MASTER IN SOCIAL WORK PROGRAM (M.S.W.) FIELD MANUAL

Transcription

1 THE RICHARD STOCKTON COLLEGE OF NEW JERSEY MASTER IN SOCIAL WORK PROGRAM (M.S.W.) FIELD MANUAL FALL 2014 SPRING 2015 Revised Page 1

2 Contents INTRODUCTION... 4 NOMENCLATURE... 5 THE RICHARD STOCKTON COLLEGE OF NEW JERSEY... 5 FACULTY AND PROFESSIONAL STAFF... 6 MSW PROGRAM MISSION, COMPETENCIES and PRACTICE BEHAVIORS... 6 MSW PROGRAM CURRICULUM MSW Degree Options Two-Year 60-Credit Option Advanced Standing Option Master Child Welfare Education Program FIELD EDUCATION Foundation Year Concentration Year ROLES AND RESPONSIBILITIES OF FIELD PARTNERS Students Field Instructors Field Agencies Community Advisory Committee Coordinator of Field Social Work Program FIELD POLICIES AND PROCEDURES Admission of Students Placement Process and Monitoring Learning Contracts and Process Recordings Supervision General Information Field Agencies Safety Issues Change of Placement Requests Revised Page 2

3 Field Placements Where Students Are Employed Evaluation of Field Students SERVICES FOR STUDENTS WITH SPECIAL NEEDS THE RICHARD STOCKTON COLLEGE OF NEW JERSEY NONDISCRIMINATION POLICIES NEW JERSEY STATE LICENSURE APPENDIX MSW STUDENT FIELD PLACEMENT APPLICATION STUDENT REQUEST FOR FIELD PLACEMENT AT CURRENT WORK SETTING MSW FOUNDATION YEAR (1 st Year) FIELD LEARNING CONTRACT PROCESS RECORDING FORMAT FOR SUPERVISION SESSION PROCESS RECORDING FORMAT FOR INDIVIDUALS... Error! Bookmark not defined. PROCESS RECORDING FORMAT FOR GROUPS Field Placement Performance Evaluation for Foundation Year MSW Students SECOND (CONCENTRATION) YEAR MSW STUDENT FIELD PLACEMENT APPLICATION MSW CONCENTRATION YEAR (2ND Year) FIELD LEARNING CONTRACT Process Recording Format for Macro Practice Field Placement Performance Evaluation for Concentration Year MSW Students INCIDENT REPORT Student Field Placement Rating Form Field Instructor Evaluation of Field Experience MSW Field Agency Partners Revised Page 3

4 INTRODUCTION Welcome to the Richard Stockton College of New Jersey s Master in Social Work (M.S.W.) Field Program. As part of the social work curriculum, field education provides important learning experiences for students to integrate classroom learning with applied experiences within human service agencies. Field placements are therefore necessary to achieve curriculum learning outcomes. Through partnerships with students, human service agencies, and the Social Work Program, field placements are developed to enhance professional growth and competencies that better serve an increasingly diverse community of service providers and consumers. This Field Manual has been developed to help students understand field policies and procedures. It should be read for a thorough understanding of the Field Education component and used as a reference throughout the student s experience. Forms used by those involved with Field Education are also included. This manual includes information regarding objectives and expectations involved in acquiring practice competencies and completing field placement experiences. You will find updated field information, the on-line manual, and links to other pertinent sites such as the National Association of Social Workers (NASW) Code of Ethics by which students are ethically bound at We wish you a challenging and rewarding field experience that enhances your professional development. COMMUNITY ADVISORY COMMITTEE STUDENTS FIELD COORDINATOR FACULTY HUMAN SERVICE AGENCIES FIELD INSTRUCTORS PARTNERS IN MSW FIELD EDUCATION AT THE RICHARD STOCKTON COLLEGE OF NEW JERSEY SOCIAL WORK PROGRAM Revised Page 4

