BSW Field Practicum Manual And Syllabi

Transcription

1 Utah State University Social Work Program BSW Field Practicum Manual And Syllabi Prepared by Diane Calloway-Graham, Ph.D. Practicum Director Fall 2014/Spring

2 Fall 2014 SW 4870: Integrative Seminar Assignments and Class Schedule 2

3 UTAH STATE UNIVERSITY Social Work Program SW 4870: Beginning Field Practicum Professional Integrative Seminar Instructors: Professor Jan Thornton, USU Eastern Practicum Coordinator Phone: Learning Activities and Evaluations: Active attendance and participation is expected and will count towards your letter grade. The seminar will consist of reflective discussions based on field experiences and relevant aspects of social work practice as related to the development of core competencies and practice behaviors. Course evaluation assignments are explained in the matrix below. The Integrative Seminar is based on experience-based learning designs and exercises as well as group consultation and discussion. Professional Integrative Seminar Assignments Due Date Fall Semester Week 5 Sept 24 Fall Semester Week 9 Oct 22 Fall Semester Week 11 Nov 5 Fall Semester Week 15 Dec 3 Course Evaluation Assignments Agency Presentation Handout The purpose of this assignment is for students to become familiar with their field practicum agency and community resources. Mid-semester Learning Journal The purpose of the learning journal is to enhance this process of reflection and synthesis. The primary goal of the learning journal is to encourage the student to think, and the primary criteria for evaluation will be evidence that the student is thinking. Mindfulness and Self-Care Article Review the purpose of the article review is for you to become familiar with the research that is being done and how it informs social work practice. Ethical Dilemma Paper The purpose of this assignment is for students to demonstrate their ability to think ethically about professional dilemmas that arise in the context of social work practice. Take a situation from your practice and analyze it utilizing the ETHIC Decision-Making Model developed by Congress (1999). 3

4 PROFESSIONAL INTEGRATIVE SEMINAR ASSIGNMENT DETAILS Assignment 1: Agency Presentation Handout Students are to submit a handout, which includes the following: (1) An administrative chart of the agency structure. (2) A description of where you fit in the structure including your role in the context of the agency. (3) A description of the services provided by your agency including: (a) purpose of agency, (b) services provided, (c) procedures for obtaining services, and (d) the practice model, approach, or philosophy agency. Assignment 2: Mid-Semester Learning Journal The learning journal (3-4 pages) should highlight the following aspects of your field practicum experience based on what you are learning about yourself and your helping style. Reflect on the following in your discussion: (1) Discuss a general situation you have experienced in the agency and what you have learned about yourself, others, the agency, and the profession. (2) Focus on your development as an intern. Utilizing the developmental stages of an intern (anticipation, disillusionment, confrontation, and competence) discuss the process of your own development as a professional social worker (see pg of manual). (3) Discuss several examples of experiences where you have observed the development of your helping style including professional use of self and competency development and practice behaviors. (4) Using examples from your experience discuss how you see various theories being applied in your work (human diversity, empowerment, strengths, and human behavior in the social environment). (5) Utilizing examples of your work in the agency discuss the assessment and intervention process of the agency. 4

5 Assignment 3: Mindfulness and Self-Care Article Review Read the following three (3) articles below and prepare a substantial and thoughtful paper using specific examples and application to your own field practicum experience (3 pages) based on the focus questions. Sherman, E. & Siporin, M. (2008). Contemplative theory and practice for social work. Journal of Religion & Spirituality in Social Work: Social Thought, 27:3, Focus Questions: (1) What did you learn about contemplative theory and how it relates to spirituality and mindfulness concepts and what is important to understand about these concepts as it relates to you and the field of social work. (2) What did you learn about how we might apply contemplative theory in social work practice? Give some examples of how you would apply contemplative theory concepts in your own work at your practicum. (3) Discuss the goals you have for enhancing the use of mindfulness during your practicum experience. Mensinga, J. (2011). The feeling of being a social worker: Including yoga as an embodied practice in social work education. Social Work Education, 30:6, Focus Questions: (1) Based on what the article discusses about yoga and becoming aware of the body what did you learn and what is important to understand about these concepts as they relate to you and the field of social work. (2) Discuss what you are currently doing to take care of your health and well-being. Based on some of the ideas you gained from this article what more could you be doing in reference to self-care. McGarrigle, T. & Walsh, C. A. (2011). Mindfulness, self-care, and wellness in social work: Effects of contemplative training. Journal of Religion & Spirituality in Social Work: Social Thought, 30:3, Focus Questions: (1) What did you learn about mindfulness as coping and preventative strategies for self-care practice and what is important to understand as it relates to you and to the field of social work. (2) What did you learn about the Meditative Model and how you could apply this model in becoming a more effective social work practitioner? 5

