S WK 401 GENERALIST SOCIAL WORK PRACTICUM SYLLABUS FALL 2013

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1 New Mexico State University College of Health and Social Services School of Social Work S WK 401 GENERALIST SOCIAL WORK PRACTICUM SYLLABUS FALL 2013 BSW Field Coordinator: María Ortiz, LMSW Phone: Office: HSS Room # 207 Office Hours: Tuesdays 9 to 11 am or by appointment Field Liaison: Phone: Seminar day of the week Seminar time Seminar place COURSE CATALOG DESCRIPTION S WK 401 Generalist Field Practicum - Supervised professional practice in a community social service agency, providing experiential instruction and learning; seminar required. Evaluation criteria for this course will include upholding social work practice standards for interpersonal and ethical conduct. Total of 240 hours in the field each semester is required - 6 credits. Restricted to Social Work Majors COURSE DESCRIPTION: Supervised social work practice in a university approved agency. This course focuses on generalist social work practice. At this level students are expected to assume substantive responsibility for carrying out social work activities. Students are given the opportunity to observe and assume social work activities in direct and indirect practice under close supervision. These field work opportunities enable students to apply and integrate previous and current learning. Opportunities will be available for students to develop knowledge of professional practice at multiple system levels and with a variety of cultural, ethnic, racial, gender and age groups. THE FIELD COURSE HAS FIVE EQUALLY IMPORTANT REQUIREMENTS: 1. Agency Attendance and Performance 2. Seminar Attendance and Performance 3. Documented student development of Competencies and Practice Behaviors 4. Timely Canvas assignment submission of all competency assignments; process recording and learning contract and evaluation throughout the semester, and complete final document at the end of the semester. 5. Completion of a social work practicum learning portfolio 1

2 COURSE OBJECTIVE: Provide students the opportunity to develop and practice social work skills in a field setting. STUDENT COMPETENCIES The School of Social Work at New Mexico State University incorporates competencies developed by the Council on Social Work Education. The Field Contract and evaluation are based on these competencies. Successfully completing this course will entail developing and practicing the following competencies: 1. Engage, assess, intervene, and evaluate individuals, families, groups, organizations, and communities. 2. Identify myself as a professional social worker and conduct myself accordingly. 3. Apply social work ethical principles to guide professional my practice. 4. Apply critical thinking to inform and communicate professional judgments. 5. Engage with diverse clients in the practice setting. 6. Learn about the role of social work in advancing human rights and social justice. 7. Incorporate research-informed practice and practice-informed research. 8. Apply knowledge of human behavior and the social environment. 9. Identify relevant policy in practice to advance social and economic well-being and to deliver effective social work services. 10. Identify the process needed to respond to contexts that shape practice REQUIRED READINGS: CODE OF ETHICS OF THE NATIONAL ASSOCIATION OF SOCIAL WORKERS (all social work students are required to become familiar with and adhere to the social work professions code of ethics) Additional readings may be assigned by Social Work Field Instructor and/or Field liaison NMSU ADA STATEMENT Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) covers issues relating to disability and accommodations. If a student has questions or needs an accommodation in the classroom (all medical information is treated confidentially), contact: Trudy Luken, Director Student Accessibility Services (SAS) Corbett Center, Rm. 244 Phone: (575) Website: NMSU policy prohibits discrimination on the basis of age, ancestry, color, disability, gender identity, genetic information, national origin, race, religion, retaliation, serious medical condition, sex, sexual orientation, spousal affiliation and protected veterans status. Furthermore, Title IX prohibits sex discrimination to include sexual misconduct, sexual violence, sexual harassment and retaliation. For more information on discrimination issues, Title IX or NMSU's complaint process contact: Gerard Nevarez, Executive Director or Agustin Diaz, Associate Director Office of Institutional Equity (OIE) O'Loughlin House Phone: (575)

