FIELD EDUCATION MANUAL

Transcription

1 FIELD EDUCATION MANUAL For SOW4510: Social Work Field Instruction SOW5532: Foundation Field I SOW6535: Advanced Field I SOW6536: Advanced Field II 1100 University Parkway Building 85, Room 137 Pensacola, FL Phone: (850) Fax: (850) Chel Rodriguez, LCSW BSW/MSW Field Coordinator Jospeh Herzog, Ph.D. Chair of the Department of Social Work 1

2 ACKNOWLEDGEMENTS The University of West Florida Department of Social Work would like to thank the Florida Field Consortium members for sharing their field materials and providing input into important policies and protocols related to field education. Thank you to Florida Atlantic University for allowing the UWF Social Work Department to draw from the content of the FAU field manual. 2

3 TABLE OF CONTENTS Introduction 4 CSWE Core Competencies 5 Levels of Internship and Major Requirements 6 BSW Field 6 MSW Foundation Field 6 MSW Clinical Field 7 Integrative Field Seminar Course 8 Field Application Deadlines 8 Field Placement Process 8 Protocols Related to Field Placement 9 Expectations of Students in Field Placement 9 Expectations of Agency Field Instructor 11 Expectations of Field Seminar Instructor 12 Expectations of the Field Coordinator 12 Policies and Protocols in the Field Attendance 14 Starting and Finishing Hours Early/Late 14 Internship Availability 14 Deadlines 15 Weekly Schedule 15 Employment Based Internships 15 Supervision 15 Issues/Problems in Field 16 Conflict of Interest/Dual Relationships 16 Substance Use/Abuse 16 Transportation of Clients 16 Change in Placement 17 Withdrawal or Unsatisfactory Completion of Field 17 Background Checks 17 Malpractice Insurance 18 Protocol for Resolving Concerns Regarding Student Behavior 19 Protocol for Resolving Student Concerns 19 Use of Technology in Field Placement 19 Students with Disabilities 19 Leave Time/Vacation During Field Placement 20 BSW Field BSW Program Objectives 21 BSW Field Overview 22 Council on Social Work Educational Policy and Accreditation Standards 24 MSW Field MSW Program Objectives 28 MSW Field Overview 29 Council on Social Work Educational Policy and Accreditation Standards MSW Foundation 30 MSW Advance Clinical 33 3

4 Introduction Social work is a practice profession, and the field placement component is the centerpiece of both the bachelor s and master s degrees. Following recommendations of the Council on Social Work Education (CSWE), performance assessment is competency- based, and every student must demonstrate successful mastery of skills in ten central areas of practice before being awarded a social work degree. Because field learning and demonstration of necessary skills are so crucial to social work education, the UWF Department of Social Work Field Education Manual has been designed as a guide for students and field instructors who are participating in a field practicum under the supervision of the Department of Social Work at the University of West Florida. The Department of Social Work and our partner agencies in the local area have assumed a combined responsibility for offering experiences and instruction in agency settings for social work student in both the bachelor s and master s programs. In this way, conceptual classroom learning is supplemented and reinforced by actual practice while the student is still engaged in classroom pursuits. It is anticipated that, by participating in the field education process, the three interested parties will all benefit: the University, by stimulating its students to deeper and more individualized learning, the student, by gaining insight into the nature of the helping process and the profession he/she may enter, and the agency and community, both in direct service rendered and by better prepared future employees. This requires commitment from all three, and it is hoped that the quality of this three way relationship will continue to be such that the process of teaching and learning will be exciting and rewarding for all involved. Field education should be student and learning centered, and the learning sought is conceptual it teaches principles which can be generalized and transferred. This is clearly distinguished from the traineeship or apprenticeship in which the student learns to give specific services in the style of a specific agency. To be a learning experience, the field placement should be structured to allow for the integration of observation and experiences with theory, exposure to diverse populations and problems, experience with the methods of 4

5 practice, micro, mezzo, and macro, the application of problem solving and critical thinking skills, and evaluation practices. CSWE CORE COMPETENCIES Educational Policy 2.1 Educational Policy Identify as a professional social worker and conduct oneself accordingly. Educational Policy Apply social work ethical principles to guide professional practice. Educational Policy Apply critical thinking to inform and communicate professional judgments. Educational Policy Engage diversity and difference in practice. Educational Policy Advance human rights and social and economic justice. Educational Policy Engage in research- informed practice and practice informed research. Educational Policy Apply knowledge of human behavior and the social environment. Educational Policy Engage in policy practice to advance social and economic well- being and to deliver effective social work services. Educational Policy Respond to contexts that shape practice. Educational Policy Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. (CSWE, 2008, p.3). 5

