Social Work Program. Field Education Manual. For Students, Agency Supervisors and Field Instructors

Transcription

1 Social Work Program Field Education Manual For Students, Agency Supervisors and Field Instructors Revised Spring

2 TABLE OF CONTENTS INTRODUCTION TO THE SOCIAL WORK PROGRAM INTRODUCTION TO FIELD EDUCATION.. 4 ROLES AND RESPONSIBILITIES PREPARING FOR PRACTICUM..10 CHOOSING A PRACTICUM AGENCY STUDENT PERFORMANCE EVALUATION OF STUDENT PERFORMANCE PROGRAM EVALUATION OF FIELD SEMESTER...16 APPENDICES Appendix A: Master Syllabus: SWK 497 Social Work Practicum Appendix B: Practicum Application Appendix C: Practicum Placement Guide Appendix D: Student Practicum Contract Appendix E: Field Agency Data Base Appendix F: Integrative Learning Plan Appendix G: Time Sheet Appendix H: Critical Analysis Log Appendix I: Case Presentation Appendix J-a: Student Practicum Baseline Evaluation Appendix J-b: Midterm Evaluation Appendix J-c: Final Evaluation Appendix K: Student Research Project Appendix L: Statement of Understanding Appendix M: Procedure for Program Violations Appendix N: Request for Action by Social Work Faculty Appendix O: Performance Improvement Plan 2

3 Social Work Practicum Core Faculty The Social Work program is currently on four campuses Morehead, Ashland, Prestonsburg, and Mount Sterling. The following is a list of faculty who comprise the core field education instruction. Department Chair: Latonya Hesterberg, Ph.D., MSW RAH Associate Professor l.hesterberg@moreheadstate.edu Interim Program Director: Rebecca Davison, MSW RAH Instructor of Social Work r.davison@moreheadstate.edu Interim Field Education Director: Deirdra Robinson-Phipps, ABD, MSW PBURG Instructor of Social Work d.robinson@moreheadstate.edu Campus Facilitators: Elizabeth Marie Bishop, MSW PBURG Facilitator Prestonsburg Campus e.bishop@moreheadstate.edu Monica Himes, MSW MTS Facilitator, Mount Sterling Campus m.himes@moreheadstate.edu Angie Whitley, MSW ASH L Facilitator Ashland Campus a.whitley@moreheadstate.edu 3

4 INTRODUCTION TO THE SOCIAL WORK PROGRAM The Social Work Program at Morehead State University is structured and implemented according to the Council on Social Work Education s Educational Policy and Accreditation Standards (EPAS). In addition, every social work class emphasizes the National Association of Social Workers Code of Ethics (Ethical Principles and Ethical Standards). Program Mission Statement We are a community of social work instructors, scholars, and learners dedicated to strengthening and enhancing individuals, families, groups, organizations and communities. We promote academic excellence, student success and community engagement with evidence based practice to prepare our students for generalist practice. Revised August, 2011 Program Purpose Student Success The Social Work faculty and students will create an environment that promotes self-assessment, selfawareness, ethical conduct, and respect for diversity as a basis for lifelong commitment to professional growth and development. Academic Excellence The program will prepare students to demonstrate academic excellence in beginning professional generalist social work practice, as well as preparing graduates to enter graduate education in social work. Productive Partnerships The Social Work Program and its subsets will serve the University, eastern Kentucky, the state, the Appalachian region, and the global community with professional and scholarly service, collaboration, and development of partnerships. INTRODUCTION TO FIELD EDUCATION It is mandatory for the student to enroll in SWK 497 (Practicum), SWK 498 (Macro Practice), and SWK 499C (Senior Seminar) conjointly, as these are inter-related components of a Capstone Semester. The recommended course/credit hour load for students in the capstone semester is 14. These didactic courses are held successively one day per week while the other four days are spent in the practicum agency. The student is required to spend a minimum of thirty-two (32) hours per week working in the field for a total of four hundred (400) hours during the semester. This allows for four, eight-hour days per week in the agency. Exception to this standard may be negotiated with the Field Director and Agency Supervisor for extraordinary circumstances. This type of placement is utilized in order to provide the student with as close of an approximation as possible to full-time social work practice, and to enable the student to take full advantage of learning opportunities in the agency setting. In addition, this style of placement makes it possible to more effectively design the practicum experience to meet the student's individualized personal and educational goals. 4