3 Website: NMSU ACADEMIC AND NON-ACADEMIC MISCONDUCT STATEMENT Academic Misconduct Any student found guilty of academic misconduct shall be subject to disciplinary action. Academic misconduct includes, but is not limited to, the following actions: Cheating or knowingly assisting another student in committing an act of cheating or other forms of academic dishonesty. Plagiarism is using another person s work without acknowledgement, making it appear to be one s own. Any ideas, words, pictures, or other source must be acknowledged in a citation that gives credit to the source. This is true no matter where the material comes from, including the internet, other student s work, unpublished materials, or oral sources. Intentional and unintentional instances of plagiarism are considered instances of academic misconduct. It is the responsibility of the student submitting the work in question to know, understand, and comply with this policy. If no citation is given, then borrowing any of the following would be an example of plagiarism: An idea or opinion, even when put into one s own words (paraphrase) A few well-said words, if these are a unique insight Many words, even if one changes most of them Materials assembled by others, for instance quotes or a bibliography An argument A pattern or idea Graphs, pictures, or other illustrations Facts All or part of an existing paper or other resource This list is not meant to include all possible examples of plagiarism. See the University Library s web page on plagiarism for further examples. 1. Unauthorized possession of examinations, reserve library materials, laboratory materials, or other course-related materials. 2. Unauthorized changing of grades on an examination, in an instructor s grade book, or on a grade report; or unauthorized access to academic computer records. 3. Nondisclosure or misrepresentation in filling out applications or other University records in, or for, academic departments or colleges. Students who engage in disruptive activities in an academic setting (e.g., classrooms, academic offices or academic buildings) are subject to disciplinary action in accordance with Section IV-Non Academic Misconduct-all Students. Such students are also subject to administrative actions in accordance with the NMSU Graduate and Undergraduate Catalogs. For further information on academic misconduct, refer to the following website: BSW WRITING SKILLS STATEMENT Writing skills are fundamental in the social work profession. Most social workers write reports, document client participation, and represent their agency in memorandums written to other professionals. Therefore, your social work instructor may include writing assignments, may deduct points for poorly written assignments and/or may require you to seek help to improve your writing skills. 3

4 A very important method for writing improvement is to carefully follow each assignment s instructions. If you need assignment instruction or clarification make sure to consult with your instructor well in advance of the assignment s due date. Sources of assistance for writing improvement include the NMSU Writing Center (the Center s information is below). Other writing improvement options include, but are not limited to, consulting with your instructor, consulting with your course s Teaching Assistant, NMSU Student Success Centers, asking someone you know who writes well to proof read and provide feedback for your written assignments, reading well written literature similar to your assignment (e.g., if you have a term paper assignment, read social work professional journal articles which include research elements). The NMSU Writing Center is located at Clara Belle Williams room 102. Their hours of operation are: Monday- Thursday 9:00 A.M.-6:00 P.M. and Friday 9:00 A.M.-12:00 P.M. They have drop in hours at the Zuhl Student Success center Sunday Wednesday evenings, 7:00 P.M. 9:00 P. M. You can set up an appointment at the Center s web-site and request online consultation: COUNCIL ON SOCIAL WORK EDUCATION EDUCATIONAL POLICY AND ACCREDITATION STANDARDS (EPAS) Competency 1. Identify myself as a professional social worker and conduct myself accordingly. Social workers serve as representatives of the profession, its mission and 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 5. Engage in career-long learning 6. Use supervision and consultation Competency 2. 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 laws. 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. Competency 3. Apply critical thinking to inform and communicate professional judgments. Social workers are knowledgeable about the principles of logic, scientific inquiry, and reasoned discernment. Critical thinking is 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, communities, organizations, and colleagues. 4

5 Competency 4. Engage with diverse clients in the practice setting. 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, as well as 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. Competency 5. Advance human rights and social 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. Competency 6. Identify (Engage in) research-informed practice and practice-informed research. 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 and 22. Use research evidence to inform practice. Competency 7. 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 processes of assessment, intervention, and evaluation 24. Critique and apply knowledge to understand person and environment. Competency 8. Identify relevant policy in 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. Competency 9. Identify the process needed to 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 changing locales, populations, scientific and 5

6 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. Competencies and Practice Behaviors Competency 10. Learn to 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. 29. Engagement Substantively and affectively prepare for action with individuals, families, groups, organizations, and communities. 30. Demonstrate empathy and other interpersonal skills 31. Develop a mutually agreed-on focus of work and desired outcomes. 32. Assessment 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. 36. Intervention 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. 41. Evaluation Critically analyze, monitor, and evaluate interventions 6