6 LEVELS OF INTERNSHIPS AND MAJOR REQUIREMENTS The Social Work Program has three major levels of Field Experience: The BSW Internship (undergraduates in their senior year of the program) One semester at the same agency Requires the student to obtain 400 hours in one semester (25 hours per week Spring/Fall or 35 hours per week in Summer). Students at this level are expected to be able to observe and practice generalist practice social work skills such as assessments, interviewing skills, community networking/referrals, group work, use of supervision, and beginning treatment planning. Generally, BSW students engage in case management internships, though they able to have other types of experiences as long as they are able to observe and practice the major generalist skills listed above Students must meet with a qualified field instructor (MSW degree with at least two years of post- graduate experience) for one hour per week Students are expected to spend approximately 75% of their time in direct practice with clients (phone or in person) The MSW Foundation Internship (two year MSW students in their first year) One semester at the same agency Requires the student to complete 300 hours in one semester Students at this level have similar expectations as that of the BSW student: learn and practice foundational level social work skills such as assessments, interviewing skills, community networking/referrals, group work, use of supervision, and beginning treatment planning Students must meet with a qualified field instructor (MSW degree with at least two years of post- graduate experience) for one hour per week 6

7 Students are expected to spend approximately 75% of their time in direct practice with clients (phone or in person) The MSW Clinical Level Internship (Advanced standing MSW students or two year MSW students in the second year of the program) Two consecutive semesters at the same agency Requires students to obtain 300 hours each semester (for a total of 600 hours) Students at this level are expected to engage in advanced interviewing skills, family assessment skills, use of supervision, advanced social work intervention skills, and advanced networking skills Students are expected to have a clinical experience with clients. Students must meet with a qualified field instructor (MSW degree with at least two years of post- graduate experience) for one hour per week Students are expected to spend the greater majority of their time in direct practice with clients (phone or in person) Note: The term clinical refers to an approach whereby the student is able to use the skills learned in the second year of the MSW program at a more in- depth level with clients. Students should be able to provide an initial assessment, diagnosis, problem list, treatment plan, intervention, and follow up evaluation with clients, even if the agency does not require these components INTEGRATIVE FIELD SEMINAR COURSE During each semester that a social work student is in a field placement, the student is concurrently enrolled in an Integrative Field Seminar Class taught by regular or adjunct faculty holding a current LCSW license. The purpose of these seminar classes is to integrate social work research, theory, and policy with the activities the student is involved while in the field placement. Students are responsible for creating a collaborative learning contract with their field instructor at the agency and for providing an agency summary and client case presentation 7

8 at least once during the semester for the benefit of the other students in the class. This allows students who complete the course to be familiar with a range of agencies/services in the area as well as what other social workers do in other agencies. The field seminar course also provides the students another arena, in addition to weekly supervision, to discuss field issues and elicit feedback from the seminar professor and other classmates. Each student will have at least one agency site visit mid- term to evaluate the student s progress in the agency and to address any concerns that may arise from either the student or the agency field instructor. DEADLINES FOR TURNING IN FIELD APPLICATION Due to the large number of students in field each semester, the field application deadlines are strict. Applications submitted after the deadline may not be considered and can also delay your placement in an appropriate agency and therefore, your completion of the degree program in which you are enrolled. Field application deadlines are as follows: SPRING SEMESTER FIELD OCTOBER 1st SUMMER SEMESTER FIELD.FEBRUARY 1st FALL SEMESTER FIELD...JUNE 1 st NOTE: Students are able to turn in their field applications earlier than the deadlines posted, and are encouraged to do so. FIELD PLACEMENT PROCESS 1) Each semester the field application packet is sent via student e- mail to each student eligible for field placement the following semester. This e- mail is usually sent the Friday of the first week of classes. 2) Once a student has completed the application, it must be turned in to the Department of Social Work main office (Building 85, Room 133) and placed in the field coordinator s mailbox. 8