5 Purpose of the Capstone Semester The capstone semester experience is designed to extend the student's preparation for beginning-level professional social work practice by providing extensive opportunities for integrating didactic information with practice experience. The capstone semester assists the student in operationalizing the theoretical knowledge base of social work practice while continuing her or his professional training through the development of applied micro, mezzo, and macro practice knowledge and skills. Furthermore, the practicum experience will support the student's transition from the role of student to that of beginning level practitioner. Courses Within The Capstone Semester SWK 498: Macro Practice concentrates on integrating the knowledge base of social work with field experiences in addition to emphasizing the learning of advanced practice skills, particularly macro and larger organizational issues, and social work with specialized groups. SWK 497: Practicum Seminar provides the student with the opportunity to meet regularly with the Field Director and University Field Instructors in order to deal with administrative issues related to the practicum, discuss the student's progress and the requirements of the course such as specific assignments, discuss the integration of classroom knowledge to practice situations, and/or to address any needs or problems that arise in the field setting. SWK 499C: Senior Seminar offers the student preparation for applying and interviewing for prospective professional employment, taking state licensure examinations, exploring graduate studies, and other topics to round off the undergraduate experience. Senior Seminar focuses upon professional issues and assists the student entering full-time professional practice. Purpose of the Practicum The practicum experience is viewed as the culmination of the professional education of the BSW. That is, considerable effort has been made to integrate the practicum with the total curriculum rather than perceiving the field experience as a component separate from the didactic courses. In the design of the practicum, major emphasis has been given to initiating the student into the role of beginning- level generalist practitioner while advancing his or her professional training. Specific goals of practicum include: 1. To provide the student with the opportunity to integrate classroom learning and field experiences through the use of applied practice skills to micro, mezzo, and macro levels of practice. 2. To develop the student's ability to operationalize the theoretical knowledge base of the generalist approach to practice in order to prevent, alleviate, or resolve problems in social functioning. 3. To assist the student in the appropriate application of basic generalist practice skills in helping relationships. 4. To develop the student's competency in actualizing a generalist intervention model with an ecological-systems orientation in regard to the interaction of a particular client or client group in a given environment. 5

6 5. To assist the student in making the transition from the role of student to the role of a beginning-level generalist social worker through the use of block placement and maintenance of an appropriate supportive relationship with the social work faculty. 6. To provide the student with the type of educational experience that is best suited to his or her individualized needs for personal and professional development through the utilization of a variety of agencies and practice settings. 7. To assist the student in actualizing social work values and ethical principles in practice situations, particularly those helping relationships that involve the specialized needs and/or sensitivity of gender-related, racial, sexual orientation, ethnic, cross-cultural, and/or minority issues, and to enhance the student's ability to resolve situational value conflicts. 8. To identify and maximize individualized student strengths, and to recognize and address student needs and limitations which will assist the student in professional development through the interaction of the student and experienced professional social workers. 9. To assist the student in developing his or her role as a beginning-level professional social worker by achieving an appropriate balance between self-initiative and the utilization of supervision and consultation. 10. To effect further growth in the student's self-awareness through the evaluation of his or her own progress and limitations, and to enhance a commitment to continued personal and professional development throughout the individual's professional career. ROLES AND RESPONSIBILITIES Responsibilities of the Student 1. To complete all practicum agency requirements prior to beginning practicum (background checks, legal driving license, immunizations, etc.) 2. To formulate specific learning objectives for the practicum experience 3. To engage actively in designing and implementing specific learning experiences to address the student's specific educational needs 4. To develop and implement learning experiences that will fulfill the requirements of the Student Practicum Contract and the Integrative Learning Plan 5. To adhere to social work values and professional standards of ethical behavior in practice situations and utilize the professional Code of Ethics 6. To fulfill the obligations of the Student Practicum Contract 7. To initiate modifications to the Integrative Learning Plan when deemed necessary 8. To act responsibly and professionally in relating to clients and other professionals 6

7 9. To engage actively in protecting the rights of clients 10. To become familiar with and function within the established policies and procedures of the agency 11. To conduct his or her practice with clients within the guidelines established by supervisory personnel (University Instructor, Agency Supervisor, and any other relevant agency personnel) 12. To communicate to the University Instructor and the Agency Supervisor any problems arising in the practicum experience, and to assist in resolving the difficulty 13. To give adequate notification of absence prior to not reporting for practicum and to make appropriate arrangements, in conjunction with the Agency Supervisor for adequate coverage of responsibilities 14. To establish a plan for making up an absence from practicum Responsibilities of the Field Director 1. To develop and approve all placement settings and Agency Supervisors in accordance with accreditation standards 2. To make final decisions regarding the assignment of placements after having given due consideration to the individual student's preferences and educational needs 3. Design learning experiences and assignments required of all students in the practicum 4. To act as a liaison with the Social Work Program, the Agency Supervisors, and other relevant agency personnel 5. To resolve problems that may arise within a student s practicum; initiate Grievance Procedures for those irreconcilable difficulties 6. To recommend modifications in structure and function in the practicum to the social work faculty 7. To plan and coordinate instructional workshops for Agency Supervisors and other relevant agency personnel 8. To assume a leadership role with the social work faculty to ensure that the Social Work Program fulfills its responsibility of Field Education 9. To initiate and supervise the application process for practicum experiences each semester 10. To coordinate the availability of Liability Insurance coverage for students in the Field 7

