Lindenwood University 209 South Kingshighway St. Charles, MO 63301

Transcription

1 Social Work Program Field Education Manual August 2013 Lindenwood University 209 South Kingshighway St. Charles, MO 63301

2 2 Welcome to the Field Education component of your Social Work education here at Lindenwood University. An integral part of your training is the three part (510 hours total) you will spend in the field preparing to serve the profession of social work as a BSW professional. Field Instruction is central to your preparation as a social work practitioner, and is intended to provide a connection between the theory and concepts of class and the practical world of the practice setting. This manual serves as a guide for you in understanding our field education program and how each of the three steps of field instruction at Lindenwood University will fit into your BSW training. We are excited that you are entering the field instructional phase of your social work learning, and expect that you will find numerous rewards as you continue in your professional development. Sincerely, Debra Johnson, MSW, LCSW, ACSW Field Education Coordinator Associate Professor djohnson@lindenwood.edu Lindenwood University

3 3 Social Work Program Field Education Manual Table of Contents Page Title Educational Policy Standard EPAS 4 Introduction and Social Work Program Overview 5 Field Education Program Overview 7 Field Education Summary and Connection to the Classroom (2.1.1) THE PRACTICUM EXPERIENCE 10 Admission to the Field Practicum (2.1.4) 11 Learning Agreement as Demonstration of Core Competencies (2.1.2) 14 Placement Structure and Minimum Hours (2.1.3) 15 Expectations during Field Practicum Process 17 Field Education Policies and Procedures related to Students (2.1.5) 22 Field Education Policies and Procedures related to Field Supervisors (2.1.6) 23 Field Supervisor Orientation and Training (2.1.7) 24 Additional Field Education Policies & Procedures a) Paid Practicum or Practicum at Place of Employment (2.1.8) b) Selecting Practicum Sites Not Listed in Directory of Approved Agencies c) Sharing Personal Information d) Holidays, Vacations and Exam Week e) Interruption or Premature Termination of Student Placement f) Sexual Harassment in Field Practicum g) Professional Liability Insurance h) Accommodations for Students in Field with Disabilities 29 Other University Policies and Procedures a) Sexual Harassment b) Non-Discrimination c) Student Appeal Procedures 31 Appendix: Applications Learning Agreement Template Evaluation Forms, Course Syllabi and & Sample Assignment SOCIAL WORK PROGRAM OVERVIEW

4 4 Introduction, Mission and Goals of the LU Social Work Program Introduction This manual is intended to inform students and Field Supervisors about the undergraduate Social Work field practicum program, policies, and procedures. Mission The School of Social Work at Lindenwood University s mission is to prepare undergraduate students for ethical and effective entry-level generalist social work practice with individuals, families, groups, organizations and communities and to promote societal responsibility and social justice. Utilizing a liberal arts perspective to promote the understanding of the person-in-environment paradigm of professional social work practice, students gain direct knowledge of social, psychological and biological factors of human behavior and of human diversity, social conditions and social problems. Successful completion of the program goals ensures the preparation of effective social work professionals who are also prepared for graduate study in social work. Goals 1. Graduates of the Lindenwood University Social Work Program will demonstrate competencies for entry-level practice with diverse individuals, families, small groups, organizations, communities and society in changing social contexts. 2. Upon completion of the program, students will be employed in the broad field of human services and/or will be prepared for graduate study in Social Work. The major profession that delivers social services in governmental and private organizations throughout the world, social work helps people to prevent or to resolve problems in psychosocial functioning, to achieve life-enhancing goals, and to create a just society. The Faculty of the Lindenwood University Social Work Program view these purposes, mission and definition of social work practice as both entirely consistent with the Mission of Lindenwood University and an extension of that mission to an academic program. The Program is values-centered and leads to the development of a whole person an educated, responsible practitioner within a global community. Program Objectives (Core Competencies) The program objectives for the Lindenwood University social work program and derived directly from the core competencies: The Council on Social Work Education s (CSWE) Educational Policy and Accreditation Standards (EPAS) CORE COMPETENCIES Competencies are measurable practice behaviors that are comprised of knowledge, values, and skills. The explicit curriculum constitutes the program s formal educational structure and includes the courses and the curriculum. 1. Student identifies as a professional social worker and conducts self accordingly