7 AGGREGATE FIELD COURSE EVALUATION CRITERIA Course Requirements Mid-Term Final Latent Developing Skilled Latent Developing Skilled Agency Attendance and Performance Seminar Attendance and Performance Development and documentation of the Practice Behaviors associated to the ten competencies Timely completion of all competency based assignments; process recording and learning contract and evaluation throughout the semester, and submission of complete final document at the end of the semester. Completion and quality of social work practicum learning portfolio Performance Level EVALUATION CRITERIA FOR PRACTICE BEHAVIOR EVIDENCE Score Practice Behaviors Competency Level Descriptions 5 The student demonstrated effective performance in this practice behavior consistently and effectively. 4 The student demonstrates effective performance in this practice behavior most of the time. 3 The student demonstrated understanding of this skill and offers evidence of appropriate performance but more practice experience is required. 2 The student demonstrated understanding of some aspects of this practice behavior, but shows little ability to implement it in practice. 1 Unacceptable: the student demonstrated little understanding of this practice behavior or its use in practice. N/A Not applicable, the student has not had the opportunity to work on this area. This rating may be acceptable at mid-term but not by the final evaluation. DEFINITION OF GENERALIST SOCIAL WORK PRACTICE NMSU Social Work Faculty approved 11/9/07. Generalist social work practitioners work with individuals, families, groups, communities and organizations in a variety of social work and host settings and apply ethical principles and critical thinking to practice. The generalist practitioner identifies with the social work profession and is grounded in the dual perspective of the person and the environment. Utilizing knowledge of the human condition, generalist practitioners view clients and client systems from a strengths and resiliency perspective in order to recognize, support, and build upon the capabilities of all human beings. They use a collaborative process to engage, assess, and intervene (broker services, advocate, and counsel, educate, and organize) with and on behalf of clients and client systems. 7

8 Generalist social workers participate in community and organizational development. Generalist practitioners are consumer informed, are involved in research-informed (evidence based) practice, and evaluate service outcomes in order to continually improve the provision and quality of services most appropriate to client needs. Finally, generalist social work practice is guided by the NASW Code of Ethics, incorporating diversity in their practice and advocating for human rights and social justice. SEMINAR REQUIREMENTS 1. Each student is accountable for his/her own learning. If any assignment is unclear to the student, it is the student s responsibility to ask for clarification well in advanced of the assignment s due date. 2. Seminar attendance is mandatory. Social work practitioners should be punctual in both attendance and in meeting deadlines. Therefore, seminar attendance is expected. Arriving late or leaving early will be counted as an absence. 3. Reading and using the NASW Code of Ethics. Social work practitioners assume responsibility for knowing and understanding the NASW Code of Ethics. Professional ethics will be discussed throughout the semester and seminar behavior is expected to reflect a collective attempt to demonstrate ethical practice. 4. All homework and Canvas assignments must be submitted by the deadline. Late submissions will not be graded but must be submitted and included in the portfolio to earn a passing grade. Late submissions will not be graded but must be submitted to earn a passing grade in the course. 5. Seminar dialogue: the seminar is meant to be an opportunity to discuss the connection between coursework theory and real life application in the practice setting. Quality of participation is encouraged over quantity. All discussions must be focused on social work concepts and their application. Disagreements are welcome but should be stated in a respectful manner to maintain discussions at a professional level. 6. The use of cell phones or any other electronic devise will NOT be allowed during class. The liaison reserves the right to ask anyone who is texting or playing with electronic devises during seminar, to leave the session. The student will be counted absent for the seminar. 7. According to NMSU Student Code of Conduct It is the personal responsibility of every member of the campus community not only to protect his/her own rights, but to respect the rights of others, and to behave in a manner conducive to learning and/or living in an educational environment. Therefore a student who engages in any kind of disruptive behavior will be asked to leave the seminar session and a meeting to address the issue will be schedule with the BSW Program Coordinator, the student, the instructor and the student s Academic Advisor. 8. All students registered for S WK 401 are required to submit the Competency Based Assignments, Process Recordings and Field Learning Contract and Evaluation documentation through Canvas. 8

9 SEMINAR IS MEANT TO GIVE YOU THE OPPORTUNITY TO: Discuss your field experience to facilitate the integration of knowledge from coursework and field experience. Learn from others and develop and practice your listening skills when others speak, make an effort to really listen. Contribute by sharing what you are learning at your particular agency. Become aware of the different resources available in the community. Become aware of community needs. Start to understand how policies (at all levels) impact social work practice. Explore natural emotions related to being an apprentice (feeling inadequate, making mistakes, learning the language of the profession, dealing with difficult clients, recognizing your learning gaps, identifying and setting boundaries with peers, superiors, clients, etc.). Start developing your peer network. SEMINAR IS NOT MEANT TO: Be a forum to discuss problems in the field problems are best addressed with the people involved (get familiar with the chain of command in your particular agency and read your Field Manual) usually it is best to start with the person you are having a conflict with. Be a gossip session before you speak, ask yourself if what you are going to say contributes to your own learning and that of your peers. If not, don t say it. Do not discuss client issues with anyone outside the seminar setting. Be at your learning level at all times everyone in the group will have different learning needs; the liaison will attempt to help everyone but no one can successfully assist more than one person at a time. Be a therapy session while feelings related to your developing competence as a social worker in training are appropriate, issues related to your personal life need to be addressed in a different environment. A good resource is the NMSU Counseling Center: New Mexico State University Counseling Center Hours: Monday Friday, 8 a.m. to 5 p.m Garcia Annex, Room 100 MSC 3575/ P.O. Box 30001, Las Cruces, NM

