Baylor University School of Social Work. Social Work 5790 Spring 2015 Advanced Internship III Children and Families Tuesdays,

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1 Faculty Contact Information Faculty Name Office Phone Office Hours Course Description Baylor University School of Social Work Social Work 5790 Spring 2015 Advanced Internship III Children and Families Tuesdays, PM This course follows SWO 5190, Introduction to the Advanced Internship III. The student begins SWO 5790 having completed the orientation to the agency, training required by the agency prior to working with clients, organizations, and communities, the connection of the research project to the work of the field site (if applicable), the development and/or discovery of data sources for the research, and the development of the learning contract. This course consists of supervised advanced social work practice in child and family settings for clock hours (minimum total of 550 clock hours in 5190 and 5790 combined) and a weekly integrative seminar with a school faculty member. Students must successfully complete both the seminar and the field experience in order to successfully complete the course. Students will apply their social work education to practice in the field under the supervision of an experienced social worker who specializes in the student s area of concentration. Student practice is educationally directed and is enhanced by the seminar meetings which are designed to enable students to compare their practice experiences with one another, integrate knowledge acquired in the classroom, and expand knowledge beyond the scope of their particular practicum setting. Course Objectives The objective of this course is to be able to demonstrate the following advanced competencies and practice behaviors: A1 Identify as a professional social worker and conduct oneself accordingly. PG 3, 7, 8 A1.8 Communicate professional judgments to other social workers and to professionals from other disciplines, in both verbal and written formats A2 Apply social work ethical principles to guide professional practice. PG 2, 8, 9 A2.6 Establish a relationally based process that encourages clients to be equal participants in the establishment of treatment goals and expected outcomes A3 Apply critical thinking to inform and communicate professional judgments PG 2, 7 A3.5 Engage in reflective practice A3.6 Identify and articulate clients strengths and vulnerabilities 1

2 A3.7 Evaluate, select, and implement appropriate multidimensional assessment, diagnostic, intervention, and practice evaluation tools A3.8 Articulate a practice paradigm A4 Engage diversity and difference in practice. PG 1, 5, 7 A4.7 Research and apply knowledge of diverse populations to enhance client well-being A4.8 Work effectively with diverse populations A5 Advance human rights and social and economic justice. PG 5, 7, 10 A5.5 Identify and use practitioner/client differences from a strengths perspective A6 Engage in research-informed practice and practice-informed research. PG 2, 7, 10 A6.5 Use the evidence-informed practice process in clinical assessment and intervention with clients A7 Apply knowledge of human behavior and the social environment. PG 4, 7, 10 A7.4 Use multi-dimensional bio-psycho-social-spiritual tools A7.5 Evaluate the strengths and weaknesses of multiple theoretical perspectives and differentially apply them to client situations A8 Engage in policy practice to advance social and economic well-being and to PG 1, 5, 8, 9 deliver effective social work services. A8.4 Communicate to stakeholders the implications of policies and policy change in the lives of clients A8.5 Use evidence-informed practice and practice-informed evidence in advocacy for policies that advance social and economic well-being A9 Respond to contexts that shape practice. PG 4, 6, 9 A9.4 Attend to the interpersonal dynamics and contextual factors that both strengthen and potentially threaten the therapeutic alliance A10 Engage, assess, intervene, and evaluate with individuals, families, groups, PG 1, 7-10 organizations, and communities. A10.4 Use differential and multi-axial diagnoses A10.5 Demonstrate the use of appropriate clinical techniques for a range of presenting concerns identified in the assessment, including crisis intervention strategies as needed A11 Apply an ethical integration of faith and social work practice PG 6, 7 A11.8 Identify the relationship between theoretical perspectives and spiritual and/or religious paradigms and practices Numbers in the right column indicate program goals (PG) and in the left column EPAS Competencies (A for Advanced) to which the course objectives are related. Policies pertinent to all courses are found in the Course Policy Syllabus Appendix. Course Policies Blackboard Course announcements, handouts, supplemental readings, and grades will be managed through Baylor University s Blackboard system. Students should access Blackboard regularly to check for announcements, course updates, and supplemental readings. address book through Blackboard 2