5 2. Student applies social work ethical principles to guide professional practice 3. Student applies critical thinking to inform and communicate professional judgments 4. Student engages diversity and difference in practice 5. Student advances human rights and social and economic justice 6. Student engages in research-informed practice and practice-informed research 7. Student applies knowledge of human behavior and the social environment 8. Student engages in policy practice to advance social and economic well-being and to deliver effective social work services 9. Student responds to contexts that shape practice 10. Student engages, assesses, intervenes, and evaluates individuals, families, groups, organizations and communities FIELD EDUCATION PROGRAM OVERVIEW Field Instruction is recognized as the central form of education for guiding the social work student to the performance of the role of BSW practitioner. Many persons play integral educational roles in this educational component. Descriptions of Educational Roles Involved in Student Field Instruction The field instruction program is viewed as a shared responsibility of the LU Social Work Program, field agencies and supervisors, the Field Education Coordinator, the Social Work Program Advisory Council and students. Each of the components contributes to the process of establishing and maintaining opportunities for field practicum learning. The field practicum emphasizes the student's ability to apply theoretical concepts and knowledge to practice situations. Field instruction is distinct from job training, volunteer experience, or apprenticeship because it is designed to provide a broad, integrated education; i.e., the ability to know why a specific professional response to a situation is chosen from a variety of competing responses. A brief description of the responsibilities for the various units and persons involved in the field instruction program follows: Lindenwood University Social Work Program The LU Social Work Program agrees to (a) provide agency Field Supervisors an initial orientation to the field instruction program, (b) provide Field Supervisors information regarding the Social Work curriculum, (c) provide on-going training and seminars for Field Supervisors, (d) assign a faculty member who will serve as a consultant/liaison between the Social Work Program and the field agency, and (e) provide the Field Supervisor with information regarding the background, experience and education of students prior to any pre-placement interviews with prospective students. Field Agency The field agency is expected to (a) release the social worker designated as a Field Supervisor from usual responsibilities to allow sufficient time for field instruction responsibilities, (b) select learning tasks for the student which will meet their educational needs, and (c) make available suitable space and working facilities for the student, consistent with what is considered necessary for the proper functioning of any staff member. 5 Field Supervisors

6 The Field Supervisor is expected to carry primary responsibility for the field instruction of the student although other staff members may participate in the educational process and carry secondary responsibility for the instruction. Specifically, the Field Supervisor is expected to (a) provide a minimum of 1-2 hours of face-to-face supervision per week, (b) select learning tasks for the student which will provide an opportunity for the application and integration of social work knowledge, values and skills, (c) attend orientation sessions and meetings designed for Field Supervisors by the Social Work Program (d) write and submit to the Social Work Program required educational assessments and evaluations (e) provide input into a grade for the field instruction course, and (f) advise the Field Education Coordinator of any special performance problems related to educational, physical, or psychological difficulties which may arise. Field Education Coordinator The Field Education Coordinator is responsible to recruit, approve and work with agencies interested and willing to supervise students. The Coordinator provides agencies with an orientation to the field instruction program, shares information about the curriculum, and organizes workshops to enhance the supervisory knowledge and skills of Field Supervisors. The Coordinator also works with students to facilitate the application process, assess readiness and explore options for student placements. The Coordinator will share information about prospective field students with the Field Supervisors and help to facilitate the initial interview. The Coordinator provides assistance to students and field supervisors whenever needed. The Coordinator is responsible for conducting weekly seminars for students enrolled in field instruction. These seminars are designed to facilitate the integration of classroom instruction with practice, help students process concerns and/or needs relative to the practicum experience, and provide feedback to students regarding ideas, information and assignments shared in the field seminar sessions. The Coordinator will evaluate the students' abilities to articulate the integration of theory and practice and any special concerns students might have about their field practicum experience. The Coordinator receives all time sheets with original signatures, and keeps records of completed field hours. The Coordinator assigns the final grade to students upon completion of social work practicum. Final grades are determined with input from the Field Supervisor, evaluation of field assignments, and an evaluation of the student's participation in the field seminars. Social Work Program Advisory Council The Social Work Program Advisory Council is composed of community representatives (Field Supervisors, alumni, and faculty). Community representatives are recommended by the faculty. It is the purpose of the Social Work Program Advisory Council to advise the faculty on policies, procedures and any problems, which arise, related to field instruction. The Advisory Council provides advisory level input about practicum sites including, but not limited to, approval of new sites and field supervisors; decisions to terminate working agreements with current sites and/or field practicum supervisors; and responding to site-related problems, grievances and appeals. At the discretion of the Coordinator of Field Education, the Advisory Council may review student applications for field practicum (anonymously) and recommend placement or document concerns. Advisory Council members will also be involved in the annual review of field practicum policies and procedures and the content and administration of field practicum supervisors training and recognition. 6 Field Education Students