8 Responsibilities of the University Field Instructor 1. To supervise, in conjunction with the Agency Supervisor, the student's learning experiences 2. To work with the Agency Field Supervisor and student to develop learning opportunities specifically related to the student's Integrative Learning Plan 3. To assist the student in developing learning experiences that will fulfill the requirements of the student practicum Contract and Integrative Learning Plan 4. To review the student's learning objectives and to assist in making any necessary revisions 5. To consult at regular intervals with the Agency Field Supervisor and the student regarding the student's progress in the practicum 6. To identify and assist in resolving problems arising in the practicum 7. To ensure that each student is assigned specific clients for whom he or she will bear primary responsibility under the supervision of the Agency Field Supervisor 8. To conduct the Practicum Seminar and maintain/grade all assignments required in the syllabus 9. To assign a course grade to the student and to consult with the Field Director should a failed grade be assigned 10. To administer/complete required program evaluation instruments at the end of the semester Responsibilities of the Social Work Program 1. To establish the philosophy, policies, procedures, and desired educational outcomes for the practicum experience 2. To establish criteria for the selection of agencies and Agency Field Supervisors for the practicum 3. To ensure that the policy of non-discrimination on the basis of race, color, age, sex, religion, gender, national origin, educationally-unrelated or service delivery-unrelated disability is enforced 4. To evaluate and revise as necessary the structure and function of the practicum experience so that the practicum is integrated with the total curriculum and effectively contributes to the professional education of the student. 5. To provide workshops and/or conferences in order to provide relevant training to Agency Field Supervisors Responsibilities of the Agency Field Supervisor 1. To become adequately knowledgeable of the philosophy, objectives, and goals of the Social Work Program in order to provide educational supervision to the student 8

9 2. Agency Field Supervisors are expected to attend the Social Work Program's conferences and workshops relating to practicum 3. To provide continuing supervision to the student and to consult with the University Field Instructor in regard to the student's field work 4. To represent the agency in formulating the Student Practicum Contract and to be responsible for fulfilling the agency's obligations as specified in the agreement 5. To assist in the development of the student's Integrative Learning Plan and to assist in making any necessary revisions 6. To work with the University Field Instructor to address any special needs, problems, or concerns of the student 7. To assign, in cooperation with appropriate agency personnel, a specific case/agency project for which the student primarily will be responsible. The assigned case/project should permit the student to utilize various methods, modes, and levels of intervention including micro, mezzo, and macro 8. To conduct structured supervisory sessions with the student at least one hour per week 9. To assist the University Field Instructor in the evaluation of the student's performance in the practicum 10. To instruct the student concerning the function and operation of the agency and its relation to the total social service delivery system 11. To identify and assist in resolving problems arising in the practicum 12. To conduct periodic reviews of the students performance and of the Social Work Program as required by the syllabus Responsibilities of the Agency 1. To determine, in cooperation with the educational institution, a specific placement for the student 2. To provide, in agreement with the educational institution, a qualified staff member to serve as the Agency Field Supervisor. The assignment of an Agency Field Supervisor implies that the agency agrees to allow the staff member adequate time to devote to supervising the student, conferring with the University Field Instructor, and attending instructional workshops conducted for Agency Field Supervisors 3. To accept and enforce a policy of nondiscrimination on the basis of race, color, age, sex, religion, gender, national origin, sexual orientation, culture, educationally-unrelated or service delivery unrelated disability in accepting students for placement or clients for services 4. To permit the student to be assigned a specific case for which he or she will bear primary responsibility 9

10 under the supervision of the Agency Field Supervisor 5. To permit the student to utilize information from his or her case(s) or agency (excluding identifying information) for case presentations and analysis 6. To orient the student to the agency's policies, procedures, and services, as well as the general nature and needs of the agency's clientele PREPARING FOR PRACTICUM Prerequisites Prior to the final semester, the students should have successfully completed all general education requirements, prerequisite degree requirements, and Social Work Program requirements, including all other required and supportive social work courses. All of this preparation together provides the student with the necessary foundation for SWK 498 (Macro Practice) and SWK 497 (Practicum). SWK 499C (Senior Seminar) and assists the graduating senior in making the transition from student to a beginning professional social worker. Preparation and Application While practicum starts the first day of classes, some conditions must be fulfilled the semester before starting a practicum. These include: 1. During the semester prior to the practicum/capstone semester, each student must meet with his/her academic advisor and review the Program Evaluations to ensure all academic requirements have been met prior. Once the student has been academically cleared, the student will complete the Practicum Application and interview with the Field Director to discuss practicum options. Upon approval from the Director of Field Education, the Department will register the student in the appropriate practicum seminar section. 2. The Student should identify an acceptable practicum site based on recommendations from the meeting with the Field Director and interview with the potential supervisor. 3. Students must have completed their Practicum Contract which should include the initial goals the student and potential supervisor have agreed upon for the practicum semester. 4. Students must complete any agency requirements (training, criminal background check, drug testing, etc.). These additional placement requirements are not the responsibility of the Social Work Program (this includes payment for background checks, etc). 5. The Field Director must have approved the practicum agency in writing. Student Liability Insurance All students are required to carry malpractice insurance during their practicum. Insurance is purchased when students pay tuition. Certificates of coverage are made available to the student at the beginning of the semester. No Credit for Previous Work or Life Experiences Per CSWE Accreditation Standard 3.2.5, no credit is given for life experiences nor for previous work experience. 10