10 GLOBAL AGENCY STUDENT PERFORMANCE EVALUATION FIELD AGENCY PERFORMANCE Mid-Term Final FIELD INSTRUCTOR Agency attendance All time and activity reports and instructional meeting agendas were completed by student weekly, have been signed, and are included in student portfolio for review. Student s active participation in own learning Student was prepared for every instructional meeting; student takes initiative seeking social work related tasks independently, asks for feedback, and researches relevant case related information independently. Field Learning Contract and Evaluation document was completed in a timely manner and student took responsibility for having copies ready for mid-term and final. Two Process recordings were completed: N/A Process recording was given to instructor with sufficient time to provide feedback before the deadline, the process recording was complete, insightful, and demonstrated positive regard for the client. Student demonstrated the ability to accurately self-evaluate based on practice behavior evidence prior to mid-term and final evaluation meeting. Student demonstrated the ability to effectively work with others; peers, supervisors, public, etc. Student is able to seek, accept and use redirection without defensiveness Overall Agency Performance

11 GLOBAL SEMINAR & CANVAS STUDENT PERFORMANCE EVALUATION FIELD SEMINAR PERFORMANCE Mid-Term Final Field Liaison Seminar Attendance & Participation Student was present in body and mind for all seminar sessions; student s comments were relevant to topic at hand, student was able to express unpopular points of view in a respectful manner. Agency Presentation the student presentation was thoughtful, informative and provided clear evidence that the student understands the services provided by the agency. Portfolio: Complete, organized, timely & relevant. Will serve as a reference for student Assignments: Completeness, clarity, insight, scholarly quality & timeliness. All assignments focused on the given theme. Process Recordings: Completeness, clarity, insight, & timeliness. Student demonstrated the ability to accurately self-evaluate based on practice behavior evidence prior to mid-term and final exams. Student demonstrated the ability to effectively work with others; peers, supervisors, public, etc. Canvas Compliance student submitted all Canvas assignments by the published due date. All 7 parts of the contract must be submitted through Canvas and given to the liaison during the final evaluation to be submitted to the field office. Overall Seminar/Canvas Performance

12 ROLES AND RESPONSIBILITIES OF THE SOCIAL WORK FIELD TEAM THE STUDENT: The student s role is to actively participate in their development of the knowledge, skills and values required for professional social work practice. They are not volunteers but apprentices who need guidance and mentorship in the learning process. In return, students are expected to contribute their time, energy and commitment to serve the agency and successfully complete the required social work field experience under the supervision of a social work field instructor and a field liaison who represents the school of social work. STUDENTS ARE EXPECTED TO: Attend Group Seminar: Participate in weekly group seminar meetings conducted by a Field Liaison who will help students integrate classroom and field experience learning. Fulfill all field course expectations, including timely submission of Learning Contract and Evaluation, assignments, process recordings and portfolio. Participate in discussion regarding cases, agency activities, and field learning progress. Develop the 10 competencies and document implementation of all competencies and practice behaviors by writing examples of appropriate practice behavior evidence on the Mid-term and Final Evaluation document. Professionalism: Professional behavior at the agency is expected Be present at the agency according to the agreed upon schedule and dress in an appropriate manner. Communicate with the Field Instructor. Notify the Field Instructor when needing to be late or absent from the agency, submit a plan to make up time lost. Communicate any problems (in the agency, clients or Field Instructor) to the Instructional Field Team. Follow the administrative policies, standards, and practices of the agency. Respect the confidential nature of agency files and client information and conform to the standards and practices established by the School of Social Work for the practicum course, including adherence to the NASW Code of Ethics. Readiness to learn: Demonstrate a readiness to learn and to become involved in all appropriate aspects of the field experience including: Prepare for supervision by having the INSTRUCTIONAL AGENDA and TIME AND ACTIVITIES LOG ready and using other tools provided by field instructor and/or field liaison. Actively participate in field seminars and discussions with the field liaison. Engage in self-reflection as a beginning professional. Participate in continual self-evaluation by defining and sharing specific strengths and learning needs with the field instructor and liaison. Demonstrate professional behavior that reflects a commitment to the ethics of the social work profession. If student has personal issues, the students must not allow these issues to interfere with their practice with clients. Behavior contrary to social work professional ethics will be cause for review of the student s admission to the program or continued future in the social work major. Examples of behavior that would lead to failure of the field course include: o Unethical behavior or inability/unwillingness to follow chain of command o Negative oral or written statements or gestures toward other students, faculty, clients, colleagues and/or wearing clothing with statements that may be offensive towards others. o Problems in personal functioning sufficiently serious to endanger functioning or client welfare such as arriving at placement under the influence of alcohol or drugs 12