5 NOMENCLATURE Field Program: Overall program that oversees field education for the Social Work Program. Field Coordinator: Full-time staff person responsible for developing and coordinating field placements, and manages issues that emerge among partners in the field education experience. Field Coordinator Assistant: Part time staff person responsible for field visits and assists the Field Coordinator with placements and issues or concerns with the field education experience. Field Instructor: The field agency-based instructor for the student on site; this person develops the learning contract with students, supervises, and evaluates student performance. Field Agency: The human service agency in partnership with the Social Work Program that has agreed to provide a learning environment and field instruction services to the student on site that meets program standards. Field Placement: The learning opportunity or internship that exists within a field agency environment. THE RICHARD STOCKTON COLLEGE OF NEW JERSEY The Richard Stockton College of New Jersey is a four-year, coeducational, college of arts, sciences, and professional studies. Stockton is the southernmost and the youngest member in New Jersey s state-wide, state-supported system of higher education. In 1971, when Stockton s classes began, it offered 20 degree granting programs to 1000 students with a faculty complement that totaled 55. Currently, Stockton offers 33 degree granting programs with approximately 6400 students with a full time-equivalent faculty of 300. Administratively, degrees are sought through one of five major academic units: Arts and Humanities (ARHU), Natural Sciences and Mathematics (NAMS), Professional Studies (PROS), Social and Behavioral Sciences (SOBL), and General Studies (GENS). Stockton College s accreditation was reaffirmed by the Middle States Association of Colleges and Schools in The Social Work Program was initially accredited by the Council on Social Work Education (CSWE) in 1976, retroactive to That accreditation was reaffirmed in 1981, 1988, 1995, 2002, and The Masters in Social Work Program received full accreditation by the Council on Social Work Education in October Revised Page 5

6 FACULTY AND PROFESSIONAL STAFF Diane S. Falk Ph.D. (Rutgers University), MSW (University of Pennsylvania), LCSW, Professor of Social Work; MSW Program Director: Social work practice, program development and administration, child welfare, mental health practice and policy, human rights, international social work. Kathleen Siracusa-Price MSW (Rutgers University), BA (Boston University), LCSW, Acting Coordinator of MSW Field Education: children and families, ethics, cultural diversity, hospital social work, hospice care, in home therapy with children, school social work, mental health practice. Robert J. Barney Ph.D. (University of Louisville), MSW (University of Kentucky); Assistant Professor of Social Work: international social work, family and community development, cultural diversity in HIV/AIDS support, research practice. Guia Calicdan-Apostle DSW (University of Pennsylvania), MSSW (Asian Social Institute, Philippines); Assistant Professor of Social Work: spirituality and mental health, school social work, international social work, racism, immigration and cultural diversity issues, public health advocacy (tobacco control) Lisa E. Cox Ph.D. (Virginia Commonwealth University), MSW (Virginia Commonwealth University), LCSW, Associate Professor of Social Work: clinical social work practice, cultural neuroscience, health care, HIV/AIDS, gerontology, research methods, Tourette Syndrome. Maya A. Lewis Ph.D. (University of Maryland), MSW (Washington University), Assistant Professor of Social Work: human behavior, research methods, social work practice, adolescent mental health, minority health, health disparities, cultural competence. Robin Mekonnnen-Hernandez Ph.D., MSW (University of Pennsylvania), Assistant Professor of Social Work: policy, child welfare, foster care, health disparities, immigration. Eric Stein DSW, MSW (University of Pennsylvania), BA (Oberlin College); Assistant Professor of Social Work; clinical social work practice and supervision, group work, trauma- and loss-informed practice, community mental health, organizational context issues, cultural diversity, immigration. MSW PROGRAM MISSION Revised Page 6

7 The mission of Stockton s MSW Program is to educate social workers who are prepared for advanced-level practice with diverse individuals, families, and communities. The Program aims to produce graduates who understand the human condition and the commonalities that people everywhere share, while respecting and honoring differences in personal and communal history, social class, race, color, ethnicity, culture, language, immigration status, gender, sex, sexual orientation, marital status, age, political ideology, religion, and disability status. The curriculum focuses on developing practitioners who are able creatively to develop an in-depth understanding of diverse worldviews; empower diverse people to expand their capacities, resources, and opportunities; and advocate for policies and services that address social conditions that limit the quality of life for all people. The Program will establish and build upon a strong foundation of generalist social work practice values, knowledge, and skills. Students will be expected to understand and be able to apply an ecosystems perspective, the strengths perspective, and empowerment practice theory. They will develop a thorough acquaintance with the negative effects of oppression, discrimination, marginalization, and other social forces that block people s ability to meet their basic human needs. They will develop familiarity with multiple theories, perspectives, and approaches that will strengthen their ability to work effectively with diverse populations. They will be expected to critically examine these theories, perspectives, and approaches as they become acquainted with research literature and as they develop experience in agency practice. The MSW Program aims to produce graduates who have a lifetime commitment to upholding human rights, respecting human diversity, and working towards social justice in their professional and personal lives. STOCKTON COLLEGE MSW PROGRAM COMPETENCIES Competency 1: Identify as a social worker and conduct self accordingly Foundation Practice Behaviors Social workers serve as representatives of the profession, its mission, and its core values. They know the profession s history. Social workers commit themselves to the profession s enhancement and to their own professional conduct and growth. At the completion of the Foundation level, students are expected to: C1, FPB 1: Advocate for client access to the services of social work C1, FPB 2: Practice personal reflection and self-correction to assure continual professional development C1, FPB 3: Attend to professional roles and boundaries C1, FPB 4: Demonstrate professional demeanor in behavior, appearance, and communication C1, FPB 5: Engage in career-long learning Revised Page 7