6 Assignment 4: Ethical Dilemma Paper Ethical decision-making is a practice reality. Social work ethics clarify the ethical aspects of professional practice and help practitioners recognize the morally correct way to practice and serve as a guideline for effective decision-making. The purpose of the assignment is for you to demonstrate your knowledge and skills to engage in effective decision-making. Ethical Dilemma Paper Outline Instructions: Take a situation from your practice and analyze it utilizing the ETHIC Decision- Making Model developed by Congress (1999). See pages 10 to 13 of the Practicum Manual explaining the components of the decision making model and other aspects of ethical decision making. Paper Components: 1. Describe a situation from your practice where you might run into an ethical Dilemma. This can be a situation your practicum instructor has experienced or one that could be a potential problem in your placement setting. These could range from issues regarding confidentiality, reporting child abuse and neglect, dual relationships, etc. (for example, in a school how might you proceed in working with an at-risk student whose parent refuses to give permission; in a school how might you deal with teachers asking you about particular students you are working with who do not have the student as a teacher; what would you do in a situation where you were asked to work with a student whose parents were your best friends). 2. Describe and discuss the relevant personal, societal, agency, professional, and client values that you would examine to inform your decision recognizing that all of these values influence decision-making. 3. Describe and discuss the ethical standards of the NASW Code of Ethics/relevant laws and apply them to the situation. Discuss and refer to specific areas of the code and how these inform the decision making process ( 4. Describe and discuss your hypotheses about possible consequences of the different decisions you might make regarding the situation. Think about the different scenarios and list the pros and cons of those possible actions as well as analyze the possible results. This helps the social worker to decide which is the preferred alternative for the specific incident. 5. Describe and discuss who will benefit and who will be harmed in view of social work s commitment to the most vulnerable. Social workers are often faced with deciding between two bad alternatives rather than between one that is clearly right. We have a responsibility to identify and nurture strengths of those who are vulnerable by expanding choices and opportunities. 6. Describe and discuss the importance of consulting with supervisor and colleagues about the most ethical choice. Provide examples of what kinds of questions would you pose to your supervisor or colleagues that might help you in your decision-making process? 6

7 Method of Evaluation: Student grades will take into consideration performance in the field, participation and attendance in professional integrative seminar, completion of practicum paperwork, and completion of learning assignments. In fairness to all class members, papers submitted after the due dates will be reduced in grade. If prior arrangements are made with the instructor ahead of time because of illness or other contingencies full credit can be received. Please note the key to doing well in this class is simple: come to class on time, well-prepared, follow the directions specified in the assignments, don t hesitate to ask for clarification as needed, and remember that both the content and quality of your written and oral products are important. The completion of every assignment is required for credit in the course and late assignments receive partial credit. Classroom Participation: Students are expected to attend all in-person seminars. At the discretion of the professor (see Program Attendance Policy) missing any seminar will result in grade increment drops (i.e. A to A-). Factors that will be considered by the professor in the calculation of your class attendance and participation include the following: (1) observation of student investment in class activities and small group discussions including mental engagement and contributions to the quality of the seminar experience for self and other students and (2) observed efforts to attend and participate in class to the fullest possible extent. Practicum Instructor s Evaluation 400 Participation and Attendance 250 Required Paperwork (Learning Contract, Hour Logs, 150 and Supervision Logs) Mindfulness and Self-care Article Review 50 Learning Journal 50 Agency Presentation 50 Ethical Dilemma Paper 50 Total Points 1000 A = A- = B+ = B = B- = C+ = C = C- = D+ = D = F = 59 or Less 7

8 Week by Week Class Schedule - Fall Semester 2014 Seminar Dates Session 1 Aug 27 Session 2 - Sept 3 Session 3 Sept 10 Session 4 Sept 17 Session 5 Sept 24 Session 6 Oct 1 Session 7 Oct 8 Session 8 Oct 15 Class Schedule Review Field Practicum Expectations, Integrative Seminar Expectations, and Learning Contracts Discussion: Learning Contracts and Utilizing Supervision Discussion: Making the Most of Your Practicum, The Developmental Stages of An Internship, and Graduate School No Seminar Work in Agency Discussion: Agency Presentations DUE: AGENCY PRESENTATION HANDOUT Discussion: Agency Presentations DUE: LEARNING CONTRACT No Seminar Work in Agency (Arrange for Program Practicum Faculty Supervisor Meeting - Please have completed by the first part of November) Discussion: Ethics and Social Work Practice. Please review the following articles (posted on Canvas) for reflection and class discussion: Moorhead, B. & Johnson, S. (February 2010). An ethical practice dilemma involving a new social work graduate: Implications for social work practice. Practice: Social Work in Action, 22:1, Parker, M. F. & Erlbaum-Zur, P. (Winter/Spring 2008). Ethics of everyday life in geriatric care. Journal of Jewish Communal Service, 83:2/3, Session 9 Oct 22 Session 10 Oct 29 Session 11 Nov 5 Session 12 Nov 12 Session 13 Nov 19 Session 14 Nov 26 Session 15 Dec 3 Practicum Paperwork Reamer, F. G. (April, 2005). Update on confidentiality issues in practice with children: Ethics risk management. Children & Schools, 17:2, No Seminar Work in Agency DUE: MID-SEMESTER LEARNING JOURNAL Discussion: Introduction to Mindfulness and Self-Care Discussion: Reflections of Experience with Mindfulness and Self- Care in Social Work Practice DUE: MINDFULNESS & SELF-CARE ARTICLE REVIEW No Seminar Work in Agency Discussion: Reflections on Field Practicum Experience and Developing Your Competencies Activity: CD Cover No Seminar: Thanksgiving Holiday No Seminar Work in Agency DUE: ETHICAL DILEMMA PAPER At the end of each month you should turn in a copy of your Hour Log and Supervision Log. PLEASE NOTE THAT SEMESTER PAPERWORK NEEDS TO BE TURNED IN NO LATER THAN WED. DEC