13 o Poor performance in basic work place responsibilities (e.g. poor attendance, poorly written paperwork, misuse of practicum time, etc.) o Inability to apply theory to practice despite discussion in supervision, demonstration and training o Unwillingness or inability to be proactive in own learning. o Inability to seek and use supervision without defensiveness Complete an evaluation of the faculty liaison, field agency, and field instructor: All students are encouraged to complete field evaluations to assist in our continuous improvements efforts. FAILURE TO ADHERE TO STUDENT RESPONSIBILITIES MAY RESULT IN TERMINATION FROM THE FIELD. STUDENTS MUST MAINTAIN A PASSING GRADE IN THE FIELD TO STAY IN THE BSW PROGRAM. THE FIELD INSTRUCTOR: Students are assigned to a Social Worker who has agreed to serve as a field instructor and provide field supervision and instruction. All approved agencies either have a licensed social worker on staff or arrangements have been made for a social worker to provide supervision and instruction. The field instructor utilizes a combination of teaching strategies that may include role modeling, case assignments, documentation assignments, reading materials, and small group instruction. THE FIELD INSTRUCTOR WILL: 1. Orientation: Insure that the student receives an orientation to the agency to help the student understand the expectations for student performance, purpose, policies, and procedures of the agency to include issues related to agency safety plans, sexual harassment, and grievance procedures. 2. Assignments: Prepare and assign projects, cases and reading materials that will assist the student with the understanding, development and practice of field competencies. Review and comment on two process recordings each semester. 3. Individual Educational Instruction: Provide individual educational instruction to the each student at least once a week, for one hour, or small group instruction for a minimum of two hours a week, with individual sessions with students as needed. This instruction will assist the student in integrating social work knowledge, skills and values with practice with individuals, families, groups, and/or communities Provide on-going performance feedback and SIGN the WEEKLY INSTRUCTIONAL MEETING AGENDA and Time and Activities reports 4. Evaluation: review the Field Learning Contract and Evaluation document and provide feedback regarding the kinds of examples the student is using to demonstrate application of the competencies and practice behaviors the student will be developing during field work. 5. Meetings with Field Liaison: Participate in periodic meetings as needed with the field liaison to review student progress, as well as provide feedback regarding student performance during midterm and final evaluation meetings. Communicate with the student and with the faculty liaison regarding any unusual opportunities, conditions, or concerns as soon as they become evident. Complete a plan of action with the student and Field Liaison to address concerns and document all efforts to address the issue. 6. Communicate with the University: Facilitate a positive, cooperative working relationship between the agency and the university, including informing the department of any agency or organizational problems that would affect student learning such as the possibility that the Field Instructor will be unavailable to student, major change in agency administration, or any agency disruption that affects continuation of student in the placement. 13