8 C1, FPB 6: Use supervision and consultation Advanced Social Work Practice with Diverse Individuals, Families, & Communities Practice Behaviors It is assumed that students entering the advanced year will have mastered the foundation practice behaviors. At the completion of the advanced courses in Stockton s Concentration in Advanced Social Work Practice with Diverse Individuals, Families, and Communities, students are expected to exhibit the following advanced practice behaviors specific to their work with diverse individuals, families, and communities: C1, APB 1: Advocate for increased access to social services, especially for marginalized groups C1, APB 2: Demonstrate personal reflection, self-awareness, self-correction, and comfort about different customs and worldviews in social work practice. C1, APB 3: Use supervision and consultation appropriate to autonomous practice with diverse individuals, families, and communities. Competency 2: Apply social work ethical principles to guide professional practice Foundation Practice Behaviors Social workers have an obligation to conduct themselves ethically and to engage in ethical decision-making. Social workers are knowledgeable about the value base of the profession, its ethical standards, and relevant law. At the Foundation level, students are expected to: C2, FPB 7: Recognize and manage personal values in a way that allows professional values to guide practice C2, FPB 8: Make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics and, as applicable, of the International Federation of Social Workers/International Association of Schools of Social Work Ethics in Social Work, Statement of Principles C2, FPB 9: Tolerate ambiguity in resolving ethical conflicts C2, FPB 10: Apply strategies of ethical reasoning to arrive at principled decisions Advanced Social Work Practice with Diverse Individuals, Families, & Communities Practice Behaviors It is assumed that students entering the advanced year will have mastered the foundation practice behaviors. At the completion of the advanced courses in Stockton s Concentration in Advanced Social Work Practice with Diverse Individuals, Families, and Communities, students are expected to exhibit the following advanced practice behaviors specific to their work with diverse individuals, families, and communities: Revised Page 8

9 C2, APB 4: Apply ethical guidelines to complex ethical dilemmas involving diverse individuals, families, and communities to arrive at ethically-informed decisions. C2, APB 5: Address barriers to ethical practice in human service policies, programs, and organizations, especially in relation to issues of diversity. Competency 3: Apply critical thinking to inform and communicate professional judgments Foundation Practice Behaviors Social workers are knowledgeable about the principles of logic, scientific inquiry, and reasoned discernment. They use critical thinking augmented by creativity and curiosity. Critical thinking also requires the synthesis and communication of relevant information. At the completion of the Foundation level, students are expected to: C3, FPB 11: Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom C3, FPB 12: Analyze models of assessment, prevention, intervention, and evaluation C3, FPB 13: Demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities and colleagues. Advanced Social Work Practice with Diverse Individuals, Families, & Communities Practice Behaviors It is assumed that students entering the advanced year will have mastered the foundation practice behaviors. At the completion of the advanced courses in Stockton s Concentration in Advanced Social Work Practice with Diverse Individuals, Families, and Communities, students are expected to exhibit the following advanced practice behaviors specific to their work with diverse individuals, families, and communities: C3, APB 6: Use current research and practice wisdom critically to evaluate and implement models of assessment, prevention, intervention, and evaluation appropriate for practice with diverse individuals, families, and communities. C3, APB 7: Demonstrate culturally sensitive oral and written communication with individuals, families, groups, organizations, communities and colleagues. Competency 4: Engage diversity and difference in practice Foundation Practice Behaviors Social workers understand how diversity characterizes and shapes the human experience and is critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including age, class, color, culture, disability, ethnicity, Revised Page 9

10 gender, gender identity and expression, immigration status, political ideology, race, religion, sex, and sexual orientation. Social workers appreciate that, as a consequence of difference, a person s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. At the completion of the Foundation level, students are expected to: C4, FPB 14: Recognize the extent to which a culture's structures and values may oppress, marginalize, alienate, or create or enhance privilege and power C4, FPB 15: Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups C4, FPB 16: Recognize and communicate their understanding of the importance of difference in shaping life experiences C4, FPB 17: View themselves as learners and engage those with whom they work as informants. Advanced Social Work Practice with Diverse Individuals, Families, & Communities Practice Behaviors It is assumed that students entering the advanced year will have mastered the foundation practice behaviors. At the completion of the advanced courses in Stockton s Concentration in Advanced Social Work Practice with Diverse Individuals, Families, and Communities, students are expected to exhibit the following advanced practice behaviors specific to their work with diverse individuals, families, and communities: C4, APB 8: Identify specific personal biases and/or cultural structures and values that may oppress, marginalize, alienate or create or enhance privilege and power. C4, APB 9: Integrate an understanding of how difference shapes the life experiences and behaviors of individuals, families, and communities into practice approaches with diverse individuals, families, and communities. Competency 5: Advance human rights and social and economic justice Foundation Practice Behaviors Each person, regardless o position in society, has basic human rights, such as freedom, safety, privacy, and adequate standard of living, health care, and education. Social workers recognize the global interconnections of oppression and are knowledgeable about theories of justice and strategies to promote human and civil rights. Social work incorporates social justice practices in organizations, institutions, and society to ensure that these basic human rights are distributed equitably and without prejudice. At the completion of the Foundation level, students are expected to: C5, FPB 18: Understand the forms and mechanisms of oppression and discrimination C5, FPB 19: Advocate for human rights and social and economic justice C5, FPB 20: Engage in practices that advance social and economic justice Revised Page 10