11 CHOOSING A PRACTICUM AGENCY Ideally, practicum agencies will afford the student the opportunity to work in the field that interests him/her in a career choice. The agency should have a supervisor with an MSW or a BSW, with at least two years practice experience, who can commit at least one hour a week to direct supervision/consulting. Should an agency not employ any staff with a BSW or MSW, the placement may still be approved with an outside supervisor. This is done only with the approval of the Director of Field Education. In agencies where there is no BSW or MSW on site, the student and Field Director will assist in arranging for an external (BSW/MSW) to supervise the student a minimum of one hour per week. The practicum agency must be willing to provide experiences that will enhance and refine the student s skills acquired through formal class work and related experiences by allowing the student to complete a minimum of 400 hours in the agency. After the student/agency interview, and if all three parties (agency supervisor, student, and field director) are in agreement with the placement, the student will receive written approval from the Director of Field Education. This approval allows the student to begin his/her practicum the first week of the semester. Should a student wish to begin the placement early, a written request must be submitted to the Director of Field for consideration. Early starting dates are approved only in extenuating circumstances. Employment-Based Field Instruction A placement in a student's place of employment will be considered only when the agency and student are able to create and support an educationally-based field learning experience as defined below: 1. The agency meets the regular criteria for affiliated field instruction agencies 2. The field supervisor assignment is intended to emphasize the change from a worker/supervisor relationship to a learner/teacher relationship for both the student and the agency. As such, the designated field supervisor must not have previously supervised the student as an employee. A potential field supervisor must be designated, subject to the approval of the Social Work Program. 3. The student's Integrated Learning Plan must differ significantly in content from the tasks and roles performed as an employee. Every effort should be made to assign new learning tasks to be performed within a different program or site in the agency. 4. The hours designated for the field practicum must be clearly differentiated from the student's regular work hours. Practicum Placement Timeframe Occasionally, students and/or field instructors request that the student be allowed to accrue practicum hours outside of the designated calendar within which field placement is scheduled to occur. Students have the option of completing a formal request to begin placement early. This request is made to the Director of Field. The Director of Field Education reviews requests on a case-by-case basis. Circumstances of consideration include: 1. Under no circumstances should a student be expected to complete more than his/her required number of field hours. An agency desiring additional services beyond those required by the social work program must engage in an employment or volunteer arrangement with the student. 11

12 During the period of employment or volunteering, the student is considered to be an agency employee or volunteer and not a student of the social work program. 2. Occasionally, the Agency Supervisor, in consultation with the University Instructor and Field Education Director, may determine that a student requires additional hours in the agency in order to pass the field practicum. This is the only time that a student may be required to complete more than the required field hours as part of the field practicum. In such cases, the student may be asked to complete these hours over breaks or in the summer. 3. It is expected that the student complete his/her required field hours within the time frame described in the field education manual and syllabus. However, there may be rare situations in which illness or other time constraints or exigencies, such as excessive bad weather, may result in a student needing to make up field hours. These situations will be handled on a case-by-case basis and will be documented by the University Instructor and approved by the Field Education Director. STUDENT PERFORMANCE Academic performance, practice performance, and ethical behaviors are critical indicators of the student's readiness to assume professional responsibilities. Since field instruction is a significant requirement for the degree, the student must earn a passing grade in field education in order to complete candidacy for the Bachelor of Social Work degree. Ethical Behavior The NASW Code of Ethics is the cornerstone of determining and guiding ethical behavior for social workers and students, and behavior in adherence with these ethical standards is a requirement and standard for the program. All students are provided with information regarding the NASW Code of Ethics in their field seminar. Discussion about the code also occurs in social work practice classes. The following are examples of behaviors that constitute a violation of the NASW Code of Ethics and which may result in dismissal from the program: 1. Engaging in sexual activities with clients 2. Participation in dishonesty, fraud, deceit, or misrepresentation 3. Violating confidentiality of case records/files 4. Exploitation of clients for personal advantage In addition, a conviction for a felony offense while in the program is an example of misconduct which may result in termination from the program. Academic Competence Academic credit for both field and the core curriculum is given only to students whose course work meets minimally acceptable performance standards in the social work program and conforms to the professional standards of ethical behavior and conduct. The program adheres to the university academic honesty policy (found in the Eagle: Student Handbook, go to moreheadstate.edu/dean). Professional Competence In the field, students must demonstrate professional conduct, relationship skills, and behavior consistent with the values and ethics of the profession. Students are expected to comply with the NASW Code of Ethics found at 12