9 3) The student should per instruction then schedule an individual appointment to meet with the field coordinator. 4) After the scheduled interview, the field coordinator will contact the agency (or agencies) the student is interested in and provide a copy of the student s field application packet to the potential field instructor. 5) After allowing time for the field instructor to review the paperwork and discuss the internship with the appropriate administration, the field coordinator will contact the agency to determine if an internship is possible. 6) If the agency is agreeable, the field coordinator will contact the student via student e- mail and provide the field instructor s name and contact information. 7) It is then the student s responsibility to schedule an initial interview and follow up with any requests by the host agency (background screening, drug testing, etc.). 8) If the agency determines that the student is a good fit, the agency will offer the student an internship. It is the student s responsibility to communicate to the field coordinator where he/she is in the process and whether or not an internship is confirmed. 9) The student should work with the agency to determine a start date as well as a regular weekly schedule. PROTOCOLS RELATED TO FIELD PLACEMENT Social Work Department policy is that you do not make direct contact with any agency to set up interviews or inquire about internships unless you first receive permission from the Field Office. The reasoning behind this policy is that area agencies have specifically requested that students not contact them directly, and doing so may jeopardize the student s standing in the program. If a particular internship does not work out, the field coordinator will move on to contacting agency #2 on behalf of the student. It is the student's responsibility to update the field coordinator on his/her progress and feedback from the agency. 9

10 Students may not receive their first choice in a placement and the field coordinator must sometimes try multiple agencies per student to find an agency that is able to host that student. It is the student's responsibility to negotiate a practical work schedule with the agency. Most MSW supervisors work 8-5 and are not available nights and weekends. The availability of after- hours placements are limited and not guaranteed, and in some instances students are unable to balance employment and an internship. THE STUDENT MUST BE PREPARED TO COMPLETE HOURS PER WEEK IN A FIELD PLACEMENT AGENCY DURING NORMAL BUSINESS HOURS. In any given semester there will be several groups of students going into field. Various factors may impact a student s ability to be placed in a particular agency. Please keep in mind the significant amount of coordination that comes in to play. Consider the extreme responsibility some of the agency personnel are under. Many carry heavy caseloads and may not be in their office throughout the day. It can take some time for the field coordinator to reach a contact and also for the student to reach the contact to set up an interview. Your input and communication during this process are key. EXPECTATIONS OF STUDENTS IN FIELD PLACEMENT Complete and turn in the field internship application packet by the deadline. Meet with the field coordinator to discuss placement options. Schedule an initial interview with the potential placement agency and complete all requirements for internships at that agency (background screenings, drug tests, etc.). Submit a weekly schedule to the agency field instructor within the first full week of placement at the agency. Attend the weekly seminar class. Uphold standards of professionalism while in the agency including: professional dress code, 10

11 arriving to work on time, staying in the agency for all hours agreed up on in the schedule provided to the agency field instructor, and keeping commitments made to the agency. Take initiative in seeking advice from your agency field instructor, seminar instructor, or the field coordinator. Abide by the rules and regulations of the placement agency. If a student has concerns about the policies or procedures at a particular agency, please contact your seminar instructor immediately. Assist in coordinating the midterm site visit at the placement agency. Disseminate and collect all midterm and final evaluation forms and insure they are turned in to the seminar instructor by the last scheduled day of seminar class. Direct all concerns about field placement first to the agency field instructor, then to the seminar instructor, and finally to the field coordinator. Students should notify the field coordinator of any special accommodations required in their field placement due to a disability. Please provide documentation of this disability and the necessary accommodations from the UWF Student Disability Resource Center (SDRC). More information about this office can be found at All social work students must abide by the University of West Florida Student Code of Conduct 2010edition.pdf). ( All social work students should abide by the NASW Code of Ethics ( EXPECTATIONS OF THE AGENCY FIELD INSTRUCTOR Provide the student intern with an orientation to the agency and direction as to the student s specific duties during the internship. Collaborate with the student in developing the learning contract. Arrange opportunities for the student intern to develop and practice social work skills by 11

12 working directly with clients. Communicate with the student s seminar instructor and/or the Department of Social Work field coordinator with any concerns related to a student s behavior or ability to provide services to clients. Provide at least one hour of supervision per week in which the learning contract is reviewed and the student s performance is evaluated. The hour of supervision can also be used to staff cases or answer any questions the student may have. Complete a mid- term evaluation when the student has reached the mid- point of hours required for that particular level of internship. Complete a final evaluation when the student has completed the total number of hours required for that particular level of internship. EXPECTATIONS OF THE FIELD SEMINAR INSTRUCTOR Conduct weekly field seminar courses that use discussion and student case presentations to synthesize social work theory with practice in the field internship agencies. Provide direction to students as they complete the learning contract and other seminar specific assignments. Be available as the first point of contact for students assigned to the seminar course and their field instructors. Contact the field coordinator with any concerns or questions as issues arise in student field placements. Conduct a mid- term site visit at each student s placement agency. Disseminate and collect all paperwork and evaluations necessary for the course. EXPECTATIONS OF THE FIELD COORDINATOR Engage and actively cultivate relationships with area agencies in order to facilitate appropriate field placement opportunities for UWF social work students. 12