11 Advanced Social Work Practice with Diverse Individuals, Families, & Communities Practice Behaviors It is assumed that students entering the advanced year will have mastered the foundation practice behaviors. At the completion of the advanced courses in Stockton s Concentration in Advanced Social Work Practice with Diverse Individuals, Families, and Communities, students are expected to exhibit the following advanced practice behaviors specific to their work with diverse individuals, families, and communities: C5, APB 10: Articulate the forms and mechanism of oppression and discrimination that affect diverse individuals, families, and communities C5, APB 11: Advocate for and work towards change in social policies when those policies fail adequately to protect human rights and advance social and economic justice for diverse individuals, families, and communities C5, APB 12: Advocate for and work towards change in social policies, organizations, and service delivery systems when they fail adequately to protect human rights and advance social and economic justice for diverse individuals, families, and communities Competency 6: Engage in research-informed practice and practice-informed research Foundation Practice Behaviors Social workers use practice experience to inform research, employ evidence-based interventions, evaluate their own practice, and use research findings to improve practice, policy, and social service delivery. Social workers comprehend quantitative and qualitative research and understand scientific and ethical approaches to building knowledge. At the completion of the Foundation level, students are expected to: C6, FPB 21: Use practical experience to inform scientific inquiry C6, FPB 22: Use research evidence to inform practice Advanced Social Work Practice with Diverse Individuals, Families, & Communities Practice Behaviors It is assumed that students entering the advanced year will have mastered the foundation practice behaviors. At the completion of the advanced courses in Stockton s Concentration in Advanced Social Work Practice with Diverse Individuals, Families, and Communities, students are expected to exhibit the following advanced practice behaviors specific to their work with diverse individuals, families, and communities: C6, APB 13: Use practice experiences to formulate research questions relevant to diverse populations, and apply research skills to these questions Revised Page 11

12 C6, APB 14: Identify and evaluate current advances in evidence-based practice with diverse populations. Competency 7: Apply knowledge of human behavior and the social environment Foundation Practice Behaviors Social workers are knowledgeable about human behavior across the life course; the range of social systems in which people live; and the ways social systems promote or deter people in maintaining or achieving health and well-being. Social workers apply theories and knowledge from the liberal arts to understand biological social, cultural, psychological, and spiritual development. At the completion of the Foundation level, students are expected to: C7, FPB 23: Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation C7, FPB 24: Critique and apply knowledge to understand person and environment Advanced Social Work Practice with Diverse Individuals, Families, & Communities Practice Behaviors It is assumed that students entering the advanced year will have mastered the foundation practice behaviors. At the completion of the advanced courses in Stockton s Concentration in Advanced Social Work Practice with Diverse Individuals, Families, and Communities, students are expected to exhibit the following advanced practice behaviors specific to their work with diverse individuals, families, and communities: C7, APB 15: Apply specialized theoretical perspectives creatively and with minimal direction in working with diverse individuals, families, and communities. C7, APB 16: Apply knowledge of biological, psychological, environmental, and social variables creatively and with minimal direction in working with diverse individuals, families, and communities. Competency 8: Engage in policy practice to advance social and economic well-being and to delivery effective social work services Foundation Practice Behaviors Social work practitioners understand that policy affects service delivery, and they actively engage in policy practice, Social workers know the history and current structures of social policies and services; the role of policy in service delivery; and the role of practice in policy development. At the completion of the Foundation level, students are expected to: C8, FPB 25: Analyze, formulate, and advocate for policies that advance social well-being C8, FPB 26: Collaborate with colleagues and clients for effective policy action Revised Page 12