13 Professional incompetence signifies that a student is not adequately or appropriately performing at his or her program level. The following list contains examples of behaviors that constitute professional incompetence which may result in a referral to the Performance Review Committee with a possible recommendation of dismissal from the program. Refer to the Student Rights and Responsibilities Handbook for additional information. 1. Inability to establish and maintain positive and constructive interpersonal relationships with clients and agency personnel 2. Inability to perform professional duties due to personal problems 3. Inability to accept constructive feedback from field instructor and/or an inability to make changes recommended by this feedback 4. Failing to adhere to the time schedule for the placement hours 5. Consistent lateness or non-attendance in meeting deadlines to complete work 6. Rejection by three or more agencies during the placement process for reasons related to appropriateness or readiness for placement The examples listed above are not an exhaustive list. Additional performance competencies that students are expected to master are listed in the BSW Handbook. Issues related to conduct, relationship skills, and behavior may or may not be included in the student's learning contract but will be considered as factors in field grading and continuation. Once identified, these issues will be discussed during a meeting consisting of the University Field Instructor or the Field Director and the Agency Supervisor and the student. A Performance Improvement Plan (PIP) may be developed, if needed, to ensure specific student issues and concerns are addressed. Failure to adhere to the PIP will result in termination from the Social Work Program. The PIP may be found in Appendix O. If the conclusion is reached that the student is unable to meet minimal performance standards in the field related to professional competence, ethical behavior, and conduct, or is otherwise unsuited to the profession, the Student s Faculty Advisor will be informed by the Field Education Director. The Faculty Advisor will discuss the options available with the student. These options could be one of the following: 1. Dropping the course and re-take it at another time when the problematic situation is corrected 2. Drop the course and select another major 3. Withdrawal from the University 4. Recommend termination from the social work program to the Faculty Review Committee It is very important that any academic performance deficiency, nonacademic performance deficiency, or behavior problem in the field be brought to the student's attention by the field instructor, faculty, academic advisor and/or field faculty as soon as it has been observed. These steps may also involve the initiation of the procedures delineated in the BSW Student Handbook - Termination from the Social Work Concentration. Termination from Field If a student is terminated from the field or does not receive a passing grade of "C" a written statement from either the Field Supervisor or the University Instructor will be sent to the Field Education Director and placed in the student's file. This report will include the reason for the termination or failure. 13

14 In rare cases, students may be offered an opportunity to repeat his or her field experience, after demonstrating that he or she has addressed the concerns leading to the original field termination or failure. The student must compose a letter to the Field Director explaining the situation leading to the termination and what corrections/improvements/modifications will be done to ensure successful completion if allowed to repeat the semester. If a student chooses to, or is required to withdraw from field, he or she must officially withdraw from the class. EVALUATION OF STUDENT PERFORMANCE The procedure for evaluation of SWK 497: Social Work Practicum involves the Student, the Agency Supervisor, the University Instructor, and the University Field Director. The evaluation of the field experience and the student's progress in the agency is an ongoing process collecting and exchanging information about the student's level of growth and competence in regard to practice knowledge and skills. Several instruments are used to evaluate different dimensions of the field experience and the student's performance in the practicum. Each of these components and their interrelationships are explicated in the following sections. Components of the Evaluation Individualized Learning Plan The function of the learning plan is to articulate what the student will be learning in the agency, how the learning tasks will help the student meet the required level of practice competency, and delineate how the tasks will be evaluated. The Learning Plan is the instrument used to capture the intersection of the theoretical and conceptual classroom learning with the practice setting. This plan serves as the formal agreement between the student, agency supervisor, and the university practicum instructor. The learning plan also helps keep the focus on the commitment to the learning process and maximizes an agreement and understanding of learning goals. The practice behaviors identified are developed and approved by the Council on Social Work Education and reflect the current Educational Policy and Accreditation Standards. In order for the plan to be successful, the agency supervisor and the student must develop the plan together although ultimately, it is the STUDENT S responsibility. The university practicum instructor is also available to consult during the development of the plan. Students should begin writing their learning plan after reading the Field Education Manual, learning some of the agency s expectations, consulting with their agency supervisors, and thinking about the goals and objectives they have for their field experience. A good ILP balances the unique educational needs and goals of the student with the agency s scope and opportunities for practice. The learning plan should be completed within the first three weeks of the semester. Time Sheets Students are expected to submit time sheets on a weekly basis. Each SIGNED time sheet is worth 2 points. These time sheets are available on Blackboard. Both weekly hours earned and total hours accumulated should be documented. Time sheets MUST be signed by the agency supervisor. If an offsite supervisor is involved in the placement, his/her signature must also be included to show the hourly supervision requirement. 14

