameworks that provide understanding of individual development and behavior across the life span and 9

10 interactions among and between individuals and families, groups, organizations, and communities. 3. Graduates will demonstrate critical thinking skills, skills related to the effective integration of research in practice, and adequate preparation for leadership, advanced study, and lifelong learning. 4. Graduates will demonstrate knowledge and skills to partner with communities to advocate for the development of policies and programs that seek to advance human rights and well-being, promote social and economic justice, empower clients, and respect diversity. 5. Graduates will practice according to the values and ethics of the profession and understand the ethical integration of Christian faith in practice, including nondiscrimination in the areas of age, class, culture, color, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, sex, and sexual orientation. 6. Faculty will engage in ongoing scholarship reflecting the goals and needs of professional social work practice. MSW STUDENT LEARNING OUTCOMES AND COMPETENCIES 1. Identify as a professional social worker and conduct oneself accordingly. 2. Apply social work ethical principles to guide professional practice. 3. Apply critical thinking to inform and communicate professional judgments. 4. Engage diversity and difference in practice. 5. Advance human rights and social and economic justice. 6. Engage in research-informed practice and practice-informed research. 7. Apply knowledge of human behavior and the social environment. 8. Engage in policy practice to advance social and economic well-being and to deliver effective social work services. 9. Respond to contexts that shape practice. 10. Engage, assess, intervene and evaluate individuals, families, groups, organizations, and communities. 11. Articulate how Christian beliefs and values can be integrated in professional social work practice in accordance with the social work code of ethics. Foundation Year Competencies and Practice Behaviors Student Learning Outcome 1/EPAS Competency 2.1.1: Identify as a professional social worker and conduct oneself accordingly. Demonstrates professional social work roles and boundaries. Demonstrates demeanor in behavior, appearance and communication. Demonstrates professional time management skills and accountability; punctuality, attendance, paperwork, and assignments. 10

11 Uses supervision and consultation effectively. Student Learning Outcome 2/EPAS Competency 2.1.2: Apply Social work ethical principles to guide professional practice. Is knowledgeable about the value base of the profession and makes ethical decisions by applying standards consistent with the NASW Code of Ethics and other guidelines/principles of the profession. Recognizes and manages personal values and biases in ways that allow professional values to guide practice. Recognizes and tolerates ambiguity in resolving ethical conflicts. Applies strategies of ethical reasoning to arrive at principled decisions. Student Learning Outcome 3/EPAS Competency 2.1.3: Apply critical thinking to inform and communicate professional judgments. Uses critical thinking augmented by creativity and curiosity. Is able to comprehend, appraise and integrate multiple sources of knowledge including research-based knowledge and practice wisdom. Utilizes appropriate models of assessment, prevention, intervention, and evaluation. Demonstrates effective oral communication in working with individuals, families, groups, organization, communities, and colleagues. Demonstrates effective written communication in working with individuals, families, groups, organization, communities, and colleagues. Student Learning Outcome 4/EPAS Competency 2.1.4: Engage diversity and difference in practice. Knowledge about and respectful to clients who differ by factors such as age, class, color, culture, disability, ethnicity, gender identity, and expression, immigration status, political ideology, race, religion, sex and sexual orientation. Recognizes the extent to which a culture's structures and values may oppress, marginalize, alienate, or create or enhance privilege and power in shaping life experience. Demonstrates self-awareness in eliminating the influence of personal biases and values in working with diverse groups, including treating clients with dignity and respect. Views self as a student of cultural differences and those she/he works with as cultural experts. Student Learning Outcome 5/EPAS Competency 2.1.5: Advance human rights and social and economic justice. Recognizes that 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. Identifies the forms, mechanisms and interconnections of oppression and is knowledgeable about theories of justice and strategies to promote human and civil rights. Is skilled at advocating for and engaging in practices that promotes social and economic justice. 11