3 utilizes the student s Baylor account. You should check your Baylor regularly (daily) to receive messages pertinent to this course. Attendance Policy 1. A significant part of the learning in social work education is interactive and often experiential. Consequently, each student s learning is dependent on his/her own attendance and the attendance of classmates. Class attendance is required. If an unusual situation like a major illness occurs, the student should contact the professor at the earliest possible time and determine whether it is possible to arrange appropriate supplemental assignments to make up the work. Missing any class will impact the class participation grade. Absence from classes reduces your learning opportunities and negatively affects the interactive process with other students. 2. Students who miss more than four (4) classes regardless of how extenuating the circumstances will need to re-take the course. 3. Four late arrivals will be counted as one absence. Five points may be deducted from the seminar grade average for each late arrival beyond four. Professional Behavior Policy All students in field internships have committed to practice according to social work ethics including the State of Texas Code of Ethics for social workers and the NASW Code of Ethics. Students will identify themselves to clients as Social Work Interns. Students will dress professionally according to agency dress code. Students are responsible for all School of Social Work Field Education policies. Field education policies, roles, and responsibilities are outlined in the Field Education Manual. A copy may be found in the Student Lounge, on line, and through the Field Education Office. Any questions or concerns regarding professional behavior or agency policy should be directed to the field instructor and/or the seminar faculty/field liaison. Grading policy Grades on all assignments are based on: Completeness: Addresses all parts of the assignment. Competence: Demonstrates understanding of concepts (can define/describe in own words) and the ability to apply them (can cite specific examples that illustrate the concept). Presentation/Organization: Produces papers that have a professional appearance. Uses computer. Follows APA style. Uses correct grammar and spelling. Uses headings and subheadings to identify parts of the assignment and relevance of content in each segment. Communicates clearly and concisely. Papers should be well organized, and free from spelling, grammar and punctuation errors. Depth/Quality of Thinking: An A paper or presentation indicates the paper or presentation excelled in both the level of thinking and the communication of concepts. A B paper or presentation indicates acceptable thinking and communication of concepts but suggests one or both aspects could and should be improved. A grade lower than B indicates either one or both of the areas is not up to graduate level performance. Due Dates Assignments are due at the beginning of the class period on the dates specified on the course outline and on the Log/Journal form, if not specified in the instructions for the assignment. Requests for extensions must be based on significant extenuating circumstances and must be discussed with the professor before the assignment is due. Point deductions for late work will be: 10 percentage points for the first day, and 3

4 two percentage points a day for each day up to seven days. Late assignments will not be accepted after one week. All assignments must be in by the last day of class. Incompletes for the course will only be given in rare circumstances beyond the student s control and must be negotiated before the end of the course. It is your responsibility to make up any incomplete work within the agreed time. Incompletes are very rare and should never be taken for granted. Assignments ASSIGNMENTS AND OUTCOME MEASURES 1. Presentation/Seminar Facilitation (10% of course grade). Each student will make a case presentation to the seminar group including facilitating seminar discussion that contributes to the learning of colleagues and that addresses, as appropriate, the infusion areas emphasized by the program. An assignment outline is provided on Blackboard. The presentation/facilitation will consist of the following: Handout: Prepare a handout for your colleagues addressing sections 1, 2, 3, 4, 5, and 8 of the assignment outline. Copies should be provided to your colleagues and instructor at least three days before the presentation by ing it to your colleagues and the professor. The handout format may be an informed outline or a paper. (Other handouts: A process recording is required. Audio or audio/video is encouraged as well, if possible. If the presentation will include a power point presentation, copies are to be ed to instructor and colleagues. ) Case Presentation and Seminar Facilitation: Your presentation should focus on sections 6 (Presentation of Work) and 7 (Group Facilitation) of the assignment outline. It should only highlight key aspects of the other sections. The presentation must provide at least one example of your work with a client, 5-10 minutes in length (video/audio/process recording) for the group s learning. Students who are unable to make use of audio or video tapes must provide a process recording to colleagues at least three days before the presentation. The case presentation should address one or more of the following content areas in children and family practice: Human diversity Populations at risk Social and economic justice Values and ethics Integrating faith and practice Strengths perspective Building community You are encouraged to manage time well and present some material in written format (e.g., handouts) and some through audio/visual aids (e.g., PowerPoint). In addition to presenting the case and its related issues, you are responsible to take leadership in facilitating seminar discussion that includes feedback on your work from your colleagues and input from your colleagues on their agency experiences that are similar or different in nature from your presentation. Assignment of at least one reading 4