15 Critical Analysis Logs Students will document learning experiences and explore or clarify issues with regard to these experiences in the critical analysis logs. Each critical analysis is worth 3 points. There should be a conscious effort to relate course content (theory, policy, research, practice, ethics, concepts, and principles) and/or the ILP to the practicum experiences. The log should demonstrate analytical and critical thinking skills. The log should be reflective and not just a description of the week s activities. Logs should be typed and well-prepared paying special attention to grammar, punctuation, etc. Poorly written logs are not acceptable and will be returned to the student. All logs are confidential and will only be read by the instructor. Agency supervisors and staff do not have to sign or review logs. Logs should be submitted on blackboard for each week. Case Presentation/Signature Assignment Students will select a client/case from their practicum placement and complete an oral presentation which identifies all relevant micro/mezzo/macro issues involved in the case. This is an oral presentation which should emulate a true case staffing in practice. The student will also prepare an outline of the assessment to give to the University Practicum Instructor at the start of Student presentation. The Student s presentation will be evaluated on the basis of its completeness as well as effectiveness in communication of the information to the instructors and class. BioPsychoSocial Assessment Students will submit a bio-psycho-social assessment using the assessment form utilized by the placement agency. Should the form not cover all of the required information, the student should prepare an addendum with the additional information. This BPS should be completed on an actual client served by the agency. It must be a client that the student has had contact with at the agency and/or the student has interviewed. This assignment is not to be a write up of information pulled from a client record, although the client s record may be used to fill in gaps. The BioPsychoSocial must be signed by the Agency Supervisor and must be de-identified. Research Project Students will use agency-based data to produce a research document which is meaningful to the agency and is approved by the agency supervisor. This is a research project and not a paper. Students can either do a Single-Subject Design or a Program Evaluation. Program Evaluations measure the effectiveness of the program in terms of statistics, such as the number of child abuse reports in the last six months by age, income, race, number of children in the home, marital status, etc. Single Subject Design projects analyze the effectiveness of a practice intervention on a group or individuals. Practicum Seminar Students will meet as a group each week in practicum seminar. This time is NOT counted as part of Practicum hours. The seminar consists of discussions around practice issues, learning experiences, and presentation of required assignments. Students are expected to actively share their practicum experiences. Students are required to attend every seminar. Student Performance Evaluations The Agency Field Supervisor completes evaluations of the student's performance in the practicum. This evaluation indicates the student's performance in regard to various areas of knowledge, values, and skills in addition to measuring progress relating to educational needs, learning objectives, and required 15

16 assignments. These evaluations will be completed at three points Baseline (50 hours in the agency); Midterm (200 hours in the agency); and Final (400 hours in the agency). An explanation of grading is provided on the evaluations found in the Appendix. The student will evaluate his/her own progress at the same points in the semester by completing a selfevaluation. The student will utilize the same evaluation instrument used by the Agency Supervisor in his/her evaluation of the student. The Supervisor must sign the student s self-evaluation. In addition, the University Field Instructor will meet with the student and the Agency Field Supervisor a minimum of two times during the semester to discuss the evaluation of student performance. Student Grievances Students have the right to appeal any decision made by the University Instructor. If the matter cannot be resolved informally between the student and University Instructor and/or the Director of Field Education, the Student should write a formal petition to the Social Work Program Director to have the issue resolved by the Practicum Review Committee. Student Access to Evaluations All written evaluations by the Agency Field Instructor and University Field Supervisor and other pertinent information regarding the student's performance in the practicum is made available to the student in accordance with Public Law , the Family Educational Rights and Privacy Act of 1974, Buckley Amendment. Students are encouraged to make copies of every document related to their placement for their own records. PROGRAM EVALUATION OF FIELD SEMESTER Student Evaluation of Practicum Experience The student is expected to participate in the evaluation of the practicum experience and will complete both a qualitative and quantitative evaluation at the end of the semester. This information is compiled and reported to the faculty and Advisory Board for program evaluation purposes. Faculty Evaluation of Field Agency and Supervisor A Faculty Evaluation of Field Agency and Supervisor are completed for every practicum placement. This evaluation includes recommendations for considering the agency, areas of experience that the agency offers, practice opportunities, and additional advice for placing students with the agency. Agency Field Supervisor Evaluation/Recommendations An Agency Field Supervisor Evaluation/Recommendations form is completed by every agency supervisor to assist the social work department in identifying programmatic and learning needs as well as strengthen the field experience for the agency and student. AGENCY FIELD SUPERVISOR TRAINING Training for the practicum semester is required for all Agency Supervisors. In order to achieve the Council on Social Work Education (CSWE) educational requirements, supervisors must be updated as to any and all changes that have occurred since they last supervised a Social Work student. Our goal is to prepare and equip agency field supervisors before or shortly after the student is placed in the agency. Training is offered in person at the beginning of each academic semester and provides two hours of Continuing Education Units (CEUs) for attendees. Should an Agency Supervisor not be able to attend, the University Instructor will provide a modified training during the initial on-site visit. 16