12 Student Learning Outcome 6/EPAS Competency 2.1.6: Engage in research-informed practice and practice-informed research. Employs evidence-based interventions and policies. Integrates research findings and professional judgment to improve practice, policy, and social service delivery. Evaluates their own practice for effectiveness and improvement. Student Learning Outcome 7/EPAS Competency 2.1.7: Apply knowledge of human behavior and the social environment. Demonstrates knowledge of human behavior across the life course. Understands social systems and how they promote or inhibit people in maintaining or achieving health and well-being. Demonstrates knowledge of person-in-environment, including: biological, social, cultural, psychological and spiritual development of clients/client systems. Utilizes a range of theoretical frameworks to guide the processes of assessment, intervention, and evaluation. Student Learning Outcome 8/EPAS Competency 2.1.8: Engage in policy practice to advance social and economic well-being and to deliver effective social work services. Demonstrates understanding of the role of policy in service delivery and the role of practice in policy development. Analyzes and advocates for policies that promotes social well-being for individuals, families, groups, and communities. Recognizing the importance of collaboration with colleagues and clients for effective policy action. Student Learning Outcome 9/EPAS Competency 2.1.9: Respond to contexts that shape practice. Seeks information, resources and is proactive in responding to evolving organizational, community and societal contexts of practice. Continuously discover, appraise and attend to changing locales, populations, scientific and technological developments and emerging societal trends to provide relevant services. Student Learning Outcome 10/EPAS Competency : Engages, assesses, intervenes and evaluates individuals, families, groups, organizations, and communities: EPAS Competency (A): Engagement Develops rapport and addresses confidentiality appropriately with individuals, families, groups, organizations, and/or communities. Uses empathy and other interpersonal skills (e.g. attending behaviors and basic interviewing skills). Develops a mutually agreed-on focus of work and desired outcomes. EPAS Competency (B): Assessment 12

13 Collects, organizes and interprets client system/organizational data. Assesses clients/client systems strengths and limitations. Develop mutually agreed upon intervention goals and objectives and select appropriate intervention strategies. EPAS Competency (C): Intervention Initiates actions to achieve goals within the context of the organization. Incorporates prevention interventions to enhance client capacities. Assists clients/client system in problem resolution and desired outcomes. Negotiates mediates, and advocates for clients/client systems. Facilitates transitions and endings. EPAS Competency (D): Evaluation Critically analyzes, monitors, and evaluates interventions. Utilize evaluation data to revise interventions. Student Learning Outcome 11: Faith Integration: Articulate how Christian beliefs and values can be integrated in professional social work practice in accordance with the social work Code of Ethics. Demonstrates an understanding of a Christian world view as related to social work practice. Critically analyze how Christian, spiritual, or religious traditions assist or hinder the helping process. Clinical Concentration Competencies and Practice Behaviors Student Learning Outcome 1/EPAS Competency 2.1.1: Identify as a professional social worker and conduct oneself accordingly. Demonstrates advanced insight in personal reflection and self-correction to assure continual professional development. Demonstrates professional use of self and the influence on the client-practitioner relationship. Demonstrates ability to assume a leadership role, effectively representing the social work perspective. Uses supervision and consultation effectively. Student Learning Outcome 2/EPAS Competency 2.1.2: Apply social work ethical principles to guide professional practice. Applies ethical decision making skills to address complex and ambiguous ethical conflicts. Employs strategies of ethical reasoning to address the use of technology in clinical practice and its effect on client rights. Identifies and uses knowledge of relationship dynamics including power differentials to resolve ethical dilemmas. 13