5 (article, book chapter) to help colleagues prepare for informed participation is encouraged. 2. Mid-term evaluation. (0 % of course grade.) Mid-term evaluation by the field instructor is designed to provide feedback for the student and an opportunity to update the learning contract. (This evaluation provides important feedback for the student and may generate a deficiency notice. However, the mid term evaluation does not contribute directly to the final course grade.) The mid-term evaluation will be checked by the faculty member and returned to the student. 3. Assessment and Intervention Resource Book (0 points). We encourage you to continue the Resource Book begun in your advanced practice class or to create a resource book as you develop personal assessment and intervention resources during the internship. Utilize professional literature, agency resources, and personal contacts to identify and collect resources for assessment and practice intervention in your agency context and/or with your client population. 4. Seminar attendance and participation (10% of course grade) Students are expected to attend seminar every week and participate in their own learning and the learning of colleagues. Any absence due to illness or emergency must be communicated ahead of time or as soon as possible to the seminar faculty. See attendance policy. Seminar participants will participate actively in class discussion; and in evaluating, providing feedback, and assigning class participation grades for each other, based on the course objective and competencies. The following structure will be applied in considering the class participation grade. A = An A student attends all seminar meetings and has reviewed the syllabus in advance and comes to seminar prepared for class discussion. This student has completed all required assignments in preparation for class and turns in all assignments and papers on time. This student consistently takes an active role in the presentation portion of the seminar as well as during the processing and sharing time. This includes sharing experiences from his/her own practice as well as asking insightful questions of other seminar interns and presenting helpful feedback and making useful suggestions. B = A B student is one who attends all seminar meetings, and comes to class prepared for class discussion. This student has completed all required assignments in preparation for class and turns in all assignments and papers on time. Although this student sometimes initiates discussion, he/she is less consistent in this role. He/she often asks relevant questions of others, and makes helpful suggestions to others, but is less forward with discussion about his/her own experiences. C = A C student is one who attends all seminar meetings, but is less active in the seminar process. Although he/she may seem attentive non-verbally, he/she must be encouraged, or asked directly, to share own experiences, and does very little appropriate questioning and interacting with other seminar members and speakers during the seminar time. 5. Log/Journal/Supervisory Agendas (10% of course grade) 5