7 7 Students are expected to: Practice within the values and ethics of the social work profession. Take responsibility for learning (designation of learning needs and goals, develop a learning agreement), follow through on field assignments, and participation in the supervisory process with the Field Supervisor). Respond constructively to evaluations of performance. Notify the agency in the event of unavoidable absences. Arrange to make-up for any excused absences. Attend and participate at field instruction seminars and classes. Adhere to the policies of the agency. Complete the required clock hours and all classroom assignments. FIELD INSTRUCTION SUMMARY & CONNECTION TO THE CLASSROOM (EPAS 2.1.1) In the Lindenwood University (LU) Social Work Program, there are three separate experiences with field. These three are required of all students, and amount to 13 credit hours of the 46 required social work credit hours. These three courses are: Social Agency Observation (1 credit hour), Service Learning (3 credit hours), and Field Practicum Seminar (9 credit hours). These three combine to form our Field Instruction. With evidence-informed practice as the goal, the LU social work program in many ways ties the field instruction program to the classroom. The most evident way is by placing each of the three field instruction classes in a separate year of development for the student: The first field experience (Social Service Agency Observation, SW 10500) occurs in the freshman or sophomore year; the second (Service Learning, SW 36000) occurs in the junior year, and the third (Field Practicum, SW 45000) occurs in the senior year (preferably in the student s last semester). A second way of connecting our field experiences to the classroom theory and concepts is the sequencing and pairing of each of these field courses to its natural partner class: The Social Agency Observation class generally follows the semester of Introduction to Social Work; Service Learning is partnered with, or immediately follows, Social Work Practice I and II. Field Practicum Seminar is ideally partnered with Social Work Practice III. In all these cases, the theory and concepts of the mentioned classes are drawn upon in the field class for case studies, learning assignments, and continual competency development. Another way the field experience is closely connected to the classroom theory and conceptual learning is that in the Field Practicum Seminar course, students Learning Agreements and their class work all follow a progression through the ten Core Competencies (the objectives for this course). For each weekly progression, student assignments directly connect back to classroom learning about that competency. (See journal assignment example in Appendix p.89 ). We have created the summary chart on the next page as a visual guide of these courses and a quick description of the meeting schedule, assignments, and emphasis for each. A sample course syllabus for each is included in the Appendix. Students are encouraged to have three different agency experiences for these three field courses. LU Social Work Field Education Summary

8 8 Course title/curricular placement Meeting format Key requirements/emphasis SW Meets three times 10 clock hours & time sheet (Social Service Agency Observation) per half semester 3 written assignments & final reflective paper Freshman or Sophomore Year / fit with the profession Activity: Students shadow, or observe, a social worker in an agency setting for minimum of 10 hours. SW Meets eight times 100 clock hours & time sheet (Service Learning) (every other week) 8 assignments & final reflective paper Sophomore or Junior Year / professional writing and professionalism in agency; & personal fit re: values and ethics Activity: Students complete 100 hours of volunteer work in a human services agency (this volunteer experience does not require social work supervision). SW Meets weekly 400 clock hours & weekly time sheets (Field Practicum Seminar) (two hour seminar) 9 10 graded assignments, including + 2 site visits group presentation, and major research and reflective paper, and final case presentation Senior Year /core competencies, leadership, professionalism, and career prep Activity: Students complete 400 hours of focused, directed fieldwork following their individualized and agency-specific Learning Agreement, a contract designed to serve as a guide to address at a minimum, the ten core competencies of social work. Students meet weekly for one hour of supervision with BSW, MSW, or LCSW Field Instructor. Some agencies also have a Task Supervisor, who assists the student with day to day duties (to assist agency social worker with monitoring/mentoring). Requires signed contract between agency and LU regarding items such as: expectations, liability, social worker availability and training. THE PRACTICUM EXPERIENCE

9 9 Chronology of Field Practicum Process BEFORE PRACTICUM 5-6 months before field practicum Student contacts the Field Education Coordinator and obtains information and time-line. Students attend one of two Pre-placement Seminars: Dates of the seminars will be ed to students announced in classes, and posted on the Social Work bulletin board. March meeting for Fall Semester Practicum Placements October meeting for Spring Semester Practicum Placements Students receive Practicum application materials at seminar. Students are to follow application deadline. Students evaluate Pre-placement Seminar with completion of the Pre-placement Seminar Evaluation form (p 41, appendix). 4-5 months before field practicum Students are to read and be familiar with the Field Education Manual that will be available via , on the LU website, or a hard copy by request. Students are to review the Approved Directory of Field Agencies available to designate three preferred practicum sites to be listed on the Application for Field Practicum. Students complete and submit the Application for Social Work Field Practicum to the Field Education Coordinator (one original Application with signature; one Application and resume ed to Field Education Coordinator). The original application and one copy of the resume will be kept in the student s file. The Field Education Coordinator reviews student transcripts and evaluates student readiness for practicum. Field Education Coordinator initiates the Social Work Faculty Recommendation for Field Practicum. Returned forms will be kept in the student s file. Social Work Program Advisory Council reviews anonymous Applications for Field Practicum and recommend placement. The Disposition of Application for Field Practicum report will be kept in the student s field education file. Field Education Coordinator will notify student applicant of their application s disposition, including Advisory Council and faculty feedback. Disposition will be kept in student file.