14 Student Learning Outcome 3/EPAS Competency 2.1.3: Apply critical thinking to inform and communicate professional judgments. Engages in reflexive practice, integrating reflection, knowledge, and experience in real time clinical contexts. Communicates professional judgments to other social workers and to professionals from other disciplines, in both verbal and written format. Student Learning Outcome 4/EPAS Competency 2.1.4: Engage diversity and difference in practice. Identifies cultural structures and values that oppress and/or enhance privilege or power. Demonstrates advanced insight into personal biases and values and their influence on work with diverse clients, extending consistent dignity and respect to others. Applies cultural humility and competence in adapting integrated health services to meet diverse client needs. Student Learning Outcome 5/EPAS Competency 2.1.5: Advance human rights and social and economic justice. Consistently applies knowledge of the effects of oppression, discrimination, and historical trauma on client and client systems to guide treatment planning and intervention. Advocates at multiple levels for mental health parity and reduction of health disparities for diverse populations. Student Learning Outcome 6/EPAS Competency 2.1.6: Engage in research-informed practice and practice-informed research. Uses the evidence-based practice process in clinical assessment and intervention with clients. Uses knowledge and research to advance best practices in social work. Uses research methodology to evaluate clinical practice effectiveness and/or outcomes. Student Learning Outcome 7/EPAS Competency 2.1.7: Apply knowledge of human behavior and the social environment. Demonstrates ability to synthesize and differentially apply theories of human behavior and the social environment to guide clinical practice. Uses bio-psycho-social-spiritual theories and diagnostic classification systems in formulation of comprehensive assessments. Student Learning Outcome 8/EPAS Competency 2.1.8: Engage in policy practice to advance social and economic well-being and to deliver effective social work services. Demonstrates understanding of regional, state, and national policies that influence the delivery of social work services. Engages in policy practice that promotes social well-being for individuals, families, groups and communities. Appraises current policy development and trends to engage in effective client advocacy. 14

15 Student Learning Outcome 9/EPAS Competency 2.1.9: Respond to contexts that shape practice. Demonstrates the ability to utilize various ecological frameworks to assess the quality of clients interactions within their social contexts. Works collaboratively with others in the internal and external environment to effect systemic change that is sustainable. Student Learning Outcome 10/ EPAS Competency : Engages, assesses, intervenes and evaluates individuals, families, groups, organizations, and communities. EPAS (A): Engagement Demonstrates ability to attend to the interpersonal dynamics and contextual factors that both strengthen and potentially threaten the therapeutic alliance. Establishes a relationally based process that encourages clients to be equal participants in the establishment of treatment goals and expected outcomes. Develops, manages, and maintains therapeutic relationships with clients within the person-in-environment and strengths perspective. Utilizes appropriate multidimensional assessment instruments. EPAS (B): Assessment Articulates multiple influences effecting clients readiness for change. Selects and modifies appropriate intervention strategies based on continuous clinical assessment. Critically applies diagnostic classification systems in a process of continuous assessment. EPAS (C): Intervention Critically selects and applies best practices and evidence-based interventions. Demonstrates the use of appropriate clinical techniques for a range of presenting concerns identified in the assessment, including crisis intervention and prevention strategies as needed. Collaborates effectively with other professionals to coordinate treatment interventions. EPAS (D): Evaluation Uses clinical evaluation of the process and/or outcomes to develop best practice interventions for a range of bio-psycho-social-spiritual conditions. Utilizes outcomes data to evaluate effectiveness of applied interventions. Student Learning Outcome 11: Faith Integration: Articulate how Christian beliefs and values can be ethically integrated in professional social work practice. Applies Christian beliefs and values, as appropriate to client needs, in an ethical manner. 15

16 Integrates faith-based interventions as applicable to practice contexts. Integrates clients religious, spiritual, and faith traditions and/or faith communities, as indicated, to enhance coping. Community Concentration Competencies and Practice Behaviors Student Learning Outcome 1/EPAS Competency 2.1.1: Identify as a professional social worker and conduct oneself accordingly. Demonstrates advanced insight in personal reflection and self-correction to assure continual professional development. Demonstrates ability to effectively represent the social work discipline when collaborating and consulting with other professionals. Demonstrates ability to assume a leadership role, effectively representing the social work perspective. Uses supervision and consultation effectively. Student Learning Outcome 2/EPAS Competency 2.1.2: Apply social work ethical principles to guide professional practice. Applies ethical decision making skills to address complex and ambiguous ethical conflicts. Demonstrates knowledge of ethical management and fiscal practices. Understands ethical dilemmas and recognizes cultural relativity in domestic and/or international human rights laws and policy. Student Learning Outcome 3/EPAS Competency 2.1.3: Apply critical thinking to inform and communicate professional judgments. Uses logic, critical thinking and creativity in written and oral communication with organizations and communities. Able to critically evaluate program design and service delivery models for efficiency and effectiveness. Student Learning Outcome 4/EPAS Competency 2.1.4: Engage diversity and difference in practice. Identifies cultural structures and values that oppress and/or enhance privilege or power. Demonstrates advanced insight into personal biases and values and their influence on work with diverse clients, extending consistent dignity and respect to others. Applies cultural humility and competence in adapting policies, programs and services to meet the diverse needs of populations. Student Learning Outcome 5/EPAS Competency 2.1.5: Advance human rights and social and economic justice. Promotes and advocates for the rights of clients who represent ethnic minorities, who are part of migrant, immigrant communities and who express diverse political, sexual, or religious orientation. 16