9 Spring 2015 SW 5870: Integrative Seminar Assignments and Class Schedule 9

10 UTAH STATE UNIVERSITY Social Work Program SW 5870: Advanced Field Practicum Professional Integrative Seminar Instructors: Professor Jan Thornton, USU Eastern Practicum Coordinator Phone: Learning Activities and Evaluations: Active attendance and participation is expected and will count towards your letter grade. The seminar will consist of reflective discussions based on field experiences and relevant aspects of social work practice as related to the development of core competencies and practice behaviors. Course evaluation assignments are explained in the matrix below. The Integrative Seminar is based on experience-based learning designs and exercises as well as group consultation and discussion. Professional Integrative Seminar Assignments Due Date Spring Semester Week 5 Feb 10 Spring Semester Week 9 March 24 Spring Semester Week 14 April 21 Course Evaluation Assignments Mindfulness in Practice with Clients Article Review The purpose of the article review is for you to become familiar with the research that is being done and how it informs social work practice. Mid-semester Learning Journal The purpose of the learning journal is to enhance this process of reflection and synthesis. The primary goal of the learning journal is to encourage the student to think, and the primary criteria for evaluation will be evidence that the student is thinking. Philosophy Paper The paper serves as a way for students to demonstrate the link between theory and practice/field practicum. It is in essence a narrative essay about your social work experience in the BSW program. 10

11 PROFESSIONAL INTEGRATIVE SEMINAR ASSIGNMENT DETAILS Assignment 1: Mindfulness in Practice with Clients Article Review Read the following three (3) articles below and prepare a substantial and thoughtful paper using specific examples and application to your own field practicum experience (3 pages) based on the focus questions. Carlson, B. E. & Larkin, H. (2009). Meditation as a coping intervention for treatment of addiction. Journal of Religion & Spirituality in Social Work: Social Thought, 28:4, Focus Questions: (1) What did you learn about stress and how it contributes to addiction? (2) Discuss what you learned about mindfulness meditation as an intervention and discuss some ideas about how this applies to the helping process and empowerment of client s. (3) Discuss some ideas about how you could apply this information to the population of clients you are working with. Coholic, D. A. (2011). Exploring the feasibility and benefits of arts-based mindfulness-based practices with young people in need: Aiming to improve aspects of self-awareness and resilience. Child Youth Care Forum, 40, Focus Questions: (1) Discuss what you learned about mindfulness using arts-based methods. (2) Discuss what you learned about how a creative approach teaches young people emotional regulation, social and coping skills, and improves aspects of self-awareness, self-esteem, and resilience. (3) What are your thoughts and ideas about how young people as well as adults could benefit from a creative approach to mindfulness? Wisnerk, B. L., Jones, B., & Gwin, D. (July 2010). School-based meditation practices for adolescents: A resource for strengthening self-regulation, emotional coping, and self-esteem. Children Schools, 32:3, Focus Questions: (1) Discuss what you learned about school-based meditation practices for adolescents? (2) Discuss examples of how meditation could apply to settings other than school-based settings and with various populations of clients. 11

12 Assignment 2: Mid-Semester Learning Journal The learning journal (3-4 pages) should highlight the following aspects of your field practicum experience: Professional use of self in social work practice is the combining of knowledge, values, and skills gained in social work education with aspects of one s personal self, including personality traits, belief systems, life experiences, and cultural heritage. It is the use of self that enables social workers to strive for authenticity and genuineness with the clients they serve while utilizing their social work training to guide their actions. (1) Discuss at least 2 specific experiences where you have observed the development of your helping style, competencies, and practice behaviors in light of the above perspective of professional use of self based on the article An Introduction to Use of Self in Field Placement by Heath B. Walters, The New Social Worker. Please refer the article (posted on the course Canvas site) in preparation for writing this learning journal. (2) Reflect on the culmination stage of your internship (refer to the developmental stages of an internship pg of manual). At this point in your internship, the end is in sight. It is now time to look forward to the future and to reflect on what you have accomplished and what you have left to accomplish. Endings are a necessary part of your development and it is important to continue to seize the opportunities meet challenges and maximize the opportunities and at the same time prepare for endings. (3) Think about how you say goodbye we have all experienced endings, separations, trauma, and losses, which inform our response patterns to endings. Discuss what this is like for you and how you deal with endings. (4) Discuss how you can be sensitive to your clients experience with endings and how you will make a conscious effort to end your experience well. 12