13 Facilitate the process of creating and renewing affiliation agreements with field placement agencies. Work with field seminar instructors to prepare field seminar course content. Create and update field forms and field policies and procedures. Disseminate the appropriate field admission applications to each group of students entering field in the next semester. Meet with each student to collaboratively plan the student s field experience for the following semester. Contact prospective placement agencies on behalf of students to discuss potential internships. Provide information and support to students as they interview at area agencies and begin their field placements. Troubleshoot and provide consultation with student or agency issues as they arise. At times, a contract between the student and field instructor/agency is necessary to provide a clear understanding of the expectations for the student and field instructor at the agency. 13

14 FIELD POLICIES AND PROTOCOLS Attendance Attendance in both the field seminar course and the placement agency is mandatory. Attendance in the seminar course is addressed more specifically in the course syllabus. In the event of holidays or school breaks, students should remain in the agency and follow the agency calendar. This is to ensure continuity of care for the clients served by the intern. Any missed time in the agency should be approved by the student s agency field instructor and/or immediate supervisor, as well as the seminar instructor. Starting and Finishing Hours Early/Late Students are permitted to begin field hours for a given internship up to two weeks prior to the official start of the semester, with the permission of both the field coordinator and the field instructor at the agency. Students are not permitted to stockpile hours and must remain in the placement agency at least until two weeks prior to the end of that semester. This ensures continuity for the agency and allows the student to participate in the field seminar course on the same schedule as other students in the group. A student is expected to complete the requisite hours at the field placement by the date specified in the field seminar course schedule. Internship Availability Almost all of the placement agencies affiliated with the Department of Social Work require that a majority of hours be completed Monday through Friday from 8AM to 5PM. Students who work or have other commitments should take this into account as they plan for semesters completing field hours. Most field instructors work normal business hours and most of the services provided to clients are provided during the day on weekdays. There are few exceptions to this. Night and weekend placements are extremely limited. 14

15 Deadlines Deadlines for field applications and assignments due in field seminar are strict. Students missing the field application deadline may have to wait until the following semester to be considered for field. Weekly Schedule Students should provide the field instructor with a regular weekly schedule outlining proposed days/times in the agency by the end of the first week in the internship. The schedule must be approved by the field instructor. Employment Based Internship On occasion, students may be able to intern in an agency where they are currently employed, although strict guidelines apply. Employment- based internships must be approved by both the Field Coordinator and Chair of the Social Work Department. Students wishing to pursue an internship at their place of employment must first complete the Application for Employment- Based Internship, which can be requested from the Social Work Field Office or found in the Social Work Field Manual. Students must show that the internship position is 1) a new learning experience when compared with the current position and 2) the internship position meets the criteria specified for the level of internship. Supervision for the internship must be provided by an MSW with two- years of post- graduate experience who is different from the supervisor at the current position. Supervision Supervision is an integral part of the field experience. Students in field are required to receive at least one hour of supervision weekly from a degreed social worker. Interns must receive supervision from a licensed (LCSW) or license eligible social worker (two years post- MSW experience). All efforts are made to provide for supervision to be available at the placement agency. At times, an agency may provide a student with a suitable learning environment, but not have a degreed social worker on site. In this circumstance, a student may be supervised by an off- site supervisor, provided that this individual has the appropriate degree and years of experience in the field. To request more specific information, please contact the field 15

16 coordinator at (850) NOTE: If the appropriate level of supervision is not received, the student may need to complete more hours at the agency with additional supervision. Issues/Problems in Field When a student has a perceived problem or concern in the field placement agency, the student should first attempt to address it within the agency first. If the problem persists, the student should then address the concern to his/her seminar instructor. The field coordinator may be called on to help mediate any concerns a student or field instructor has, once the issue has been addressed at the agency and seminar levels. Conflict of Interest/Dual Relationships When a student is faced with a conflict of interest or the possibility of a dual relationship with a client, the student should immediately address this with the agency field instructor and the seminar instructor. Students should withdraw from any case where there is a conflict of interest or another kind of relationship with the client. Substance Use/Abuse Students who are using any kind of illegal drug, or abusing alcohol, prescription drugs, or other substances that can cause impairment are not permitted to participate in an internship or the field seminar course. A positive drug test whether during the preparation for internship or while in an internship will result in the student being removed from field immediately and will not return to field until the student has met with the Admissions and Retention Committee and complied with their recommendations. The student may be asked to show proof of a substance abuse assessment or treatment from a state licensed facility. Transportation of Clients Students are not permitted to transport clients in any capacity while interning at an agency. This constitutes a significant liability for both the student and the University. 16