13 Advanced Social Work Practice with Diverse Individuals, Families, & Communities Practice Behaviors It is assumed that students entering the advanced year will have mastered the foundation practice behaviors. At the completion of the advanced courses in Stockton s Concentration in Advanced Social Work Practice with Diverse Individuals, Families, and Communities, students are expected to exhibit the following advanced practice behaviors specific to their work with diverse individuals, families, and communities: C8, APB 17: Critically analyze and evaluate the impact of social policies on diverse communities, client systems, workers, and agencies. C8, APB 18: Critically analyze, evaluate, and advocate for social policies that advance social wellbeing, while respecting the cultural values, norms, and behaviors of diverse Individuals, families, and communities. Competency 9: Respond to contexts that shape practice Foundation Practice Behaviors Social workers are informed, resourceful, and proactive in responding to evolving organizational, community, and societal contexts at all levels of practice. Social workers recognize that the context of practice is dynamic, and use knowledge and skill to respond proactively. At the completion of the Foundation level, students are expected to: C9, FPB 27: Continuously discover, appraise and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services C9, FPB 28: Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services Advanced Social Work Practice with Diverse Individuals, Families, & Communities Practice Behaviors It is assumed that students entering the advanced year will have mastered the foundation practice behaviors. At the completion of the advanced courses in Stockton s Concentration in Advanced Social Work Practice with Diverse Individuals, Families, and Communities, students are expected to exhibit the following advanced practice behaviors specific to their work with diverse individuals, families, and communities: Revised Page 13

14 C9, APB 19: Continuously attend to the changing context in which social services are provided, paying particular attention to how effectively the needs of diverse populations are being addressed, providing leadership and advocating for changes as necessary. Competency 10 (a)-(d): Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities Foundation Practice Behaviors: 10(a) Engagement Professional practice involves the dynamic and interactive processes of engagement, assessment, intervention, and evaluation at multiple levels. Social workers have the knowledge and skills to practice with individuals, families, groups, organizations, and communities. Practice knowledge includes identifying, analyzing, and implementing evidence-based interventions designed to achieve client goals; using research and technological advances; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice. At the completion of the Foundation level, students are expected to: C10 (a), FPB 29: Substantively and affectively prepare for action with individuals, families, groups, organizations, and communities C10 (a), FPB 30: Use empathy and other interpersonal skills C10 (a), FPB 31: Develop a mutually agreed-on focus of work and desired outcomes Advanced Social Work Practice with Diverse Individuals, Families, & Communities Practice Behaviors: 10 (a) Engagement It is assumed that students entering the advanced year will have mastered the foundation practice behaviors. At the completion of the advanced courses in Stockton s Concentration in Advanced Social Work Practice with Diverse Individuals, Families, and Communities, students are expected to exhibit the following advanced practice behaviors specific to their work with diverse individuals, families, and communities: C10 (a), APB 20: Apply knowledge of how diverse client systems seek help C10 (a), APB 21: Apply understanding of language, communication, and other needs of diverse individuals, families, and communities in engaging client systems C10 (a), APB 22: Adopt a stance of not knowing with client systems in order to collaboratively discover culturally appropriate approaches to engagement of diverse individuals, families, and communities Foundation Practice Behaviors 10(b) Assessment At the completion of the Foundation level, students are expected to: C10 (b), FPB 32: Collect, organize, and interpret client data Revised Page 14

15 C10 (b), FPB 33: Assess client strengths and limitations C10 (b), FPB 34: Develop mutually agreed-on intervention goals and objectives C10 (b), FPB 35: Select appropriate intervention strategies Advanced Social Work Practice with Diverse Individuals, Families, & Communities Practice Behaviors: 10 (b) Assessment At the completion of the advanced level in Stockton s Concentration in Advanced Social Work Practice with Diverse Individuals, Families, and Communities, students are expected to exhibit the above practice behaviors in cross-cultural practice: C10 (b), APB 23: Use knowledge of assessment models to develop and implement comprehensive assessments for use with diverse populations. C10 (b), APB 24: Empower client systems to engage in a collaborative process of developing culturally acceptable goals and outcomes Foundation Practice Behaviors: 10(c) Intervention At the completion of the Foundation level, students are expected to: C10 (c), FPB 36: Initiate actions to achieve organizational goals C10 (c), FPB 37: Implement prevention interventions that enhance client capacities C10 (c), FPB 38: Help clients resolve problems C10 (c), FPB 39: Negotiate, mediate, and advocate for clients C10 (c), FPB 40: Facilitate transitions and endings Advanced Social Work Practice with Diverse Individuals, Families, & Communities Practice Behaviors: 10 (c) Intervention It is assumed that students entering the advanced year will have mastered the foundation practice behaviors. At the completion of the advanced courses in Stockton s Concentration in Advanced Social Work Practice with Diverse Individuals, Families, and Communities, students are expected to exhibit the following advanced practice behaviors specific to their work with diverse individuals, families, and communities: C10 (c), APB 25: Work collaboratively with client systems to design and implement culturally appropriate interventions C10 (c), APB 26: Facilitate transitions and endings that meet the cultural needs of client systems Foundation Practice Behaviors: 10(d) Evaluation At the completion of the Foundation level, students are expected to: C10 (d), FPB 41: Critically analyze, monitor and evaluate interventions Revised Page 15