13 Assignment 3: Philosophy Paper The philosophy paper flows naturally from both classroom theory and field practicum learning. The paper (4-5 pages) serves as a way for students to demonstrate the link between theory and practice. It is in essence a narrative essay about your social work experience in the BSW program. Through this process the student should be better able to analyze her/his own experience in the development of competencies and practice behaviors. The following elements should be included in your paper: (1) Reflect on your identity as a professional social worker. Please discuss your personal definition of social work practice and why you selected social work as a profession. Discuss ways that a BSW social work education fits your future practice goals. Please discuss your personal commitment to the profession s enhancement and your own professional conduct and growth (i.e. advocacy, personal reflection, self-correction, professional demeanor, career-long learning, and the use of supervision and consultation). (2) Describe your social work experience in your practicum and what you have learned about engaging, assessing, intervening, and evaluating individuals, families, groups, organizations, and communities. Please share specific examples and experiences. (3) The paper should include a discussion of your philosophy about the following aspects of social work:: Ethical principles that guide professional practice. Please share specific experiences and examples of how you have come to understand the importance of ethical standards that guide your practice. Please articulate in the paper how theories of HBSE guide practice. Use specific examples of how you have applied theories and knowledge in your assessment and intervention process at your agency. Use of critical thinking through the application of knowledge and skills related to research-informed and practice-informed research as well as using policy at all levels of practice. Discuss (using specific examples) how your practicum experience has increased your ability to monitor and evaluate interventions at all levels of practice through the application of research knowledge and skills. Please discuss specific experiences about the impact of policy on service delivery. Engaging diversity and difference in practice; advancing human rights and social and economic justice. Discuss specific experiences in your practicum that have increased your competence in working with diverse populations. Discuss how you have used culturally relevant, strengthsbased, and empowering methods in your work. Discuss specific examples that have deepened your commitment in incorporating social and economic justice practices in your future work. 13

14 Method of Evaluation: Student grades will take into consideration performance in the field, participation and attendance in professional integrative seminar, completion of practicum paperwork, and completion of learning assignments. In fairness to all class members, papers submitted after the due dates will be reduced in grade. If prior arrangements are made with the instructor ahead of time because of illness or other contingencies full credit can be received. Please note the key to doing well in this class is simple: come to class on time, wellprepared, follow the directions specified in the assignments, don t hesitate to ask for clarification as needed, and remember that both the content and quality of your written and oral products are important. The completion of every assignment is required for credit in the course and late assignments receive partial credit. Classroom Participation: Students are expected to attend all in-person seminars. At the discretion of the professor (see Program Attendance Policy) missing any seminar will result in grade increment drops (i.e. A to A-). Factors that will be considered by the professor in the calculation of your class attendance and participation include the following: (1) observation of student investment in class activities and small group discussions including mental engagement and contributions to the quality of the seminar experience for self and other students and (2) observed efforts to attend and participate in class to the fullest possible extent. Practicum Instructor s Evaluation 400 Participation and Attendance 250 Required Paperwork (Learning Contract, Hour Logs, 150 Supervision Logs, and Evaluations) Mindfulness in Practice Article Review 50 Learning Journal 50 Philosophy Paper 100 Total Points 1000 GRADING SCALE A = A- = B+ = B = B- = C+ = C = C- = D+ = D = F = 59 or Less 14

15 Week by Week Class Schedule - Spring Semester 2015 Seminar Dates Session 1 Jan 13 Session 2 Jan 20 Session 3 Jan 27 Session 4 Feb 3 Session 5 Feb 10 Session 6 Feb 17 Session 7 Feb 24 Session 8 Mar 3 March 9 to 13 Session 9 Mar 17 Session 10 Mar 24 Class Schedule Review Field Practicum Expectations and Integrative Seminar; and Review of Learning Contract No Seminar Work in Agency Discussion- Social Work Licensure and Review for National Exam DUE: UPDATED LEARNING CONTRACT No Seminar Work in Agency Discussion: Using Mindfulness with Clients in Social Work Practice DUE: MINDFULNESS IN PRACTICE SITUATIONS ARTICLE REVIEW No Seminar Monday Class Schedule Discussion: Career Development in Social Work No Seminar Work in Agency (Arrange for Meeting with Program Practicum Faculty Supervisor Complete before the end of March) Spring Break Discussion: Reflections on Field Practicum Experience and the Culmination Stage of Your Internship No Seminar Work in Agency DUE: MID-SEMESTER LEARNING JOURNAL Session 11 Mar 31 Discussion: Reflections on Field Practicum Experience (All students should be prepared to share experiences that have contributed to your development as a professional social worker) Session 12 Apr 7 No Seminar Work in Agency Session 13 Apr 14 Discussion: Reflections on Field Practicum Experience Activity: News About Me Session 14 Apr 21 No Seminar Work in Agency Practicum Paperwork Practicum and Program Evaluations Important Events DUE: PHILSOPHY PAPER At the end of each month you should turn in a copy of your Hour Log and Supervision Log. PLEASE NOTE THAT SEMESTER PAPERWORK NEEDS TO BE TURNED IN NO LATER THAN WED. APRIL 29. Please complete two evaluations via Survey Monkey (a link will be send to you): Practicum Program Evaluation on agency, practicum supervisor, and faculty liaison/supervisor; and the BSW Self-Efficacy Rating January 2015: Practicum Orientation Buffet - all seniors are to attend as a part of agency work and seminar. You may count the hours as part of your agency work. March 2015: PRACTICUM INSTRUCTOR SPRING RECEPTION April 2015: SENIOR BANQUET and NASW CLOSING SOCIAL May 2, 2015: GRADUATION 15