10 If any of the oversight groups (Field Education Coordinator, faculty, or Advisory Council) have concerns, the student may amend her/his Application for Field Practicum to address the expressed concerns. The applicant is to meet with the Field Education Coordinator to develop a plan, with specific timeframes, to correct the identified concerns and re-submit the Application. Field Education Coordinator notifies students of recommended field agency and field supervisor months before practicum The Field Education Coordinator may verify field education openings, or make initial inquiries in this regard. 1. The student initiates calls to schedule interviews with prospective field agencies and field supervisors. 2. Student visits filed education sites for pre-placement interview. 3. If the interview results in a decision of mutual acceptability for both the student and the Field Supervisor, then the student will notify the Field Coordinator by . If mutual acceptability is not received, the process will begin again with another field agency until a site that is mutually acceptable is procured. ADMISSION TO THE FIELD PRACTICUM Student Application for Field Practicum This process usually begins with an instruction discussion between the student and his/her academic advisor to determine which semester the student is eligible for field practicum. Next, the student attends one of two pre-placement seminars: in March for Fall Semester placements, in October for Spring Semester placements. Pre-placement seminars include, but are not limited to: how to apply for field practicum, selecting a site, resume development and interviewing skills, what to expect of the practicum and what is expected of practicum students. All deadlines and schedules concerning field practicum are posted in advance on the Social Work bulletin board, ed to majors, announced in classes by SW faculty, and follow the Chronology of Field Practicum Process, as outlined on the next three pages. Eligible students submit an Application for Social Work Field Practicum to the Field Education Coordinator. A Program gatekeeping process begins with all social work faculty submitting a Faculty Recommendation for Field Practicum (p.40, appendix). An additional level of gatekeeping is an anonymous review of the prospective students Application for Social Work Field Practicum by members of the Social Work Advisory Council. These Council members complete a review form (p. 37, appendix). Only those students who have been recommended for field instruction (and who have met all requirements and have all pre-requisite courses) will be approved for a practicum placement.

11 11 Application and Accompanying Information Completed Applications for Social Work Field Practicum are submitted (one original signed Application delivered to the Field Education Coordinator per the deadlines posted on the Social Work Bulletin board; one Application and resume ed to the Field Education Coordinator). (See Table below, and application forms on page 37, appendix) Contents of Application with Attachments Application for Social Work Field Practicum Attachment: Personal Statement Attachment: Personal Resume Optional Attachment: Verification of Malpractice Insurance Optional Attachment: Request for consideration to do a placement in agency of employment or in paid placement Incomplete or late applications will not be considered until the next placement cycle. Copies of student application materials are made available to members of the Advisory Council (anonymously) prior to their meeting and may also be sent to prospective supervisors. Originals will be kept in the student s file. PRACTICUM PLACEMENT BEGINS Learning Agreement as demonstration of Core Competencies (2.1.2) The key method in which the Lindenwood social work program ensures that students are provided generalist practice opportunities to demonstrate the core competencies of social work is through requiring the completion of, and then monitoring the adherence to, a Learning Agreement. The template for the LU Learning Agreement is included in appendix, p. 43. The use of goal-setting and outcome assessments is increasingly part of the fabric of social workers in human service agencies. Social workers in classrooms and agencies are told that social services need to document their effectiveness or at minimum justify the use of resources by measuring outcomes. The use of a Learning Agreement in field practicum is built around this model of learning and accountability. The Learning Agreement is a tool for students to use to enhance their ability to function within a rational framework of setting goals, deciding strategies and tasks for achieving those goals, taking actions, and then evaluating outcomes. An individualized student Learning Agreement can provide a guideline for an intentional field instruction experience. It can enable the field experience and associated learning to be even more of a joint effort. The Learning Agreement can help (a) define tasks a student will carry-out in the agency, (b) meet learning objectives of the practicum experience and (c) provide the student with the structure to make more productive use of practicum time. In a collaborative field experience, the Field Supervisor and the student need to have a shared idea of where they are going to be headed (learning objectives for the field practicum are indeed the Core