17 Applies theoretical frameworks when analyzing human rights and social justice issues related to urban planning and social and environmental justice. Contributes to correcting injustices, advocating for the rights of diverse client populations and establishing social and economic justice. Student Learning Outcome 6/EPAS Competency 2.1.6: Engage in research-informed practice and practice-informed research. Utilizes research data to analyze social, economic, and ecological factors that contribute to domestic and/or international social problems. Constructs and utilizes best practice, evidence-informed research to develop and implement community and organizational interventions. Use research methodology to evaluate social work practice effectiveness and/or outcomes. Student Learning Outcome 7/EPAS Competency 2.1.7: Apply knowledge of human behavior and the social environment. Demonstrates ability to synthesize and differentially apply theories of human behavior and the social environment to guide macro practice. Demonstrates theoretical knowledge of the global and/or domestic economic impact on marginalized people groups. Student Learning Outcome 8/EPAS Competency 2.1.8: Engage in policy practice to advance social and economic well-being and to deliver effective social work services. Demonstrates understanding of regional, state, national, and international policies that influence the delivery of social work services. Engages and collaborates in the policy arena on behalf of community and organizational interests. Student Learning Outcome 9/EPAS Competency 2.1.9: Respond to contexts that shape practice. Analyzes and responds to changing task environments that impact communities and organizations. Works collaboratively with others in the internal and external environment to effect systemic change that is sustainable. Continuously stays informed of new technological developments and their application to improve service delivery, information management and/or fundraising strategies. Student Learning Outcome 10/EPAS Competency : Engages, assesses, intervenes and evaluates individuals, families, groups, organizations, and communities. EPAS (A): Engagement Uses interpersonal and participatory skills to engage constituents in the change process. Pursues reciprocal relationships to develop desired outcomes and expectations. EPAS (B): Assessment 17

18 Researches, gathers, analyzes, and interprets system, policy, community, and organizational data. Selects and modifies appropriate intervention strategies based on research evidence and continuous assessment. Develops mutually agreed upon goals and measureable objectives. EPAS (C): Intervention Initiates strategies and/or actions to achieve goals and objectives to achieve goals within the context of organization, community and policy arenas. Collaborates effectively with constituents to facilitate sustainable change. EPAS (D): Evaluation Applies research to identify established evaluation tools and outcome measurements. Designs and implements an evaluation plan to assess organizational, community, or policy outcomes. Uses participatory methods, involving community and organizational constituencies, to evaluate interventions and recommend future actions. Student Learning Outcome 11: Faith Integration: Articulate how Christian beliefs and values can be ethically integrated in professional social work practice. Understands the contributions and capacity of faith-based organizations and churches as resources in the delivery of social services. Demonstrates understanding of the ethical integration of personal faith and core values as a social worker. Recognizes the contributions of the global Christian community in promoting global social justice. MSW COURSE REQUIREMENTS Full-Time Program The full-time program is a two year program, with 16 hours of internship per week (week days only). Additional hours may be required in second year field placements (20-24), depending on agency requirements. Classes are held during the day, with the exception of some electives which may be offered in the evening. All students take the same foundation courses in the first year and specific concentration courses in the second year. Fall Semester Year 1 Intro. to Social Work Profession (2) Diversity and Social Justice (3) Micro-Theory/Human Develop. (3) Practice I Interview/Assessment (3) Field Seminar I (1) Field I (3) Spring Semester Introductory Research Methods (2) Social Welfare Policy/Practice (3) Macro-Theory & Communities/Organizations (3) Practice II Intervention/Evaluation (3) Field Seminar II (1) 18