14 7. Participate in field instructor training events, continuing education offerings, and other support services available for field faculty. FACULTY FIELD LIAISON: The Faculty Field Liaison is a faculty member of the School of Social Work who represents the School and serves as the channel of communication between the agency field instructor, the student and the school. Field faculty liaisons oversee the learning experience and assist the student and field instructor in designing appropriate learning activities and in integrating practice theory and practice skills. THE FIELD LIAISON WILL: 1. Conduct Group Seminars: Liaisons meet with their assigned students once per week for group seminar and provide instruction and feedback to students regarding all field expectations such as Learning Contract and Evaluation, assignments, process recordings and portfolio. Assist students in integrating classroom and field experience learning. Provide instruction regarding cases, agency activities, and field concerns. Advise students regarding field performance, evaluation, and final grade. Teaching students to use the chain of command to resolve any problems that might arise STUDENT FIELD INSTRUCTOR FIELD LIAISON BSW FIELD COORDINATOR o Students need to keep in mind that all conflicts are best addressed directly, honestly and in good faith with the person involved. When this step is not taken, discussing the issue with a third party usually leads to a damaged relationship. 2. Visit the Agency and Field Instructor: A MINIMUM OF TWO VISITS PER SEMESTER IS REQUIRED. Visit the agency to maintain an ongoing relationship with the student and agency field instructor for the purposes of: Serving as an Educational Consultant to student and Field Instructor and Field Based Site Supervisor/Facilitator regarding the curriculum and implementation the Competencies and Practice Behaviors as part of the daily activities in the field. Making available necessary curriculum materials to the agency field instructor. Evaluating Student progress at Mid-Term and Final: Meet with student and field instructor to discuss the student s progress and answer any educational questions related to the student s professional development during mid-term and final. Conduct Midterm evaluations prior to the last date to drop with a W for the current semester. Evaluate all the evidence regarding student performance in the field agency, seminar and course assignments to calculate the student s final grade at end of the semester. 3. Resolve Field Issues Meet with student and Field Instructor to resolve problem situations that are still a concern after the student and Field Instructor have discussed it. Evaluate field placement agencies to assure that the agency provides the appropriate educational experience for the student consistent with the School of Social Work educational criteria. Mediate any issues that may arise between, or among, the student, agency, Field Instructor, and/or Field Based Site Supervisor/Facilitator and the school to develop a course of action to resolve the Field Situation. Consult with the Field Coordinator when a student or field instructor has requested a change of field placement and participate in the decision making process. 14

15 FIELD BASED SITE SUPERVISOR/FACILITATOR: Agencies that do not have a social worker on staff and social workers who are not available to students on a regular basis might assign a Field Based Site Supervisor or facilitator to assist in the supervision of the student s daily activities. The Field Based Site Supervisor or facilitator will report any concerns regarding student performance to the Field Instructor as soon as any issues arise so that the Field Instructor can address the issue with the student and a corrective plan can be developed. OVERVIEW OF FIELD COURSWEORK REQUIREMENTS 1. Field Learning Contract and Evaluation Document: Students are required to complete a Field Learning Contract and Evaluation Document that incorporates the standard requirements of field education. Students are responsible for completing all documentation and seek input from the field instructor, and the field liaison. The purpose of the contract is to underscore the learning expectations and competencies that the student will be expected to develop and practice throughout the semester. 2. Field Experience Portfolio: Each student is required to put together a Field Experience Portfolio to maintain all SWK 401 field course work assignments organized and available for review. The field Liaison will check the students portfolios at midterm and during the final to make sure the student has completed all required assignments. Field liaisons may require students to bring portfolios to seminar every week and may require students to rewrite any assignment that has not been completed satisfactorily. 3. Evaluations and grades: The student is required to actively participate in the evaluation of their performance throughout the field practice experience. Self-evaluation is part of the field learning contract. The student need to periodically review field work expectations and evaluation criteria to make sure learning progress is being made or in the case that a competency area cannot be met, it is the student s responsibility to discuss the issue with both the field instructor and field liaison. The final grade will be an S/U grade. Please note that a U grade will result in the student being dismissed from the BSW program. 4. Attendance Policy: Students must strive for punctuality; attend all seminar meetings, and regard the schedule negotiated with the agency as a professional commitment. The field schedule at the agency should be one that provides the student with opportunities to take on the social work role under the supervision of an experienced social worker at the agency. The practicum should not be completed in fewer than 12 weeks. Students are required to complete 240 clock hours in the field setting per semester. Time spent in meetings with field instructor outside the regular agency schedule count as practicum hours. Seminar hours also count as field hours. With prior approval from the agency field instructor, students may also count time spent attending conferences, workshops, or other training programs. Participation in training and educational activities should have relevance to the field placement and student s learning objectives. Absences due to illness or agency holidays must be made up and documented on the TIME AND ACTIVITIES REPORT. 15