6 Form available on Canvas. This documentation of hours worked; tasks, responsibilities, and theories applied; and impressions and reflections should be completed and submitted electronically. Students should submit the log/journal/supervisory agenda weekly to the seminar instructor, and to the field instructor for use in supervision weekly. The log/journal/supervisory agenda will be reviewed by the seminar instructor and Field Instructor and returned to the student with comments and feedback. The log/journal/supervisory agenda and learning contract must be available for the seminar faculty/liaison on liaison visits. Students are expected to identify portions of the log/journal/supervisory agenda that may be posted in a composite document on Blackboard to facilitate sharing of internship experiences and seminar discussion. Logs due each Sunday at 5PM. 6. Final Field Evaluation (70% of course grade). Final evaluation by the field instructor and field liaison is designed to provide a grade for the field experience and the beginning of continued professional development throughout the student s social work career. This evaluation is based on the course objectives. A minimum of 550 hours in the internship (of which a minimum hours in the spring semester) must be completed prior to the last day of internship. Responsibility for the final grade for Advanced Internship III rests with the seminar faculty/field liaison. Grades will be assigned based on the following: Presentation/Seminar Facilitation 10% Log/Journal/Supervisory Agenda 10% Seminar Attendance and participation 10% Final field evaluation 70% TEACHING METHODOLOGY Instructional Methods Students will be in the field at least hours a week for weeks beginning January 5, The minimum total hours for Advanced Practice III Internship are 550 hours. This includes hours in 5190 and 5790 combined. Students will participate in educationally directed assignments which will include direct practice with individuals, families, and groups in a children and family services focused agency and may include some form of administrative practice. Students will participate in a weekly two-hour-faculty guided, student facilitated seminar designed to help the students explore the integration of classroom material with the field learning experience. The seminar will consist of case presentations and group discussion of the students field experiences with attention paid to content areas of diversity, social justice, populations at risk, and the integration of faith and practice. Student will complete assignments related to professional practice with children and families as negotiated in the learning contract. They will participate both in evaluating their own work and that of their peers. Textbook Advanced Practice Field Manual, Baylor University, School of Social Work. 6

7 SEMINAR OUTLINE AND SCHEDULE - SPRING 2015 Seminar assignments for case presentation and facilitation were made by random selection. Reading assignments will be made by field instructors and field liaisons based on the student s learning contract and learning needs. Students will also be encouraged to assign and provide readings for colleagues to prepare them for discussion of their presentations. Date Topics and Facilitators 1 (01/06) 2 (01/13) Syllabus Review Discussion: Advanced Practice, Field Policies, Hours, Safety in the Agency; Other topics of interest e.g. a selected clinical modality; discussion of the impact of poverty on the development, care and wellbeing of children, special population groups; other social justice and/or practice issues related to children and families, etc. Special Topics discussion e.g. a selected clinical modality; discussion of the impact of poverty on the development, care and wellbeing of children, special population groups; other social justice and/or practice issues related to children and families, etc. Group Processing/Peer Consultation re: cases/projects/internship assignments 3 (01/20) 4 (01/27) 5 (02/03) 6 (02/10) 7 (02/17) 8 (02/24) 9 (03/03) (If class meets on Monday: No Class Martin Luther King Jr. Day) Group Processing/Peer Consultation re: cases/projects/internship assignments State Licensing Exam Registration Discussion Special Topic Presentation/seminar facilitator: Group Processing/Peer Consultation re: cases/projects/internship assignments Presentation/seminar facilitator: Presentation/seminar facilitator: Rosemary Wasike Group Processing re: cases/internship assignments Presentation/seminar facilitator: Rachael Lopez Group Processing re: cases/project/internship assignments Presentation/seminar facilitator: Faith Mamombe Mid-term Evaluations Due Presentation/seminar facilitator: Hannah Mattson 7

8 10 (03/10) 11 (03/17) 12 (03/24) 13 (03/31) 14 (04/07) 15 (04/14) Presentation/seminar facilitator: Natalie Donald (Mid-term evaluations Completed) No spring break. Continue in field unless you have negotiated with Field Instructor how in-agency hours will be made up. Internship ends April 17. Capstone begins April 20. Presentation/seminar facilitator: Kelsey Hammock Presentation/seminar facilitator: Anne Marie Powers Group Processing re: cases/internship assignments Electronically Presentation/seminar facilitator: Katie Kozar Group Processing re: cases/internship assignments Presentation/seminar facilitator: Hailey Wilshire Group Processing re: cases/internship assignments, termination Evaluation of Course Presentation/seminar facilitator: Hannah De Guzman Last day of seminar Last Day of Field - April 17 Final Final Evaluations due (Electronic and Hard Copy) Due: Wed., April 15 Fun and Fellowship 8

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