19 Year 2 Community Practice Concentration Human Rights/Sustain Develop. (2) Advanced Community Practice (3) Org. Behavior & Management (3) Field Seminar III (1) Elective (3) Field III - Community (3) Clinical Practice Concentration Clinical Practice w/groups (2) Advanced Clinical Practice I (3) Children and Adolescents (3) Elective (3) Field Seminar III (1) Field III - Clinical (3) Field II (3) Community Practice Concentration Fundraising, Grant Writing/Fiscal Decision (3) International SW Policy/Practice (2) Capstone Leadership Project (3) Elective (3) Field Seminar IV (1) Field IV - Clinical (3) Clinical Practice Concentration Social Welfare Policy & Health/MH (2) Advanced Clinical Practice II (3) Capstone Leadership Project (3) Elective (3) Field Seminar IV (1) Field IV - Clinical (3) Advanced Standing Program The nine-month full-time advanced standing program is designed for certain qualified BSW graduates. Students admitted into this program take two three-unit advanced standing courses in August (six hours/day of class, five days/week, for three weeks) and then continue directly into the concentration year classes of the full-time MSW program. Field internship is 20 hours/week (week days only), totaling 600 hours for the academic year. A two-year part-time advanced standing program is also currently available, whereby students take the two three-unit advanced standing courses in August and then join in with the third year part-time cohort to complete the two years of concentration level coursework. A 20 hours/week internship occurs in the final year. Part-Time Program The part-time program is designed to meet the needs of students who wish to continue working while attending the MSW Program. Students attend classes one evening per week (two classes per evening) for all four years. Years one and three also have weekend intensive courses (see notes on table below). The field internship comprises of 16 hours per week in years two and four. Students must be available two week days during traditional agency hours. At minimum, students are expected to arrange one eight-hour day with the option to spread the remaining field hours over two days. Year 1 Fall Semester Intro. to Social Work Profession (2) Diversity and Social Justice (3) Micro-Theory/Human Develop. (3) Spring Semester Introductory Research Methods (2) Social Welfare Policy/Practice (3) Macro-Theory & 19

20 Year 2 Year 3 Year 4 ** Communities/Organizations (3) ** Field Seminar I (1) Field Seminar II (1) Practice I Interview/Assessment (3) Practice II Intervention/Evaluation (3) Field I (3) Field II (3) Community Practice Concentration Human Rights/Sustain Develop (2) * Advanced Community Practice (3) Org. Behavior & Management (3) Clinical Practice Concentration Clinical Practice w/groups (2) * Advanced Clinical Practice I (3) Children and Adolescents (3) Community Practice Concentration Field Seminar III (1) Elective (3) Field III - Community (3) Community Practice Concentration Fundraising, Grant Writing/Fiscal Decision (3) ** International SW Policy/Practice (2) Elective (3) Clinical Practice Concentration Social Welfare Policy & Health/MH (2) * Advanced Clinical Practice II (3) Elective (3) Community Practice Concentration Field Seminar IV (1) Capstone Leadership Project (3) Field IV - Clinical (3) Clinical Practice Concentration Field Seminar III (1) Elective (3) Field III - Clinical (3) Clinical Practice Concentration Field Seminar IV (1) Capstone Leadership Project (3) Field IV - Clinical (3) * Weekend Intensive courses (2 units) meet three or four Saturdays per semester: 8 a.m. 6 p.m. ** Weekend Intensive courses (3 units) meet five Saturdays per semester: 8 a.m. 6 p.m. Stipend Grants and Special Programs Information about the stipend grants and special programs application process is provided at the Concentration Year field placement meeting which occurs in the Spring Semester when the student will be interviewing for field internships. Geriatric Social Work Education Consortium (GSWEC) Azusa Pacific University is a member of the Geriatric Social Work education Consortium. GSWEC brings together the social work departments of eight universities in the greater Los Angeles area and ten Centers of Excellence, agencies that focus on providing care for older adults. GSWEC provides a directed social work field education experience for students who want to develop skills in working with older adults and their families. Students who apply for GSWEC are eligible to interview for placements at one of ten Centers of Excellence; these agencies offer opportunities in hospital settings, outpatient care management, veterans facilities, mental health, substance abuse, work with dementia patients and caregivers, and more. With a focus on leadership skills, the students attend a series of seminars and trainings arranged by GSWEC member agencies. Concentration Year students, either in the Clinical or Community Practice Concentrations, are eligible to apply for this program which offers a stipend with no 20