17 Interim Director of Field Education: Deirdra Robinson-Phipps, ABD, MSW Office: MSU Prestonsburg Room Bert Combs Drive Prestonsburg KY Phone: (office) (cell) D.Robinson@MoreheadState.edu APPENDIX A: MASTER COURSE SYLLABUS Morehead State University Caudill College of Arts, Humanities and Social Sciences School of Humanities and Social Sciences Department of Sociology, Social Work and Criminology Social Work Program SWK 497: SOCIAL WORK PRACTICUM SPRING 2016 Course Description Integration of theory and method to actual case situations assigned within a 400 hour professionally supervised field experience within a selected human service organization. This course along with SWK 498 and 499C satisfies the integrative component for general education. Course Prerequisites Prerequisites: SWK 326, SWK 424, SWK 426 and SWK 430 and formal application to practicum and acceptance. Co-requisites: SWK 498 and 499C. Student Outcome Objectives of the Capstone Semester 1. The student will demonstrate ethical and professional behavior. a. Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context b. Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations c. Demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication d. Use technology ethically and appropriately to facilitate practice outcomes e. Use supervision and consultation to guide professional judgment and behavior 2. The student will engage in diversity and difference in practice. a. Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels b. Present themselves as learners and engage clients and constituencies as experts of their own experiences 17

18 c. Apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies 3. The Student will advance human rights and social, economic, and environmental justice. a. Apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels b. Engage in practices that advance social, economic, and environmental justice 4. The Student will engage in practice-informed research and research-informed practice. a. Use practice experience and theory to inform scientific inquiry and research b. Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings c. Use and translate research evidence to inform and improve practice, policy, and service delivery 5. The Student will engage in policy practice. a. Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services b. Assess how social welfare and economic policies impact the delivery of and access to social services c. Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice 6. The Student will engage with individuals, families, groups, organizations, and communities. a. Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies b. Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies 7. The Student will assess individuals, families, groups, organizations, and communities. a. Collect and organize data, and apply critical thinking to interpret information from clients and constituencies b. Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies c. Develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs, and challenges within clients and constituencies d. Select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies 8. The student will intervene with individuals, families, groups, organizations, and communities. a. Critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies 18

19 b. Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies c. Use inter-professional collaboration as appropriate to achieve beneficial practice outcomes d. Negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies e. Facilitate effective transitions and endings that advance mutually agreed-on goals 9. The student will evaluate practice with individuals, families, groups, organizations, and communities. a. Select and use appropriate methods for evaluation of outcomes b. Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes c. Critically analyze, monitor, and evaluate intervention and program processes and outcomes d. Apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels Course Content All policies, procedures, responsibilities, and forms related to SWK 497 Practicum in Social Work can be located within the Field Education Manual. This publication serves as an expansive outline of this course. This Manual is available to students on Blackboard and is distributed to Agency Supervisors during the Supervisor Training or the site visit. Student Liability Insurance All students are required to carry malpractice insurance during their practicum. Student fees are assessed to pay for liability insurance once a student is registered for SWK 497 Senior Practicum. Certificates of coverage are issued to the student at the beginning of the semester. It is the student s responsibility to provide a copy of the liability certificate to the agency. Additionally, the student should keep a copy of the certificate at all times while in the agency. Removal From Practicum The Agency Supervisor and/or the University Practicum Instructor has the right to remove a student from an agency as a result of professional misconduct, ethical violations, or other related reasons. Such a removal may result in failure of the practicum course and removal from the Social Work Program. See the Field Education Manual for additional information. Campus Safety Statement Emergency response information will be discussed in class. Students should familiarize themselves with the nearest exit routes in the event evacuation becomes necessary. Students should notify the instructor at the beginning of the semester of special needs during an emergency evacuation. Students should familiarize themselves with emergency response protocols at Inclement Weather Policy Inclement weather alerts are posted on the Morehead State University main web site 19