12 Competencies, as defined by the Program of Social Work in accordance with the Council on Social Work Education), how they are going to get there (learning tasks as spelled out in the Learning Agreement) and how they will know when they have arrived or achieved the learning objectives (methods of evaluation, tools for monitoring). The Learning Agreement provides an overarching framework that directs the actions of the student and the interventions of the Field Supervisor. Together, over the practicum experience, the student and the Field Supervisor meet in regularly scheduled sessions to evaluate their progress or problems in trying to achieve the goals. As with any rational method of projecting future activities, the Learning Agreement and associated tasks are subject to revision. The Learning Agreement provides the student and the Field Supervisor the opportunity to finalize goals and general learning tasks that the student will engage in during the practicum. Successful completion of these tasks will indicate core competency development. The Learning Agreement needs to be completed shortly after the student begins placement. The Learning Agreement focuses the learning that will be the basis for the Field Supervisor s Final Evaluation of the practicum student. A finalized Learning Agreement requires the signatures of the student and the Field Supervisor before being turned into the Field Education Coordinator Negotiating the Learning Agreement: The student is expected to initiate contact with the Field Supervisor to begin preparing the Learning Agreement. A student who will be doing a placement in their place of employment, exchanging positions with another student, or doing a paid placement is responsible for making sure that the Learning Agreement is completed before the practicum experience begins. A student who will be doing a standard placement is responsible for submitting a completed Learning Agreement at the second meeting of the field practicum seminar. In either situation, the following process is suggested as one way to develop a meaningful plan (See steps below). 1. In a conference with the Field Supervisor, the student discusses what they want to get out of the placement and what the Field Supervisor anticipates the student will gain. This conference also includes further clarification of what the Field Supervisor and the Field Agency have to offer. The student brings a copy of the objectives, the Learning Agreement form, and the Final Evaluation to clarify expectations. 2. The student writes a draft of his/her Learning Agreement. 3. At a second supervisory conference, the student brings a draft of the Learning Agreement for further discussion, clarification, additions, and revisions. 4. After the second supervisory conference, the student should be ready to complete the written plan in preparation for it to be signed off on. The student will be responsible to sign the Plan and have original signatures of the Field Supervisor and the Field Education Coordinator. If the student is to be placed in a paid practicum, a practicum in her/his place of employment, or a practicum in a position exchanged with another student, the Learning Agreement must be completed prior to the beginning of the placement. The student will need to have the Learning Agreement signed by the Field Education Coordinator, the Field Supervisor and the student before beginning the practicum. 5. It is the student s responsibility to take the initiative in completing the Learning Agreement and in setting up the meetings with all other parties involved. 12

13 Content of a Learning Agreement: The Learning Agreement begins with recognition that a field practicum is an educational course. As an educational course, it is designed for students to achieve certain objectives. These objectives are expected to form the foundation of the practicum experiences of all social work students at Lindenwood University; (a) Because each student is unique in terms of learning styles, interests and needs, (b) because each agency provides varying opportunities for student learning, and (c) because field instruction is part art and part science, the specific tasks associated with Learning Agreements need to be tailored by the student and the Field Supervisor. Through dialogue, they creatively respond to the student s needs and the agency provides opportunities for learning. The synergy of the student and the Field Supervisor becomes a shared reality when they consider how the student in this agency with this supervisor can demonstrate key knowledge objectives through selected activities, exhibit various skill objectives through specific tasks, and reveal certain value objectives through a combination of activity, tasks, and discussion. On the next page is a Learning Agreement Guideline, meant to be of further assistance to students and Field Supervisors in this endeavor. Learning Agreement Guideline The Learning Agreement is a formal document with two basic elements: Part I asks for a description of the agency, and expectations of student and field supervisor in terms of hours and supervision. Part II is to include for each learning objective, (1) specific tasks and activities designed to demonstrate learning, and (2) behavioral monitoring/evaluation criteria designed to demonstrate how the field supervisor will know the student has mastered this learning. Specific tasks and activities An identification of these activities evolves in consultation with the field supervisor. The activities should provide an opportunity for the student to assume the role of a social worker under the field supervisor s guidance and supervision. A minimum of two activities are required for each learning objective. Example activities: Related to attaining knowledge: - Reading and/or formal research - Systematic observation and/or consultation - Discussions with producers or consumers of service - Attending meetings - Interviews Related to attaining skills: - Observing or co-conducting interventions - Practice in simulated situations - Engaging in planned interactions with clients Related to clarifying/attaining values: - Observing how other professionals resolve value conflicts - Writing about one s values - Discussions with others regarding values/ethical issues or controversies Behavioral monitoring/evaluation criteria Criteria are the expectations that will be used by the field supervisor to determine if the activities have been adequately performed and/or performed with excellence. Criteria should relate to both the quality 13