16 Practicum Syllabus: SW 4870/SW

17 UTAH STATE UNIVERSITY Social Work Program SW 4870: Beginning Field Practicum Professional Integrative Seminar SW 5870: Advanced Field Practicum Professional Integrative Seminar Course Description: The practicum experience is enhanced through the professional integrative seminar. The integrative seminar ties the field practice experience to the academic program. It also facilitates the transition to a professional role as a generalist social work practitioner and examines the application of social work practice with an emphasis on values, knowledge, and skills. Students meet in seminar on a regular basis for the duration of their field placement. Students keep learning journals, read articles, and complete a variety of in-class reflection discussions that reinforce learning goals related to the practicum. The overall purpose is to provide students with the opportunity to share experiences, work toward increased competency, prepare for professional employment, and receive additional knowledge that complements and supplements their academic and professional experience. Text: Assigned Journal Article Readings BSW SOCIAL WORK MISSION THE SOCIAL WORK PROGRAM S GUIDING EDUCATIONAL PHILOSOPHY IS BASED ON TWO BROAD TRADITIONS: GENERALIST SOCIAL WORK PRACTICE AND THE LAND-GRANT UNIVERSITY HERITAGE. THE SOCIAL WORK PROGRAM PROVIDES A LEARNING ENVIRONMENT FOR THOSE WHO SEEK TO ACQUIRE KNOWLEDGE AND SKILLS IN ORDER TO BRING ABOUT MEANINGFUL SOCIAL CHANGE IN INDIVIDUALS, GROUPS, COMMUNITIES, AND SOCIETY. THE PROGRAM PROVIDES GROUNDING IN GENERALIST SOCIAL WORK KNOWLEDGE, VALUES AND SKILLS SUCH AS CRITICAL THINKING, CLARIFICATION OF PERSONAL VALUES, AWARENESS OF DIVERSITY, PROFESSIONAL USE OF SELF, AND COMMUNICATION AND INTERPERSONAL RELATIONSHIP SKILLS. THE PROGRAM MISSION IS TO PREPARE SOCIAL WORKERS FOR GENERALIST PRACTICE IN A DIVERSE SOCIETY AND TO EQUIP STUDENTS WITH THE KNOWLEDGE AND SKILLS ESSENTIAL TO THE ENHANCEMENT OF THE QUALITY OF LIFE FOR ALL PERSONS. BSW PROGRAM GOALS There are two fundamental goals that guide the Social Work Program derived from both the University and Program missions. They are: 1. To prepare students for employment as generalist social workers or for advanced education through instruction in a professional foundation curriculum and liberal arts education coursework. 2. To prepare leaders for responsible citizenship, a commitment to respect for all people, and the quest for social and economic justice, as informed by their application of generalist social work knowledge, values, and skills. 17

18 SIGNATURE PREDAGOGY: FIELD EDUCATION In social work, the signature pedagogy is field education. Signature pedagogy represents the central form of instruction and learning wherein the practicum socializes students to perform the role of practitioner. The intent of the field education component of the curriculum is to connect the theoretical and conceptual contribution of the classroom with the practical world of the practice setting. It is the basic precept of social work education that the two interrelated components of the curriculum-classroom and field-are of equal importance within the curriculum and each contributes to the development of the requisite competencies of professional practice. Field education is systematically designed, coordinated, and evaluated based on criteria by which students demonstrate the achievement of program competencies. CSWE EDUCATIONAL POLICY AND ACCREDITATION STANDARDS Competency-based education is an outcome performance approach to curriculum design. Competencies are measurable practice behaviors that are comprised of social work knowledge, values, and skills. The goal of the outcome approach is to demonstrate the integration and application of the competencies in practice with individuals, families, groups, organizations, and communities. BSW practice incorporates all of the core competencies. The social work program seeks to accomplish its mission through a curriculum that enables students to develop professional competencies which represent the program s goals. The table below indicates how the core competencies are assessed in this class. The field practicum addresses all the CSWE core competencies: Identify as a professional social worker and conduct oneself accordingly Apply social work ethical principles to guide professional practice Apply critical thinking to inform and communicate professional judgments Engage diversity and difference in practice Advance human rights and social and economic justice Engage in research informed practice and practice-informed research Apply knowledge of human behavior and the social environment Engage in policy practice to advance social and economic well-being and to deliver effective social services Respond to contexts that shape practice (a) Engage with individuals, families, groups, organizations, and communities (b) Assess individuals, families, groups, organizations, and communities (c) Intervenes with individuals, families, groups, organizations, and communities (d) Evaluates interventions with individuals, families, groups, organizations, and communities 18