16 TENTATIVE S WK 401 SEMINAR SCHEDULE WEEKLY ACTIVITIES (FALL 2013 August 22 December 13, 2012) Date Reading/homework Assignments Seminar Topic Week # 1 August 22 S WK 401 FIELD ORIENTATION 5:00 TO 7:00 PM Review S WK 401 Syllabus - (Agency, Seminar and Canvas requirements) Week # 2 August 26 August 30 Week # 3 September 2 6 Week # 4 September 9-13 Week # 5 September Week # 6 September Week # 7 September 30 October 4 Week # 8 October 7 11 PART ONE AND TWO OF THE FIELD LEARNING CONTRACT MUST BE SUBMITTED ON CANVAS. (PORTFOLIO VERSION MUST INCLUDE ALL REQUIRED SIGNATURES) First Competency Based Assignment due on Canvas on Friday at 5:00 PM Start writing practice behavior evidence on your mid-term evaluation document and review the evaluation rubric to make sure you are documenting at the appropriate level. Second Competency Based Assignment due on Canvas on Friday at 5:00 PM Third Competency Based Assignment due on Canvas on Friday at 5:00 PM Process Recording due on Canvas on Friday at 5:00 PM FIELD LEARNING CONTRACT WITH MID-TERM EVIDENCE FOR EACH PRACTICE BEHAVIOR IS DUE ON CANVAS ON FRIDAY AT 5:00 PM Fourth Competency Based Assignment due on Canvas on Friday at 5:00 PM (Last day to withdraw with a W October 15) Fifth Competency Based Assignment due on Canvas on Friday at 5:00 PM Start writing practice behavior evidence on your final evaluation document. 16 Review Learning Contract Every student must develop an agency presentation for seminar Assign presentation dates. Review of Competencies and implementation and documentation of practice behaviors Review of Competency two and implementation and documentation of practice behaviors Review of Competency three and implementation and documentation of practice behaviors Review of Competency four and implementation and documentation of practice behaviors Review of Competency five and six implementation and documentation of practice behaviors AGENCY VISITS FOR MID-TERM BY FIELD LIAISON *Mid Terms Report Due to field office all students in danger of failing the field at this point in the semester must participate in a meeting with Field Coordinator, Academic Advisor, BSW Coordinator, Liaison and instructor. Review of Competency ten implementation and documentation of practice behaviors Review of Agency Presentation guidelines Week # 9 Sixth Competency Based Assignment Agency Presentation

17 October due on Canvas on Friday at 5:00 PM Discussion Week # 10 October Week # 11 October 28 November 1 Week # 12 November 4 8 Week # 13 November Week # 14 November Week # 15 November Week # 16 December 2-6 Week # 17 December 9-13 Seventh Competency Based Assignment due on Canvas on Friday at 5:00 PM Last day to Withdraw from University (November 11) Process Recording due on Canvas on Friday at 5:00 PM Eighth Competency Based Assignment due on Canvas on Friday at 5:00 PM Ninth Competency Based Assignment due on Canvas on Friday at 5:00 PM Tenth Competency Based Assignment due on Canvas on Friday at 5:00 PM THANKSGIVING HOLIDAY COMPLETE FIELD LEARNING CONTRACT WITH MID-TERM AND FINAL EVIDENCE FOR EACH PRACTICE BEHAVIOR IS DUE ON CANVAS ON FRIDAY AT 5:00 PM EXAM WEEK Program Evaluation Forms also need to be submitted to field office. Final grade will not be posted until the complete Learning Contract and Evaluation with evidence for each practice behavior and final signatures has been submitted to the Field Office Agency Presentation Discussion Agency Presentation Discussion Agency Presentation Discussion Agency Presentation Discussion Agency Presentation Discussion Review of Portfolio for final grade FINAL AGENCY VISITS BY FIELD LIAISON Hard copy of the complete Field Contract and Evaluation document with all signatures must be submitted to the Field Office 17

18 FIELD EXPERIENCE PORTFOLIO TABLE OF CONTENTS MUST BE REVIEWED AT MID-TERM & FINAL BY FIELD LIAISON 1. Section one a. FIELD EXPERIENCE PORTFOLIO TABLE OF CONTENTS b. STUDENT LEARNING ACTIVITY TRACKING FORM c. RECORD OF ASSIGNMENT COMPLETION AND SELF ASSESSMENT WORKSHEET 2. Section two a. Summary of your reasons for choosing social work as a profession i. How might your practicum experience shape your future social work performance? ii. What is your professional development goal for this semester? 3. Section three a. Field Course Syllabus (SWK 401) b. Agency policies i. Related to client services ii. Related to your as a social work practicum student 4. Section four a. Field Learning Contract (Part 1 & 2) b. Mid-Term Evidence for each practice behavior (Daily Reflective Journal) c. Mid-term & Final Evidence for each practice behavior d. Copy of complete and signed learning contract with mid-term & final evidence for each practice behaviors 5. Section five a. Competency Based Assignment (must be submitted on Canvas and submitted to your Field Liaison for grading and keep graded assignments in the portfolio) 6. Section six a. Examples of client assessment how does the agency assess client s progress? b. TWO PROCESS RECORDINGS with comments from social work field instructor 7. Section seven a. WEEKLY SUPERVISORY MEETING AGENDAS and Time and activities reports (signed by field instructor one per week) 8. Section eight a. Research articles related to an issue you are dealing with at your agency (at least 3 articles) b. Summary of the topic you selected to research and how you might use the information you gained from reading the articles to better serve the clients at your agency. 9. Section nine a. Values and Ethics: Copy of NASW Code of Ethics i. One page summary values and ethics relevant to this setting b. End of Semester Summary of Field Experience i. What did you accomplish in this field placement this semester? ii. What did you learned from supervision? iii. Summary of leaning gains and your next steps for continuous professional growth. 18