14 of the performance and to the student s ability to integrate the learning of the activity specified with its learning objective. Sometimes a product may be specified (e.g. a paper, a presentation, a report). Evaluation methods are the means for measuring performance factors. They should be observable, and include such things as student/supervisor conferences, direct observation of the student s work, audiovisual tapes, case files, presentations, and other written material submitted by the student. Evaluation criteria and methods must be explicit and as detailed as possible in the Learning Agreement. They should be stated in such a way that an outside observer could assess the student s level of performance. Example behavioral monitoring/evaluation criteria: - Field supervisor will review case files for thoroughness and accuracy. - Field supervisor will observe student at staff meetings, to assess professional conduct and presentation. - Field supervisor will assess student s value clarification in weekly supervision meetings. - Field supervisor will observe student in client interactions. - Field supervisor will randomly monitor student s computer data entries for accuracy and timeliness. PLACEMENT STRUCTURE AND MINIMUM HOURS (2.1.3) Block Placement Block Placement: Lindenwood BSW students are expected to participate in a block placement. A block placement starts at the beginning of the academic term and finishes at the end of the academic term or when the student completes 400 hours in the placement. Generally, a block placement is considered a minimum of 25 hours per week for 16 weeks. During block placements students are required to participate in field seminars on a weekly basis. Concurrent Placement: Under very unusual circumstances a BSW student may request to do a concurrent practicum. A concurrent practicum requires the student to be in field at least 12.5 hours per week and to begin the concurrent placement at the beginning of an academic term and to finish during the following academic term. Unusual circumstances may include, but not be limited to: documented illness, significant prior experience, and a previous BSW or Bachelor s Degree. A student who is interested in being considered for a concurrent placement needs to submit a one-page proposal along with his/her Application for Social Work Field Practicum to the Field Education Coordinator. The proposal will be considered by the Social Work Program Advisory Council at the same time the student s Application is considered. Policy re: Hours in the Practicum Setting and Other Time Requirements Students are expected to be in the agency setting on a full-time basis (26-28 hours per week) for a block placement. Students should expect to be in the field placement during agreed upon schedules so as to complete learning tasks and the required 400 hours. What counts as Field Practicum hours: Time spent in the Field Agency that is specifically related to the tasks identified in the student's Learning Agreement. Travel time on behalf of the agency. 14

15 Time spent in attendance at workshops and seminars that are considered continuing education oriented and are specifically related to the student's Learning Agreement and endorsed by the Field Education Coordinator. Only time approved by the Field Education Coordinator. What does not count as Field Practicum hours: Time spent in seminar or completing assignments for seminar. Travel time to and from work and travel time to and from field seminars. Time spent away from the Field Agency due to illness, holidays, vacations, and non-work related situations. Time spent attending pre-placement Seminars. Students are to complete weekly time sheets that detail the number of hours spent in the practicum setting. These hours are recorded based on direct and indirect client contact, supervision, paperwork, etc. The weekly time sheets are signed by the Field Supervisor and submitted to the Field Education Coordinator at the weekly Field Seminar. (It is advisable for a student to keep personal backup copies of the time reports in case one is misplaced.) Students can expect to be contacted by the Field Education Coordinator if they fail to submit weekly time sheets. 15 First two weeks of practicum DURING PRACTICUM During the first week of practicum, students are to report to field practicum supervisor as agreed upon to begin agency orientation. Students are to complete the Learning Agreement through consultation and coordination with the Field Supervisor, sign and submit to the Field Education Coordinator by the second meeting of the Field Practicum Seminar. Original will be kept in student file. Ongoing Students are to attend the required Field Practicum Seminar as scheduled weekly. Students are to complete the pre-test requirements at the first meeting. Students are to complete Weekly Time Sheets and submit to the Field Education Coordinator at each Field Practicum Seminar. Students are to complete assignments for Field Practicum Seminar per the course syllabus. Students are to meet with Field Supervisor at least one hour per week. Concerns, problems and/or special needs are addressed in individual consultation with the Field Education Coordinator and can be initiated by the student or the Field Supervisor.

16 16 Mid-term Field Education Coordinator makes agency site visit. Field Education Coordinator completes the Mid-term Evaluation of Field Practicum Student and submits a mid-term grade that reflects information received from the agency site visit and required course assignments. ENDING PRACTICUM Final Field supervisor completes and reviews the Final Evaluation with the student. Original document to be kept in student file. Field Education Coordinator makes a site visit where the Final Evaluation will be finalized with the field supervisor and the student. Original, signed Final Evaluation to be kept in the student s file. Students are to complete Practicum Site Student Evaluation. Students are to complete post-measurements of the Field Practicum Seminar and the Social Work Program. Students are to complete course instructor evaluations of the Field Practicum Seminar. Field Education Coordinator is to submit student final grade that reflects information received from the field instructor in addition to other course requirements.