21 work/payback requirement. The recruitment process begins in January of the students Foundation Year. Pupil Personnel Services Credential (PPSC) Students who are interested in completing the PPS credential for school social work must complete a 600-hour field internship in an approved school-based field internship under the supervision of a PPS-credentialed field instructor. After degree posting, students are then eligible to apply to a post-msw PPSC Program to complete the credential requirements. Interviews for PPSC field internships are competitive and may require additional commitments as a condition of placement, including early internship start date and/or late end date. Concentration Year students are given priority for PPSC placements. School-based field internships require direct-practice experience; therefore school sites often prefer and prioritize Clinical Concentration students. Community Concentration students are informed of these limits to the PPSC internship opportunity. However, on occasion, a school site may consider a Community Practice Concentration student. The MSW Program s course curriculum meets the prerequisite requirements for application to post-msw PPSC Programs in the UCLA and CSULB Schools of Social Work. Information about PPSC field internships will be provided in early Spring Semester of each academic year. University Consortium on Children and Families (UCCF) The University Consortium for Children and Families (UCCF), formerly known as the InterUniversity Consortium (IUC) Program, is a federally funded program and partnership between the County of Los Angeles Department of Children and Families (DCFS) and six Master of Social Work (MSW) programs in Los Angeles, under the IV-E provision of the Social Security Act, with the goal of improving the professional preparation of public child welfare agencies. MSW students interested in public child welfare, who then agree to work for Los Angeles DCFS for at least one year upon graduation, are encouraged to apply. (Excerpt from UCLA website: Pacific University, along with other Los Angeles area MSW Programs, has contracted with the County of Los Angeles DCFS to participate in the UCCF. Seven stipends, each in the amount of $18,500, will be offered to MSW students in the Clinical Concentration who are interested in exploring a career in public child welfare. Students undergo a competitive interview process. Stipend awardees will complete their Concentration Year field internship at DCFS, participate in specialized trainings, and agree to work for L.A. County DCFS for a minimum of one year upon graduation. 21

22 Chapter 2 Policies and Procedures 22

23 Policies and Procedures Overview of Field Education Coursework Students in the two and four year program options complete a total of 16 units of field education coursework in the MSW program. Advanced standing students complete eight units of field education coursework. An overview of the field education requirements, by program option, is as follows: Program Option Full-time two years Full-time one year (Advanced Standing) Part-time four years Part-time two years (Advanced Standing) Foundation Year Field Coursework SOCW 515, 516, 525, 526 Concentration Year Field Coursework SOCW 534; 535 or 539; 544; 545 or 548 N/A SOCW 534; 535 or 539; 544; 545 or 548 SOCW 515, 516, 525, 526 (enrollment in year two) SOCW 534; 535 or 539; 544; 545 or 548 (enrollment in year four) N/A SOCW 534; 535 or 539; 544; 545 or 548 (enrollment in year two) Required Hours 480 hours per year, 960 hours at graduation 600 hours 480 hours per year, 960 hours at graduation Eligibility for Enrollment in Field Education Students are eligible for enrollment in field education courses if the following are met: Student is in good standing in the MSW Program, as outlined in the MSW Student Handbook Student demonstrates timely follow-through on field application requirements, including submission of Application for Field Internship, communication with field faculty and referring agencies, and scheduling pre-placement agency interviews. Student has demonstrated professional conduct and communication, as noted in the Code of Ethics Student is available to complete 16 hours of field internship during daytime working hours on weekdays. Field Manual The Field Manual provides relevant information about the field education program, including policies, procedures, and field requirements. It serves as a reference guide for students, Field Instructors, field faculty, and the Director of Field Education. Field Orientation and Training 23