17 Change in Placement Once a student is placed at a particular agency, the student is not able to change placements mid- semester or mid- internship unless there is a significant problem at the agency level that cannot be resolved. Students should not attempt to complete field hours at another agency during the semester in which they intern. Withdrawal or Unsatisfactory Completion of Field The Social Work faculty recognizes a significant responsibility to the community, the social work profession, and the student in approving any individual for placement in a field instruction experience. The requirements listed in this manual and adherence to the policies and procedures in this manual represent minimum qualifications. The faculty reserves the right to exercise discretionary judgment regarding the student s professional values, ethics, orientation to the profession, and appropriate level of skill for a beginning professional. Admission into field is contingent upon faculty review and consensus related to the student s readiness to assume the responsibilities inherent in the field experience. No student who has twice attempted and failed in a field placement or field seminar course will be considered for third placement. A failed field attempt is considered to be any internship or semester where a student either fails field or a field seminar course (demonstrated by an F or a U ), or withdraws from field (shown as a W, WR, or WF ). Background Checks Most agencies affiliated with the UWF Department of Social Work require that potential student interns undergo a background check. Many of these agencies require that this be a Level II background screening. In some instances, students must incur the cost of the background check if not done so by the agency. Students should notify the field coordinator in advance if there are any arrests or charges in their history, as this will impact placement in the field. 17

18 Malpractice Insurance As of January 1, 2013, all students in field placements are covered by malpractice insurance purchased by the Department of Social Work. Students are no longer responsible for purchasing their own coverage. Protocol for Resolving Concerns Regarding Student Behavior If a behavioral or emotional problem arises on the part of the student during the course of a field placement, the following procedures outline the steps that should be taken to resolve the issue: The field instructor should meet individually with the student in question and attempt to find out the source of the problem behavior. The student becoming aware of the behavior of concern is sometimes enough to bring about change in the behavior. 1) If the problem continues, the field instructor should contact the field seminar instructor. An agency site visit may be requested if necessary. At the agency site visit, the field instructor, seminar instructor and student should attempt to resolve the issue. A written corrective action plan will be created. This plan should include specific dates for completion (or clear progress toward) specific goals. 2) If the problem persists, the agency field instructor or field seminar instructor may ask for a meeting with the field coordinator. This may result in another agency site visit or a meeting on campus with those involved. The field coordinator will review the corrective action plan with the student. 3) If a student is terminated from the agency, the student may be required to re- enroll in field at a later date and complete the requirements of field from the beginning. This is usually subject to the recommendations of the Admissions and Retention Committee. 18

19 Protocol for Resolving Student Concerns 1) If a student has a concern about a placement agency, the student is encouraged to discuss his/her concerns with the field instructor at that agency. Students are expected to handle any concerns with the professionalism expected by the Department of Social Work. 2) If the concern persists, the student may then discuss the situation with the field seminar instructor. The seminar instructor may contact the agency field instructor and schedule a site visit if deemed necessary. 3) If appropriate, the seminar instructor will notify the field coordinator who will meet with the student to determine the action to be taken. 4) If a student is removed from an agency, the field coordinator, with input from Chair of the Department of Social Work, will determine what hours, if any may carry over to another agency. Use of Technology in Field Placement Use of technology or electronic items (cell phones, ipads, laptops, etc.) is not permitted during the hours spent in field unless the use is strictly related to the work being done in the agency. The only exception is when related to child care or family emergencies. Personal communication should not interrupt any professional activities in the field agency. Students with Disabilities Students with disabilities that require special accommodations should: 1) Register with the UWF Student Disability Resource Center (SDRC). More information can be found at: 2) Provide documentation to the field coordinator from the SDRC. 3) Include a letter in the field application packet from the SDRC that indicates any accommodations that may be needed while in the placement agency or in the field seminar course. 19