19 STUDENT LEARNING ACTIVITY TRACKING FORM The student maintains this record throughout the semester in the portfolio. It is the summary of the time the students spent in the field, the weekly activities with their supervisor and the seminar attendance and field experience assignments. Student Name: S WK 401 Fall 2013 Filed Instructor Name: Field Liaison Name: Part 1 & 2 of Learning Contract Submitted on Canvas: Mid-Term Meeting: Complete Learning Contract and Evaluation Document Submitted on Canvas: Date: Date: Date: Time and Activities reports submitted 1. Week of time accrued 2. Week of time accrued 3. Week of time accrued 4. Week of time accrued 5. Week of time accrued 6. Week of time accrued 7. Week of time accrued 8. Week of time accrued 9. Week of time accrued 10. Week of time accrued 11. Week of time accrued 12. Week of time accrued 13. Week of time accrued 14. Week of time accrued 15. Week of time accrued 16. Week of time accrued Total Time Evidence of Learning Competency Based Assignments Competency Based Assignments Signed Weekly Instructional Agenda 1. Date: 2. Date: 3. Date: 4. Date: 5. Date: 6. Date: 7. Date: 8. Date: 9. Date: 10. Date: 11. Date: 12. Date: 13. Date: 14. Date: 15. Date: 16. Date: Process recordings Seminar Attendance 1. Date: 2. Date: 3. Date: 4. Date: 5. Date: 6. Date: 7. Date: 8. Date: 9. Date: 10. Date: 11. Date: 12. Date: 13. Date: 14. Date: 15. Date: 16. Date: Agency Presentation 1. Date 2. Date 3. Date 4. Date 5. Date 6. Date 7. Date 8. Date 9. Date 10. Date 1. Date 2. Date Date Canvas Mid-term & Final Date Date Recommended Grade for S WK 401 S U Liaison Signature Date This form should be maintained in the student s Portfolio and a copy submitted to the Field Office at end of the semester along with the original copy of the final Signed Learning Contact and Evaluation Document 19

20 RECORD OF ASSIGNMENT COMPLETION AND STUDENT SELF-ASSESSMENT WORKSHEET Student Name: Liaison: ASSIGNMENT DUE ON CANVAS BY PUBLISHED DEADLINE Competency Based Assignment # 1 Competency Based Assignment # 2 Competency Based Assignment # 3 Competency Based Assignment # 4 Competency Based Assignment # 5 Competency Based Assignment # 6 Competency Based Assignment # 7 Competency Based Assignment # 8 Competency Based Assignment # 9 Competency Based Assignment # 10 Due Date Late or Incomplete Fulfilled Requirements High Quality Work First Process Recording Second Process Recording Part 1 and 2 of Learning Contract Learning Contract and Evaluation Mid-Term Self Evaluation with evidence for each practice behavior Complete Learning Contract and Evaluation with mid-term and final evidence for each practice behavior and Self-Evaluation SCORE Range of totals FINAL Final score Unacceptable Developing Skilled 20

21 SCHOOL OF SOCIAL WORK WEEKLY INSTRUCTIONAL MEETING AGENDA TIME AND ACTIVITIES REPORT Week: Student Name Field Social Worker Date of meeting: Time of meeting: DATE ACTUAL HOURS DESCRIBE ACTIVITIES IN DETAIL Example: Conducted a client intake, attended a staff meeting, completed an intake interview, called clients, call agency X to make a client referral, etc. Total Hours Accrued this week: Remaining Hours to be completed: (A minimum of 240 is needed) Student s Summary Report on the status of tasks assigned: Issue or issues student wants to discuss during this instructional meeting and their relationship to Social Work Competencies Learning tasks and assignments from this instructional meeting to be completed by next week: Student s Signature: Date: Field Instructor Signature: Date: If the student is struggling to meet field requirements and/or has been advised to work on any social work competency and there is concern that the student is not working towards meeting course requirements, the Field Instructor must include a recommendation for improvement. This form should be completed weekly and included on the portfolio for liaison review 21

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