17 17 POLICIES AND PROCEDURES RELATED TO FIELD AND STUDENTS (2.1.5) Numerous policies and procedures have been created for effective student learning in the field. This section will outline LU social work program policies related to 1) selection of field settings, 2) placing and monitoring students in those settings, 3) maintaining field liaison contacts, and 4) evaluating student learning and field setting effectiveness. Selecting Field Settings The selection of Field Agencies is an important part of Social Work's curriculum development. The Field Education Coordinator, with oversight of the Social Work Program Chair and the Social Work Advisory Council maintains responsibility for determining an agency's suitability for serving as a training site for providing field instruction. Process for Selection of Field Instruction Agencies Potential field placement agencies are required to review and complete a Social Work Practicum Memorandum of Agreement with the Lindenwood University Social Work Program (p. 40, appendix). The Agreement requires prospective placement agencies to endorse a set of criteria in relation to the agency and in relation to the educational nature of the placement. The Field Education Coordinator is responsible for assessing the agency's compatibility with selection criteria and for recommending approval or disapproval to the Social Work Program Chair and the Social Work Program Advisory Council. Following receipt of the completed Agreement, a site visit is scheduled with an agency executive or her/his designee to discuss the agency's readiness to provide practicum experience for students. Criteria for Selection of Field Instruction Agencies The agency must provide a sanctioned human service. The agency must provide an opportunity for students to gain generalist social work practice experience in working with individuals, groups, families, organizations, and communities. Students need to be able to demonstrate competencies in all areas of their learning objectives, including policy and research. Students should be allowed to assume responsibility for the clients they are serving. The agency must provide an opportunity for students to utilize the network of human services, which are available in the community. The agency must provide an opportunity for students to gain social work practice experience with persons from diverse racial, ethnic, and cultural heritages. The agency must be willing to provide resources to students including supervision that is oneto-one for a minimum of 1 to 2 hours per week and available for consultation throughout the week; office space, telephone, support services and other resources necessary for students to perform as professionals. The agency must be willing to permit the Field Supervisor to: (a) interview prospective social work interns to determine compatibility between field agency, supervisor and student, (b) participate with the student in developing a Learning Agreement and (c) collaborate with faculty from the Social Work Program to evaluate learning strategies that will support student learning during field placement.

18 The agency must be willing to provide Field Supervisors who have a social work degree with the time and other resources necessary to supervise students and to attend training seminars sponsored by Lindenwood University. The administration of the agency must be supportive of students completing a practicum experience in the agency setting, recognizing that the practicum experience is an educational experience and not employment. The agency must adhere to social work values and ethics. The agency must be willing to follow the procedures outlined in the Field Education Manual. Placing and Monitoring Students Selecting Practicum Sites BSW students are encouraged to be actively involved in the assessment of their learning needs. A major part of this involvement is the student's self-assessment of the type of practicum experience desired and the nature of supervision desired while in the practicum. To facilitate this assessment, students are encouraged to express preferences for agencies and to express limitations with regard to geographic placements during an interview with the Field Education Coordinator and on their Application for Social Work Field Practicum (pp , appendix). Although the Field Education Coordinator is responsible for matching students with practicum sites, student preferences are strongly considered. BSW students are placed in practicum sites that are closely supervised by approved personnel who function as Field Supervisors. To the extent possible, student preferences will be considered, however, extenuating circumstances may preclude this. The Field Education Coordinator will discuss reasons with students upon her/his request. Selecting Preferred Practicum Sites from Directory of Approved Field Agencies As part of the student's Application for Social Work Field Practicum, students are asked to select three agencies where they prefer to be placed. The prospective agencies need to be listed in the Directory of Approved Field Agencies. The Directory of Approved Field Agencies lists information provided by the respective agencies and Field Supervisors. The following information is available in the Directory: the agency's primary area of practice, methods employed, populations served, locations, supervisor and degree, possible learning tasks, contact information, exceptional learning opportunities, special requirements of practicum students and expected outcomes for students. Students are encouraged to call prospective agencies to inquire further about learning opportunities that are available within those agencies. Although routine efforts are made to keep the Directory current, agency information changes quickly. It is advisable for students to learn as much as possible about the preferred agencies. Student Learning Needs Assessment & Other Factors Considered in Placement The breadth, depth and relevance of a student's prior work experiences as identified by student and interpreted by members of the Advisory Council. Characteristics of the student's preferred learning environment as identified by student and concurred with by the Field Education Coordinator and faculty. The student's expressed interest in a particular style of supervision. Personal factors (prior personal-emotional experiences, student perceived -physical, mental or emotional limitations, transportation concerns, family concerns, economic concerns) as identified by the student and possibly student age at the time of placement (some agencies require a student to be 21 for example). The student's work habits in the classroom setting as identified by faculty and the student. The student's verbal and written communication skills as identified by faculty and the student. 18