20 4) All of the above steps must be completed by the due date for the field application in order to ensure the necessary accommodations can be made for the following semester. Leave Time/Vacation During Field Placement Students are expected to adhere to agency hours and holidays while in the field placement, and not the University s holidays. This policy is to promote continuity of care for the agency s clients as well as for the student s learning experience. If the student misses any hours due to an agency holiday, those hours must be made up before the end of the semester. Unnecessary leave or vacation time is not allowed during the field educational experience, and should be scheduled for breaks between semesters. Attendance in the field seminar course is mandatory. Unexcused absences are not permitted and will impact the grade for that course. 20

21 BSW FIELD BSW Program Objectives Academic Learning Compact The Bachelor of Social Work at the University of West Florida program objectives are guided by the Academic Learning Compact which can be found here: Mission The mission of the social work program is to prepare beginning generalist social work practitioners who demonstrate and practice the critical thinking skills, values, ethics, and knowledge delineated by the CSWE guidelines and the NASW Code of Ethics. Student Learning Outcomes Graduates of UWF s Bachelor of Social Work Degree should be able to do the following: Content Describe the history and nature of the social work profession and the social services system Identify variables that affect individual development and behavior Use social work concepts and theoretical frameworks to explain how individuals function in systems Identify and describe the forms and mechanisms of oppression and discrimination Articulate the strategies of change that promote social and economic justice Identify and describe effective practice skills with diverse populations Critical Thinking Evaluate and apply research studies to their own practice and programs Integrate theory and practice skills necessary to work with diverse client systems Apply knowledge of variables that affect individual development and behavior Apply effective practice skills with diverse populations Critically analyze information obtained from texts, journal articles, reports or data Distinguish between theory and scientific based practices 21

22 Apply the problem solving method and the best science based practices to problems in social systems Access, evaluate and use appropriate scholarly and professional resource materials Communication Use communication skills tailored to be effective with a variety of professional and nonprofessional audiences Clearly and concisely gather information to assess and analyze social systems problems Adopt APA style writing conventions for all written work Effectively develop, organize and communicate oral presentations Effectively and efficiently use the internet and other electronic sources of information Integrity/Values Identify, describe, and apply social work values and ethical standards Demonstrate professional values and ethical standards outlined in the NASW Code of Ethics Apply social justice principles and its critical filter/lens in viewing social policy initiatives Project Management Identify and define the problems, objectives, methods/strategies, and evaluation plan for projects Develop Project Management Work Plan with appropriate timetable and work assignments Effectively and efficiently collaborate with peers, groups and/or organizations Function as an entry level generalist practitioner with systems of various sizes BSW Field Overview The Bachelor of Social Work degree program curriculum culminates in a final 400 hour field practicum and concurrent field seminar course. Students earn a total of 9 credit hours for the time spent working in the field agency (SOW 4510) and another 3 credit hours for the 22

23 field seminar course (SOW 4522). The 400 hours of field placement must be completed in one agency over one semester with the supervision of an MSW degreed social worker with at least two years of post- graduate experience in the field. Students are assigned to the field seminar course based on geographic location of the placement agency and consideration to the diversity of field placement. Students in the BSW final field placement are expected to observe and practice generalist social work skills such as assessments, interviewing, community networking/referrals, group work, use of supervision, and beginning treatment planning In order to be considered for the final 400 hour placement, social work students must have completed all required coursework in the BSW program with at least a 2.5 social work GPA and an overall GPA of 2.0. Students must be in the final semester of the program. If necessary, students are permitted to take one additional 3 credit hour course along with field seminar and the field practicum. REGISTRATION FOR MORE THAN 15 CREDIT HOURS TOTAL IS NOT PERMITTED DURING THE FINAL SEMESTER OF THE PROGRAM. Students needing to complete more than one additional course should plan to delay entry into field until the degree requirements are met. During the fall and spring semesters, students are expected to do a minimum of 25 hours per week in the placement agency. In summer semesters, students should plan to do a minimum of 32 hours per week in the agency. Students should prepare a proposed internship schedule and present that to the field instructor no later than the end of the first week at the agency. As part of the seminar course, students will work with their field instructor to complete a learning contract that will provide goals and learning objectives for the semester. The seminar instructor will conduct an agency site visit once the student has reached approximately 200 hours. The purpose of this visit is to assess students progress at the agency, and to assist in reviewing and updating the learning contract as necessary. The purpose of field education in social work is to link the theory learned in the classroom 23