19 CSWE CORE COMPETENCIES AND FOUNDATION PRACTICE BEHAVIORS BSW Program Competencies & Practice Behaviors Associated with the Field Practicum/ Program Assessment # Competency Practice Behavior Learning & Assessment Method 1 2 Identify as a professional social worker and conduct oneself accordingly Apply social work ethical principles to guide professional practice a. Advocate for client access to the services of social work b. Practice personal reflection and selfcorrection c. Attend to professional roles and boundaries d. Demonstrate professional demeanor in behavior, appearance, and communication a. Recognize and manage personal values in a way that allows professional values to guide practice b. Make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics c. Tolerate ambiguity in resolving ethical conflicts Learning Contract Learning Journal Agency Presentation Article Review Ethical Dilemma Paper Seminar Reflection Assignments and Participation 3 Apply critical thinking to inform and communicate professional judgments a. Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge and practice wisdom b. Analyze models of assessment, prevention, intervention, and evaluation c. Demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues 19

20 4 5 6 Engage diversity and difference in practice Advance human rights and social and economic justice Engage in researchinformed practice and practice-informed research a. Recognize the extent to which a culture s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power b. Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups c. View themselves as learners and engage those with whom they work as informants a. Understand the forms and mechanisms of oppression and discrimination b. Advocate for human rights and social and economic justice c. Engage in practices that advance social and economic justice a. Use practice experience to inform scientific inquiry b. Use research evidence to inform practice Learning Contract Learning Journal Agency Presentation Article Review Ethical Dilemma Paper Seminar Reflection Assignments and Participation 7 Apply knowledge of human behavior and the social environment a. Use conceptual frameworks to guide the processes of assessment, intervention, and evaluation b. Critique and apply knowledge to understand person and environment 8 Engage in policy practice to advance social and economic well-being and to deliver effective social work services a. Analyze, formulate, and advocate for policies that advance social wellbeing b. Collaborate with colleagues and clients for effective policy action 9 Respond to contexts that shape practice a. Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services b. Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services 20

21 # Competency Practice Behavior Learning & Assessment Method 10a Engage with individuals, families, groups, organizations, and communities a. Substantively and affectively prepare for action with individuals, families, groups, organizations, and communities b. Use empathy and other interpersonal skills c. Develop a mutually agreed-on focus of work and desired outcomes 10b 10c Assess individuals, families, groups, organizations, and communities Intervenes with individuals, families, groups, organizations, and communities a. Collect, organize, and interpret client data b. Assess client strengths and limitations c. Develop mutually agreed-on intervention goals and objectives d. Select appropriate intervention strategies a. Initiate actions to achieve organizational goals b. Implement prevention interventions that enhance client capacities c. Help clients resolve problems d. Negotiate, mediate, and advocate for clients e. Facilitate transitions and endings Learning Contract Learning Journals Agency Presentation Article Reviews Seminar Reflection Assignments and Participation 10d Evaluates interventions with individuals, families, groups, organizations, and communities a. Critically analyze, monitor and evaluate interventions Relationship to Other Courses: The Field Practicum agency experience and integrative seminar represent the culmination of undergraduate social work education. In the senior year, social work students have the opportunity to serve an internship in which they can integrate and apply the fundamentals of the profession in real world settings under professional social work supervision. The following eligibility criteria should be completed prior to the student entering the integrative and field work components of the curriculum: senior status (eligible to graduate); completion of University Studies program and all social work courses with the exception SW 5350; a grade of B- or better in SW 3050, 4150, and 4160; demonstration of appropriate, professional moral and ethical character, and must abide by the NASW code of ethics; and maintenance of an overall minimum GPA of 2.5 and 2.75 minimum GPA in the social work major. 21