19 The nature and extent of a student's assertiveness and interpersonal skills as identified by faculty and the student. A student's abstract/concrete thinking skills as identified by faculty. The extent of independence with which a student's tends to function as identified by the faculty and the student. Student's expressed career goals. Agency Factors Considered in Matching Students with Practicum Sites: Types of services and populations of individuals served through the agency years of experience, training of Field Supervisors. Attendance of Field Supervisor at Program sponsored training. Frequency and nature of supervision provided. Expectations of supervisor for student independence. Breadth and depth of Field Practicum with regard to a full range of generalist practice experiences. Prior student and Field Education Coordinator evaluations of agency and Field Supervisor. Field Supervisor's particular interests. Current stability of the agency with regards to employees, administration, and programming. Student Pre-Placement Interview with Prospective Field Supervisor The purpose of the pre-placement interview is to establish the compatibility of the student, the student interests, the Field Supervisor, and the Field Agency. Student and Field Supervisor mutually explore interests, learning objectives, learning opportunities, personal and professional interests, and limitations in order to assess the mutuality of their needs and interests. Following the interview, the student takes the initiative to contact the Field Education Coordinator to report on the acceptability of the site. The Field Supervisor also contacts the Field Education Coordinator to report on the acceptability of the student. Upon discovery of mutual acceptability, the Field Education Coordinator places notification of this mutual acceptance in writing to the student s file. The student is assigned to the placement site. In a situation where the mutuality of the student and the Field Supervisor/Field Agency is not obtained, the Field Education Coordinator will meet with the student to discuss the reasons for the decision and to explore an alternate Field Supervisor/Field Agency. Overall, the application process encourages students to assess their readiness for field, to thoroughly examine their individual learning needs, to explore their preferences of agency settings for a field practicum, and to take initiative in defining learning tasks during field practicum. Monitoring Students in Placement Once placed, the Field Education Coordinator monitors the student s progress by reviewing weekly timesheets, and by making two visits to the field agency: one around semester mid-term and the second at the end of the semester. Also, students meet weekly with the Field Education Coordinator during seminar, and are provided the opportunity to discuss placement issues and progress toward Learning Agreement goals. Students and Field Supervisors are informed to contact the Field Education Coordinator with any practicum issues that arise. Maintaining Field Liaison Contacts 19

20 The chief methods utilized for maintaining field liaison contacts during placement include 1) initial verification of field placement, 2) mid-term site visit and 3) final site visit. The Field Education Coordinator is responsible for receiving verification of the mutual acceptability of placement, but once that is received, and the student commences placement, it is the student s responsibility to confirm both the Field Supervisor and the Field Education Coordinator s availability and scheduling for the mid-term and final site visits (a space is allocated for such planning on the Learning Agreement template). Evaluating Student Learning and Field Setting Effectiveness Practicum Evaluation Process and Content The evaluation process is a critical part of the field instruction program. In order to guide this process, the Social Work Program has identified for evaluation the 41 Practice Behaviors (PBs) of the ten CCs, consistent with the knowledge, skills, and values for beginning level generalist practice. The evaluation process is on-going and occurs throughout the semester. In addition this regular process, the Social Work Program requests that a formal, evaluation occur twice each semester the student is in field practicum. These formal evaluations are completed in writing at approximately midsemester by the Field Education Coordinator after a site visit (Mid-term Evaluation of Field Practicum Student) and the comprehensive evaluation at the end of the semester by the Field Supervisor in consultation with the Field Education Coordinator (Final Evaluation) (both documents are available in the appendix). In Field Supervisor training, Field Supervisors are taught the requirements of the Final Evaluation. The evaluation is to be discussed with the student prior to the signature by that student and the Field Supervisor. The student designates if she/he agrees that the evaluation is a fair and just appraisal of that student s skills and abilities. Field Supervisors and students are encouraged to write comments on this evaluation form. If the student disagrees with the appraisal, the student is to attach a written explanation for the disagreement that will remain part of the student file. Given the information from the site visits, observations, course assignments and final evaluation from the Field Supervisor, the Field Education Coordinator assigns the final grade for the course per the course syllabus. The original evaluation will be kept in the student's academic file, which is open to the student and social work faculty. It will not be shared with those requesting references unless the student has provided the Social Work Program with written permission to do so. Performance Problems It is not uncommon for students to experience difficulties in carrying out the responsibilities and assignments related to their field practicum. A certain amount of problems, anxiety and stress is normal and expected when students are sufficiently challenged and stretched in their personal and professional growth. This will happen because it is common for students to encounter a certain number of human needs and problems, which activate their own personal struggles. Other situations will demand skills and intervention responses, which make them uncomfortable or create internal conflicts. Still other situations will require knowledge and skills, which are not yet a part of the students' abilities or capacities. With support and guidance, students weather these situations and become more selfaware, knowledgeable, and skilled in social work practice. 20