16 Advanced Social Work Practice with Diverse Individuals, Families, & Communities Practice Behaviors: 10 (d) Evaluation It is assumed that students entering the advanced year will have mastered the foundation practice behaviors. At the completion of the advanced courses in Stockton s Concentration in Advanced Social Work Practice with Diverse Individuals, Families, and Communities, students are expected to exhibit the following advanced practice behaviors specific to their work with diverse individuals, families, and communities: C10 (d), APB 27: Using critical thinking, apply research methodologies to evaluate practice interventions with diverse individuals, families, and communities. MSW Degree Options MSW PROGRAM CURRICULUM Stockton s MSW Program offers two alternatives to earning the MSW degree: 1) a two-year 60- credit option, and 2) a one-year 30-creditAdvanced Standing option. Both options are offered on a fulltime basis. The Advanced Standing option is only available to applicants who have earned a bachelor degree in social work from a college or university accredited by the Council on Social Work Education and who have a cumulative GPA of 3.0. Students admitted into Advanced Standing are required to complete a three-day summer orientation. Stockton has added a new program component offered to Division of Child Protection and Permanency described in the next section of this manual under Masters Child Welfare Education Program. Two-Year 60-Credit Option You are required by the College to complete a minimum of 60 credits. In order to graduate, you must have completed a minimum of 60 credits in the prescribed curriculum and maintained a 3.00 overall grade point average (GPA). Stockton s MSW Program two-year 60-credit option consists of a foundation year and a concentration year. In the foundation MSW courses, you will learn about the value base of the social work profession and about ethical decision-making. You will learn to understand the history of social welfare. You will develop an understanding of the social work profession, including its commitment to diversity and to working with oppressed groups. You will develop an understanding of research methodology and of how to apply research findings to your practice. You will develop an understanding of social work perspectives and theories, including ecological and systems theories, the person-inenvironment perspective, the strengths perspective, and the empowerment approach. You will learn to integrate classroom learning with field experience, applying social work knowledge, values, and skills in an agency setting with client systems. Revised Page 16

17 In the concentration year, you will take the advanced courses and electives. At this level, the expectation is that you will develop advanced competencies and more specialized knowledge, particularly in the area of the program s concentration (working with diverse individuals, families, and communities) but also in elective areas. You will explore many different approaches to developing cultural competence and will appreciate the challenge of understanding the complex nature of culture as well as personal identity and ensuring that social work interventions are culturally relevant. Through your actual field experiences and through case examples introduced in the classroom, you will be challenged to develop understanding of diverse individuals, families, and communities and use relevant theories and perspectives and creativity to develop effective, culturally competent interventions. Finally, you will be free to choose three elective courses, to pursue areas of specialized practice. You may elect to combine your electives to earn a method specialization in leadership and management. If you desire to take an elective outside the program, you must obtain prior approval from the Advisor/Preceptor. Fall Semester FOUNDATION YEAR (Year 1) Spring Semester Course Credits Course Credits Foundation Social Welfare Policy 3 Foundation Social Work Research 3 Human Behavior and the Social Environment I 3 Human Behavior and the Social Environment II 3 Social Organizations and 3 Race, Ethnicity and Diversity: 3 Environments Implications for Social Work Practice Foundation Social Work Practice I 3 Foundation Social Work Practice II 3 Field I 3 Field II 3 CONCENTRATION YEAR (Year 2) Fall Semester Spring Semester Course Credits Course Credits Advanced Cultural Competence 3 Advanced Social Welfare Policy 3 Advanced Social Work Research 3 Elective 3 Advanced Social Work Practice with 3 Integrative Seminar 3 Diverse Individuals, Families, and Communities Elective 3 Elective 3 Field III 3 Field IV 3 Advanced Standing Option Stockton s MSW Program Advanced Standing option consists of concentration courses. Students are required to complete 30 credits in concentration courses during two consecutive semesters, fall and spring. Additionally, the Advanced Standing option requires completion of a three-day summer orientation before beginning concentration courses. Revised Page 17