22 Course Objectives: The overall purpose of the seminar is to integrate prior and current course work with field practicum experiences in the areas related to CSWE Core Competencies and Practice Behaviors; and to understand generalist social work practice in the context of a social service agency, to effectively utilize supervision, and to demonstrate effective service to clients. Classroom Civility. USU promotes the free expression of ideas and endeavors to maintain a classroom environment that promotes learning. Please treat each other with courtesy. Please be considerate of others in the class do not text or answer cell phones during class. All cell phones should be turned off during class. If you are using a laptop to take notes, please use it only for this purpose. According to University Student Code, the professor has the right to dismiss anyone who is disruptive to the learning environment. Classroom Climate/Appreciation of Diversity & Difference. Since social work classes typically include a variety of topics that potentially raise controversy or conflict, the following guidelines pertain to how sensitive topics will be discussed. We will assume that gaining new understanding is valuable and essential for all. Further, we will assume that people are always doing the best they can. In our classes we will share information, experiences, thoughts, and beliefs with other members of the class but never demean, devalue, or in any way put down people for what they share in class, for who they are, or what they may represent. Essentially what this means is that our classrooms will be safe settings for open discussion and we will demonstrate respect for each other at all times. Nondiscrimination Policy: All aspects of the social work program are conducted without discrimination on the basis of race, gender, age, religion, national origin, disability, veteran s status, or sexual orientation. The Affirmative Action/Equal Opportunity Office at Utah State University is responsible for overseeing compliance of a wide variety of federal/state laws executive orders and University policies that address equal opportunity in employment and education. Ultimately, it seeks to institutionalize affirmative action and equal opportunity concepts in everyday operations and activities. To accomplish this goal, it: (1) advises and assists the Utah State University community in ensuring an equal opportunity environment free of discrimination and sexual harassment and (2) assist the with proactive efforts to create a gender and ethnically diverse community of students, faculty and staff, in order to redress imbalances and enrich the University experience. USU POLICY NUMBER 303 ON AFFIRMATIVE ACTION/EQUAL OPPORTUNITY. Utah State University ensures equal opportunity in all aspects of employment, programs and activities and prohibits discrimination based on race, gender, age, religion, national origin, disability, veteran s status, or sexual orientation. In addition, USU policy number 339 specifically prohibits sexual harassment in the workplace. Also, USU policy number 305 provides discrimination complaint procedures. The Affirmative Action/Equal Opportunity office provides information and educational programs regarding equal opportunity and affirmative action including sexual harassment preventive training and diversity training; assists in setting goals and timetables for hiring; monitors hiring 22

23 procedures, implements the grievance procedures for discrimination; and oversees the University s affirmative action plan. For further information the office is located in M161, Accommodation: Any student with a disability who requires accommodation must contact the instructor. If you have a documented disability and need reasonable accommodation to participate in this course, please visit with the instructor immediately and we can arrange the necessary reasonable accommodations. The disability must be documented by the Disability Resource Center, SC 104, Course materials may be requested in alternative formats. Academic and Professional Expectations: Academic dishonesty of any sort will not be tolerated. You are advised to obtain a copy of the Code of Policies and Procedures for Students at Utah State University and refer in particular to the passages on academic dishonesty and disciplinary measures. Especially, you are to familiarize yourself with what constitutes plagiarism and to avoid it. Plagiarism is knowingly representing by paraphrase or direct quotation, the published or unpublished work of another person as one s own in any academic exercise or activity without full and clear acknowledgment (Code of Policies and Procedures for Students at Utah State University, p. 10). Plagiarism will not be tolerated an ignorance of what constitutes plagiarism is no excuse. Your Responsibility as a Learner: It is expected that students will attend all classes and take tests on scheduled dates. It is the student s responsibility to obtain all missed material and assignments and to notify the instructor ahead of time if the student will be late meeting deadlines. Material handed in late without either approval or a verifiable (medical), valid excuse will be subject to partial credit. Students are expected to prepare for class ahead of time by reading assigned material and completing class assignments and to actively participate in classroom discussion, role play, and feedback. Attendance and Participation Policy: The seminar portion of your practicum is based on experience-based learning designs, which requires discussion and reflection. Attendance is mandatory and an official roll will be taken in each class. Grades will be automatically dropped accordingly for lack of attendance and participation. It is the student s responsibility to make-up all work missed when absent. It is not the responsibility of the instructor to provide class notes to students who have missed class. Other class members can be a source for class notes. The course syllabus provides all of the information for the course and it is a student s responsibility to utilize it as a guide and to contact the instructor for any clarification. The professor reserves the privilege of making changes to the syllabus-including changes to the reading schedule, assignment expectations, and even grading structure. Students will be given fair warning of any changes. Participation in class is worth 60% of your grade and requires that the student be present in class, be prepared by having read the course readings, contribute to class discussions, and hand in all assignments on time. It is necessary to arrive on time for class and attend the entire class period to meet the attendance requirement. Late 23

24 Assignment Policy. If you know in advance that you will be unable to attend a class meeting on the day an assignment is due, you should make arrangements with the instructor to turn the assignment in early. Any assignment turned in after the due date will be marked late and points will be deducted unless other arrangements, for legitimate reasons, are made with the instructor. Use of Professional Self is a key to effective social practice and is the demonstrated ability to use self in an appropriate manner which includes participation, an established pattern of being on time, and demonstrating responsibility and commitment to your learning. Part of professional behavior is the ability to effectively communicate. It is expected that a student will the professor acknowledging any absence. This action exhibits responsible behavior on the part of the student but does not constitute and excused absence. One crucial foundation for being able to do this is developing insight into your own self process in the classroom environment and in relation to your class assignments, other students, and your professor. You will have continuous opportunities to evaluate your own progress and process in relation to your use of self and skills development, and receive feedback from others. Use of self also includes: quality of written work, receptivity to new learning and differing perspectives, and the ability to accept feedback and attempt change. In situations where there are concerns, an evaluation of your performance based on use of self will be added to your student file and will be used as part of the criteria for advanced standing. The student will be advised of these concerns and this notation. Teaching Methodology: Canvas is utilized as a course enhancement tool so students can access course materials, submit assignments, get immediate feedback on assignments, take exams, interact in class discussions, and track individual course progress. Canvas is an interactive learning environment that brings students and instructors together in a virtual classroom. It is an online course management solution that complements this classroom-based course. Students enrolled in this class will automatically be added to the Canvas site for access. It is expected that all students enrolled in the course will learn and use the system for course related activities. 24