24 with actual practice in the field. The Council of Social Work Education (CSWE) uses the Educational Policy and Accreditation Standards (EPAS) to accredit BSW and MSW programs. EPAS contributes to academic excellence by establishing thresholds for professional competence (CSWE, 2008, p. 1). In other words, students must show proficiency in each of the ten core competencies prior to earning the degree. Many of the practice behaviors linked to the core competencies can be measured while in the field practicum. The ten core competencies and the associated practice behaviors will be used to evaluate students in the field. Council on Social Work Educational Policy and Accreditation Standards Educational Policy Identify as a professional social worker and conduct oneself accordingly. advocate for client access to the services of social work; practice personal reflection and self- correction to assure continual professional development; attend to professional roles and boundaries; demonstrate professional demeanor in behavior, appearance, and communication; engage in career- long learning; and use supervision and consultation. Educational Policy Apply social work ethical principles to guide professional practice. recognize and manage personal values in a way that allows professional values to guide practice; make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics tolerate ambiguity in resolving ethical conflicts; and apply strategies of ethical reasoning to arrive at principled decisions. 24

25 Educational Policy Apply critical thinking to inform and communicate professional judgments. distinguish, appraise, and integrate multiple sources of knowledge, including research- based knowledge, and practice wisdom; analyze models of assessment, prevention, intervention, and evaluation; and demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues. Educational Policy Engage diversity and difference in practice. recognize the extent to which a culture s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power; gain sufficient self- awareness to eliminate the influence of personal biases and values in working with diverse groups; recognize and communicate their understanding of the importance of difference in shaping life experiences; and view themselves as learners and engage those with whom they work as informants. Educational Policy Advance human rights and social and economic justice. understand the forms and mechanisms of oppression and discrimination; advocate for human rights and social and economic justice; and engage in practices that advance social and economic justice. Educational Policy Engage in research- informed practice and practice- informed research. use practice experience to inform scientific inquiry and 25

26 use research evidence to inform practice. Educational Policy Apply knowledge of human behavior and the social environment. utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation; and critique and apply knowledge to understand person and environment. Educational Policy Engage in policy practice to advance social and economic well- being and to deliver effective social work services. analyze, formulate, and advocate for policies that advance social well- being; and collaborate with colleagues and clients for effective policy action. Educational Policy Respond to contexts that shape practice. continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services; and provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services. Educational Policy (a) (d) Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. Educational Policy (a) Engagement substantively and affectively prepare for action with individuals, families, groups, organizations, and communities; use empathy and other interpersonal skills; and develop a mutually agreed- on focus of work and desired outcomes. Educational Policy (b) Assessment collect, organize, and interpret client data; assess client strengths and limitations; develop mutually agreed- on intervention goals and objectives; and 26

27 select appropriate intervention strategies. Educational Policy (c) Intervention initiate actions to achieve organizational goals; implement prevention interventions that enhance client capacities; help clients resolve problems; negotiate, mediate, and advocate for clients; and facilitate transitions and endings. Educational Policy (d) Evaluation critically analyze, monitor, and evaluate interventions BSW students in the field will be evaluated on the ten competencies through use of a learning contract, a midterm evaluation and site visit, and a final evaluation. The form used for evaluation can be found via the following link: of- west- florida/colleges/cops/social- work/field- manual- and- learning- contracts/bsw_learning_contract.pdf 27

28 MSW FIELD MSW Program Objectives The Master of Social Work at the University of West Florida program objectives are guided by the Academic Learning Plan which can be found here: Academic Learning Plan Mission Statement The mission of the social work program is to prepare social work practitioners who demonstrate and practice the critical thinking skills, values, ethics, and knowledge delineated by the CSWE guidelines and the NASW Code of Ethics. Student Learning Outcomes Graduates of UWF s Master of Social Work Degree should be able to: Content Identify and describe the knowledge base of social work practice Identify and discuss the foundational base of the social work profession Articulate the challenges faced by various areas of social work practice Describe different methods of conducting social work research Critical Thinking Analyze and critique the social work practice assessment methods Analyze and interpret the qualitative and quantitative date related to evidence based social work practice Compare, contrast, and evaluate social work practice, policy and administrative strategies 28