20 Should classes be cancelled on the day of seminar, any assignment due should be submitted on blackboard. If classes are not cancelled and conditions are not safe, students are encouraged to use professional judgment and common sense. Student safety is the ultimate goal. Academic Honesty Cheating, fabrication, plagiarism or helping others to commit these acts will not be tolerated. Academic dishonesty will result in severe disciplinary action including, but not limited to, failure of the student assessment item or course, and/or dismissal from MSU. If you are not sure what constitutes academic dishonesty, read The Eagle: Student Handbook or ask your instructor. The policy is located at [pgs.11 & 39]. For example: Copying information from the Internet is plagiarism if appropriate credit is not given. Policy for Accommodating Students with Disabilities Professional staff from MSU Disability Service office coordinates efforts to address accessibility needs and class accommodations with instructors of students who have learning or physical disabilities. Faculty will cooperate with the DSO staff to accommodate the needs of students taking departmental courses. Contact the Disability Services (ADUC 204E) Course Requirements Students will: 1. Attend weekly seminar class 2. Sign Confidentiality Form which is distributed in seminar the first week of the semester 3. Complete Orientation Check Sheet 4. Complete Safety Checklist 5. Complete Field Education Data Base Form 6. Develop an Integrative Learning Plan 7. Complete a BioPsychoSocial Assessment 8. Complete the Signature Assignment/Case Presentation 9. Complete weekly Critical Analyses & Timesheets 10. Complete Self-Evaluations at three points during the placement. 11. Participate in Performance Evaluations completed by the Agency Supervisor at three points during the placement 12. Participate in two agency site visit supervisory conferences with the Agency Supervisor and the University Practicum Instructor 13. Complete a Research Project 14. Complete summary evaluations Attendance Policy in Field Seminar Students will meet as a group each week in practicum seminar. This time is NOT counted as part of Practicum hours. The seminar consists of discussions around practice issues, learning experiences, and presentation of required assignments. Students are expected to actively share their practicum experiences. Students are required to attend every seminar. Students will earn up to 5 points for each seminar. Students will earn the full 5 points if they arrive on time for seminar, stay the entire time, and are engaged in course discussion. If an emergency exists that requires the student to be absent from seminar or their practicum, the student must contact the respective Instructor or Supervisor IN 20

21 ADVANCE (if possible) of this emergency. An absence from Seminar will result in no attendance points earned. Classroom Behavior, Decorum, and Civility Because other students depend upon the presence of student colleagues for discussion and for completion of case presentations, class attendance and participation is very important. The possibility of developing collaborative skills, team building, and collegiality is greatly diminished without full attendance. Morehead State University and the Social Work Program have a strong commitment to respect of diversity and the valuing of differences among members of our academic community. Academic discovery includes discussion and debate, and the right to respectfully disagree from time-to-time. Students have a right to voice reasoned opinions contrary to those offered by the instructor and/or other students but should do so respectfully. Disagreements and opinion statements that include attacks of a personal nature or statements degrading another on the basis of race, sex, religion, sexual orientation, age, national/regional origin or other irrelevant factors may affect one s grade because they are unacceptable and do not contribute to a safe, productive learning environment. The Practicum professor has the right to reduce attendance and participation points should students display disruptive behaviors by students during seminar. Limit classroom disruptions: Turn off all cell phones (or put on vibrate mode) and other electronic devices and store them during class. Lap tops are NOT permitted in seminar. Supervisory Conferences with Agency Supervisor In keeping with the goal of having students become self-directed and life-long learners, students are to take responsibility for scheduling and planning the required conferences as outlined below with the field instructor and the course instructor, as well as weekly conferences with the Agency Supervisor. Two three-way conferences for planning and evaluation, involving the student, the university practicum instructor, the agency supervisor, and the off-site social work supervisor (if applicable) are to be held. The student is responsible for scheduling the conferences based on the availability of the Agency Supervisor, University practicum instructor, and student. Telephone conferences may be initiated by any of the parties on an as-needed basis. The university practicum instructor may request individual conferences with the student at any time during the semester for the purpose of performance review, evaluation, or clarification of perceived concerns. Time sheet and Critical Analysis Logs Time Sheets Students are expected to submit time sheets on a weekly basis. Each SIGNED time sheet is worth 2 points. These time sheets are available on Blackboard. Both weekly hours earned and total hours accumulated should be documented. Time sheets MUST be signed by the agency supervisor. If an offsite supervisor is involved in the placement, his/her signature must ALSO be included to show the hourly supervision requirement. Critical Analysis Logs Students will document learning experiences and explore or clarify issues with regard to these experiences in the critical analysis logs. Each critical analysis is worth 3 points. There should be a 21