18 CONCENTRATION YEAR (Advanced Standing Option) Fall Semester Spring Semester Course Credits Course Credits Advanced Cultural Competence 3 Advanced Social Welfare Policy 3 Advanced Social Work Research 3 Elective 3 Advanced Social Work Practice with 3 Integrative Seminar 3 Diverse Individuals, Families, and Communities Elective 3 Elective 3 Field III 3 Field IV 3 Masters Child Welfare Education Program Part-Time Program Open to Current Division of Child Protection and Permanency Supervisors The Masters Child Welfare Education Program (MCWEP) is a partnership among the New Jersey Department of Children and Families and a consortium of three New Jersey MSW programs Monmouth University, Rutgers University, and Stockton College. Expanding on the Baccalaureate Child Welfare Education Program with Stockton College as the consortium s Lead Institution, its purpose is to offer current Division of Child Protection and Permanency supervisors the opportunity to strengthen their skills in clinical social work practice and supervision, obtain an advanced credential in social work (MSW), and ultimately to enhance the capacity of the Division to deliver the highest quality services to the vulnerable children and families that it serves. The Curriculum Stockton s MSW Program offers two alternatives to MCWEP participants earning the MSW degree parttime: - a three and a half-year 60-credit part-time option, which consists of two Foundation years and two Concentration years, and - a two-year 30-credit part-time Advanced Standing option. Students admitted into Advanced Standing are required to complete a three-day summer orientation. 60-CREDIT PART-TIME DEGREE CURRICULUM Classes held on Saturdays and Wednesday evenings Fall 2014 Spring 2015 Summer 2015 SOWK 5101 SOWK 5102 SOWK 5130 Human Human Social Behavior and Behavior and Welfare the Social the Social Policy Environment I Environment II Fall 2015 Spring 2016 Summer 2016 SOWK 5601 Foundation Social Work Practice I SOWK 5150 Race, Ethnicity, and Diversity: Implications for Social Work Elective: Leadership and Supervision in Child Welfare Revised Page 18

19 SOWK 5120 Social Organizations and Environments SOWK 5140 Social Work Research Elective: Traumainformed Child Welfare Practice Fall 2016 Spring 2017 Summer 2017 SOWK 5603 SOWK 5604 SOWK 5230 Advanced Social Integrative Advanced Work Practice Seminar Social with Diverse Welfare Individuals, Policy Families, and Communities Elective SOWK 5903 and 5904 Field III and IV Block Placement (500 hours of fieldwork in a DCF-related agency) SOWK 5901 and 5902 Field I and II Block Placement (500 hours of fieldwork in a DCF-related agency) Fall 2017 SOWK 5240 Advanced Social Work Research SOWK 5250 Advanced Cultural Competence Practice SOWK 5602 Foundation Social Work Practice II Revised Page 19

20 ADVANCED STANDING (30-CREDIT) DEGREE CURRICULUM Classes held on Saturdays and Wednesday evenings Fall 2014 Spring 2015 Summer 2015 Fall 2015 Spring 2016 SOWK 5250 Advanced Cultural Competence SOWK 5230 Advanced Social Welfare Policy Elective: Traumainformed Child Welfare Practice SOWK 5604 Integrative Seminar SOWK 5240 Advanced Social Work Research Elective Elective: Leadership and Supervision in Child Welfare SOWK 5603 Advanced Social Work Practice with Diverse Individuals, Families, and Communities SOWK 5903 and 5904 Block Placement Field III & IV (500 hours of field work in a DCF agency; 3-month alterative assignment) Revised Page 20

21 FIELD EDUCATION Field education is an important component of the social work curriculum. It provides opportunities for students to develop and apply practice knowledge under the supervision of an experienced field instructor. Learning experiences are systematically designed and structured to foster the integration of empirical and practice-based knowledge that promotes development of professional competencies. All field learning is grounded within the social work program s mission, goals and objectives. Student field performance outcomes are assessed in relationship to the achievement of program competencies making the field experience the signature pedagogy of the masters program. At this level, students must complete a minimum 900 hours of supervised internship experience. Foundation Year During the 1 st year of the master s program field work is integrated with foundation course content to provide practice experiences with diverse individuals, families, and communities. Students will develop beginning social work practice competencies through experience in problem identification, goal setting, data collection, contracting, implementation of plan, differential use of intervention roles, evaluation, termination, cultural competence, critical thinking, evidence-based practice, advocacy and empowerment. These experiences will be provided within the context of professional values and ethics with particular emphasis on social justice, human rights, and cultural competence. Foundation field placements require a total of 400 hours. Students will attend 6 field seminars per semester to facilitate successful rehearsal and enactment of practice behaviors, professional values /ethics and skills associated with expected foundation year outcomes. Seminar attendance is required. Foundation year field placement learning contracts, student performance evaluations, and field seminar course content are grounded within MSW Program Foundation Year Competencies and Practice Behaviors. Foundation year placement settings and field instructors are selected based on their knowledge of social work practice, ability to provide appropriate student learning experiences, capacity to assist students in connecting theoretical and conceptual knowledge with applied experience, and opportunities to apply evidence-based practice methods. Concentration Year In the 2 nd year, the field experience is designed to develop more advanced practice competencies in work with diverse individual, families, and communities. Students are required to complete an additional 500 hours of a supervised field placement. Students will attend 6 field seminars per semester to facilitate successful practice behaviors associated with expected concentration year outcomes. Field placements in the 2 nd year are distinct from 1 st year placements in their support of student mastery of concentration year competencies and practice behaviors. These placements require deeper knowledge, greater skill, and student achievement of advanced competencies in applying a range of theories, concepts, differential assessment and intervention with client systems, advanced critical thinking, case analysis skill, demonstration of cultural competence and use of professional self in practice. Second year placements are more demanding and involve more complex organizational contexts in which student interns function. The 2 nd year MSW student learning contract, performance evaluation, and advanced learning assignments are grounded within MSW Program Concentration Year Competencies and Practice Behaviors. Revised Page 21