24 All Foundation Year students are required to attend a mandatory field orientation and training to prepare for their entrance into their Foundation Year in field internship. Advanced standing students are also required to complete a training prior to the start of their Concentration Year field internship. Training topics covered include: 1) overview and expectations in the field, 2) confidentiality, 3) mandated reporting, 4) professional conduct, 5) sexual harassment, 6) blood borne pathogen training, 7) safety in the fieldwork setting, 8) HIPAA and documentation requirements, 9) faith integration and cultural competency, and 10) self-care. Student Placement Process Prior to starting the field internship year, students will receive an orientation to the field placement process, complete an Application for Field Internship, and then may sign-up to meet individually with the field faculty to discuss learning interests. Failure to complete the field application requirements by the posted deadline could result in field placement delay or dismissal from field for the academic year. Field faculty will review field applications to evaluate student eligibility for field internship positions. As identified in the MSW Program admission process, students must be available to complete field hours on two full weekdays during normal business hours. During the field placement process, student learning needs are considered, along with student placement preferences and prior related work or volunteer experiences. Placement decisions are made by the agency and field faculty, in consideration of a student s growth potential at the agency. Foundation Year Students Placement Process Students admitted to the MSW program are assigned to Foundation Year internships through an intentional matching process. Foundation Year internships must meet the criteria and learning objectives of Foundation Year curriculum, including the development of generalist social work practice skills. Students in the Foundation Year devote approximately 50% of their field hours to direct practice experience with individuals, families, and/or groups, with additional hours involved in mezzo and macro practice. The field placement process is as follows: 1. Student is accepted into the APU MSW program 2. Student completes Application for Field Internship 3. Field faculty review applications 4. Student meets with the field faculty (optional) to review application, discuss professional practice interests, and learning goals 5. Students attend a field orientation and interview preparation day to participate in mock interview sessions with faculty 6. Field faculty, after reviewing the student s application and experience, will determine the appropriate agency referral. Students are given one agency referral, and receive a mailed 24

25 or ed placement packet which consists of the Field Internship Assignment Form with the agency contact information and additional instructions. Student will also receive interview preparation material to review prior to the interview. Student is instructed to schedule an agency pre-placement interview with the Field Instructor or agency designee as soon as form is received. 7. After the interview, the Field Instructor or agency designee will submit the completed Field Internship Assignment Form with the placement decision (e.g., accepted or not accepted ). Comments are requested if not accepted is selected so that student and field faculty are aware of the reason(s) placement was denied. 8. Student submits signed Field Internship Assignment Form certifying that interview was completed in the timeframe requested. 9. Field Internship Verification Forms are sent to all students after the interview period ends. 10. Students who are not accepted at the referred field internship agency are asked to provide feedback about the pre-placement interview, and will meet with the field faculty to debrief about the interview experience as well as to discuss field placement options. 11. Pending availability, students may be presented a second and final field agency referral and will be expected to complete the pre-placement interview process again within the designated timeframe. Field faculty may request to complete further interview preparation and/or a mock interview with the student prior to agency interview. 12. Newly admitted students who are not accepted after interviewing at their second field internship assignment are ineligible to enroll in the full-time MSW Program. Students in the part-time cohort who are entering Foundation Year fieldwork (year two) may be required to defer enrollment in field courses, pending initiation of a remediation plan, if not accepted by the second field internship agency in which they are referred. Students will be asked to meet with the field faculty to discuss options for remaining in the program. Concentration Year Students Placement Process Students in the full-time 2-year, part-time 4-year, and advanced standing cohorts begin the field internship selection process during the Spring Semester prior to their Concentration Year. In the Spring Semester of the field placement year, students are oriented to the placement process, complete an Application for Concentration Year Field Internship, are then referred to two agencies, both of which are selected by the field faculty, with consideration given to the students interests, level of experience, and qualifications. Student requests to interview at a specific agency or population will be taken into consideration during the selection process; such requests will be reviewed on a case-by-case basis. To prepare for interviews, students attend a mandatory interview preparation workshop to participate in mock interview sessions with faculty. Students who violate the field placement interview process will lose their interview and/or internship slot and are in danger of becoming ineligible to interview at other agencies. 25