25 Field Practicum Policies and Procedures 25

26 INTRODUCTION The social work program at Utah State University educates students based on the generalist practice model which is grounded in the liberal arts and the person and environment construct. To promote human and social well-being, generalist practitioners use a range of prevention and intervention methods in their practice with individuals, families, groups, organizations, and communities. The generalist practitioner identifies with the social work profession and applies ethical principles and critical thinking in practice. The field practicum represents the culmination of undergraduate social work education. The field practicum forms the basis for the transition from student to professional practitioner and is a critical component of social work training. Thus, the roles played by the practicum team, practicum instructor, community social service agencies, and the integrative seminar are pivotal to the student's professional development. The purpose of higher education for social work is to prepare students in a professional social work curriculum accredited by CSWE which includes completion of the field practicum internship experience that assures that students who enter the field are capable of practicing as professional social workers. Each component of the curriculum contributes to the student s development of generalist core competencies and the practice behaviors. The curriculum is centered on competence-based learning to prepare students with the knowledge and skills needed to enter and thrive in the professional workplace. Specifically, the curriculum focuses on the development of a professional identity based on ethical practice, critical thinking, human rights and social justice, and diversity in practice, as well as the methods of social work practice based on research-informed practice and practice-informed research, human behavior, policy practice, practice contexts, and the ability to engage, assess, intervene, and evaluate. In the senior year, social work students serve an internship in which they integrate and apply the fundamental core competencies and practice behaviors of the profession in real world settings under professional social work supervision. Students are expected to complete 480 hours (16 hours per week and 240 hours each semester) of field work during the fall and spring semesters of their senior year. Documentation of hours and supervision meetings with Field Practicum Instructors are required of all students. Students will track their weekly hours and supervision meetings each week and will be required to turn in documentation once a month via Canvas. The BSW field practicum is a concurrent experience and agency/student contracts are binding through both semesters. Students cannot complete their hours early. This manual will help guide students through the field practicum experience. Contents include an overview of the social work program, CSWE core competencies and practice behaviors, philosophy, roles and responsibilities, placement process, policies and procedures, evaluation methods, and pertinent forms. 26

27 Field Practicum Philosophy The Bachelor of Social Work (BA/BS) Program at Utah State University is accredited by the Council on Social Work Education (CSWE). CSWE accrediting standards and the philosophy of field education are reflected in the field education learning goals based on core competencies and practice behaviors. Field experience is a component of the social work program curriculum which is experiential in nature. The ultimate purpose of a profession is practice and the purpose of professional education is to effectively teach generalist competencies and practice behaviors. Learning through doing is the essence of field education. There are three kinds of learning to be accomplished: 1. Learning to know: mastery of knowledge. 2. Learning to understand: the student confronts directly the reality of working in an agency and use of self. 2. Learning to do: performance in the field directed toward the development of core competencies and practice behaviors which assures demonstrated capacity for professional intervention as a generalist social worker Field Instruction. Practicum instructors are role models by which students develop their identification with the profession. Thus, the field setting becomes a socialization experience for students where they can learn about their own feelings and attitudes and have an opportunity to identify with the professional real world. Practicum instructors play a key role in educating beginning social workers. The role of teacher is of utmost importance. Field work teaching is a tutorial situation between supervisor and student. Learning in the tutorial situation is direct, immediate, and personal. Learning takes place through reading, observation, and writing, participation, and supervisory conferences. It also takes place through activities such as attending staff meetings, conferences, visits with clients, and involvement in services to clients. Supervision. Supervision is a key element in the educational experience. The field practicum education team and the agency field instructor are involved in ongoing professional social work supervision to make sure the student s internship experience coincides with his/her expected course of study. Supervision is the key to success. Supervision by the field instructor and the faculty liaison should provide clear goals and structure, relevance, and actual experiences for development of core competencies and practice behaviors. Supervision should be approached in a positive manner with an ability to empathize with students. At a minimum, supervision should be provided for one hour once a week. The following should be provided in the supervision meeting: 1. Directions for students in planning their learning contracts as related to their work responsibilities which will help them develop competencies. 2. Supervision should include both giving and receiving feedback which will enhance and motivate student learning and development (see The Developmental Stage of an Internship below). 3. Supervision should help students understand not only the scope of their specific jobs but also its relationship to other jobs. 27