29 and tactics. Explain the historical and contemporary controversies and developments in social work Outline racial, ethnic, and gender issues in social work practice Hypothesize relationships among various factors related to competent social work practice Communication Write logical, articulate, and structurally sound papers Report findings from social work research and literature Integrity/Values Illustrate the ethical standards of the social work profession as articulated in the NASW Code of Ethics Describe and evaluate ethical controversies in social work Project Management Effectively utilize research strategies to examine issues in social work practice MSW Field Overview The Master of Social Work Degree is offered in three distinct cohorts: full- time, part- time, and advanced standing. Entry into field is determined by the degree plan for the specific cohort. In order to view the current MSW degree plans, please visit programs/msw- degree- plans/ Both full- time and part- time students will participate in two field experiences. One is a foundational field placement, which is a generalist placement consisting of 300 hours completed in one semester at one agency. Students at this level are expected to be able to observe and practice generalist practice social work skills such as assessments, interviewing skills, community networking/referrals, group work, use of supervision, and beginning treatment planning. Full- time students complete this foundational placement in the second semester of the degree program. Part- time students complete the foundational placement in the third semester of the degree program. 29

30 All cohorts complete a final clinical placement which consists of 600 hours in an agency over the course of the final two semesters in the MSW degree program. The clinical placement differs from the foundational placement in that the criteria for the work done in the placement must be more in- depth. The term clinical refers to an approach whereby the student is able to use the skills learned in the second year of the MSW program at a more in- depth level with clients. Students should be able to provide an initial assessment, diagnosis, problem list, treatment plan, intervention, and follow up evaluation with clients, even if the placement agency does not require these components. The two field experiences in the MSW Program serve to link the theory learned in the classroom with actual practice in the field. The Council of Social Work Education (CSWE) uses the Educational Policy and Accreditation Standards (EPAS) to accredit BSW and MSW programs. EPAS contributes to academic excellence by establishing thresholds for professional competence (CSWE, 2008, p. 1). In other words, students must show proficiency in each of the ten core competencies prior to earning the degree. Many of the practice behaviors linked to the core competencies can be measured while in the field practicum. The ten core competencies and the associated practice behaviors will be used to evaluate students in the field. Council on Social Work Educational Policy and Accreditation Standards Foundational Field Placement Competencies and Practice Behaviors Educational Policy Identify as a professional social worker and conduct oneself accordingly. advocate for client access to the services of social work; practice personal reflection and self- correction to assure continual professional development; attend to professional roles and boundaries; demonstrate professional demeanor in behavior, appearance, and communication; 30

31 engage in career- long learning; and use supervision and consultation. Educational Policy Apply social work ethical principles to guide professional practice. recognize and manage personal values in a way that allows professional values to guide practice; make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics tolerate ambiguity in resolving ethical conflicts; and apply strategies of ethical reasoning to arrive at principled decisions. Educational Policy Apply critical thinking to inform and communicate professional judgments. distinguish, appraise, and integrate multiple sources of knowledge, including research- based knowledge, and practice wisdom; analyze models of assessment, prevention, intervention, and evaluation; and demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues. Educational Policy Engage diversity and difference in practice. recognize the extent to which a culture s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power; gain sufficient self- awareness to eliminate the influence of personal biases and values in working with diverse groups; 31

32 recognize and communicate their understanding of the importance of difference in shaping life experiences; and view themselves as learners and engage those with whom they work as informants. Educational Policy Advance human rights and social and economic justice. understand the forms and mechanisms of oppression and discrimination; advocate for human rights and social and economic justice; and engage in practices that advance social and economic justice. Educational Policy Engage in research- informed practice and practice- informed research. use practice experience to inform scientific inquiry and use research evidence to inform practice. Educational Policy Apply knowledge of human behavior and the social environment. utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation; and critique and apply knowledge to understand person and environment. Educational Policy Engage in policy practice to advance social and economic well- being and to deliver effective social work services. analyze, formulate, and advocate for policies that advance social well- being; and collaborate with colleagues and clients for effective policy action. Educational Policy Respond to contexts that shape practice. continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services; and provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services. 32

33 Educational Policy (a) (d) Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. Educational Policy (a) Engagement substantively and affectively prepare for action with individuals, families, groups, organizations, and communities; use empathy and other interpersonal skills; and develop a mutually agreed- on focus of work and desired outcomes. Educational Policy (b) Assessment collect, organize, and interpret client data; assess client strengths and limitations; develop mutually agreed- on intervention goals and objectives; and select appropriate intervention strategies. Educational Policy (c) Intervention initiate actions to achieve organizational goals; implement prevention interventions that enhance client capacities; help clients resolve problems; negotiate, mediate, and advocate for clients; and facilitate transitions and endings. Educational Policy (d) Evaluation critically analyze, monitor, and evaluate interventions Advanced Clinical Field Placement Competencies and Practice Behaviors Educational Policy Identify as a professional social worker and conduct oneself accordingly. 33