22 ROLES AND RESPONSIBILITIES OF FIELD PARTNERS Students To fulfill the demands of social work practice, students must be committed and prepared to take some responsibility for their own learning outcomes. Good communication skills, effective interpersonal skills, self-awareness, and a schedule that allows sufficient time and flexibility to meet the demands of the placement are fundamental requirements. Psychological well-being, behavioral, and emotional stability that allow students to withstand the rigors of the field experience are all necessary. Questions or doubts about a student s readiness in these areas to successfully complete the requirements of a field placement should be addressed prior to placements being finalized with the Coordinator of Field. Before beginning the field experience, students are also responsible for making themselves familiar with the NASW Code of Ethics and The Richard Stockton College of New Jersey Guidelines for Student Conduct. All activities in the field setting involving clients, consumers and staff must meet the standards detailed in the College Guidelines and NASW Code of Ethics. This includes ethical responsibilities for social work professionals as stated in section 4.05, p. 23 of the Code as follows: Social workers should not allow their own personal problems, psychosocial distress, legal problems, substance abuse, or mental health difficulties to interfere with their professional judgment and performance or to jeopardize the best interests of people for whom they have a professional responsibility. Student responsibilities in field include: Educating themselves about the agency policies and procedures including those regarding safety, services, and responsibility to clients/consumers. Maintaining confidentiality parameters. Professional behavior as an agency representative. Cultural competence. Completing all assignments and tasks in a timely manner. Additionally, students should participate in the development of their learning contracts each semester, routinely prepare for their supervision conferences with field instructors, and participate in their final evaluation at the end of each semester including signing that document and maintaining a personal copy for their own records. Students are encouraged to initiate contact with their Field Instructors, Coordinator of Field and Faculty to share information and feedback regarding their experience. Even if not a regular field day, students must also be present at the agency when the Coordinator of Field makes site visits. Finally to comply with the NASW Code of Ethics, students, in field agencies must identify themselves to clients/consumers as being student trainees. They should never represent themselves as staff from their field agency. Revised Page 22

23 Field Instructors Field instructors must have an MSW from a CSWE accredited institution, and a minimum of 2 years professional experience. Prospective field instructors must complete an application for consideration. The application will be reviewed by the Coordinator of Field and Community Advisory Committee for approval. Field instructors are strongly encouraged to become certified through the Seminars in Field Instruction Program (SIFI). The purpose of SIFI certification is to enhance continuity and cohesion of field learning experiences as well as the skills of field instructors in their role as educational partners. Field Instructors should not be current or prior paid supervisors of the student. Field instructors are responsible for planning the educational experience for the student and reflect those plans in a learning contract at the beginning of each semester developed jointly with the student. They are also responsible for providing direct supervision on a regular, consistent basis, a minimum of 1 hour weekly. Individual and/or group supervision formats are equally acceptable for meeting student needs. Additional field instructor responsibilities include the selection and timing of specific assignments, conducting ongoing evaluation of student performance, maintaining notes on the field instruction process and student experiences that can be used in discussion with the Coordinator of Field during site visits, and providing a written formal evaluation of student performance at the end of each semester. Field Instructors are also responsible for initiating contact with the Coordinator of Field as soon as possible, should problems arise concerning a student s performance in field particularly if that performance is below acceptable standards. In consultation with the Coordinator of Field, Field Instructors recommend a grade of pass or fail based on student performance assessed in reference to goals and objectives specified in each student s learning contract. The grade is submitted by the Coordinator of Field who has final authority in assigning the grade. Field Agencies Agencies selected to provide field placement opportunities must be committed to the importance of graduate professional education. Specifically, these agencies must have the expertise and resources to provide experiential professional learning opportunities as well as a commitment to become educational partners with The Richard Stockton College of New Jersey Social Work Program. This commitment will be formalized by each selected agency entering into a formalized affiliation agreement with The Richard Stockton College of New Jersey Social Work Program that stipulates education partnership responsibilities and parameters of liability in providing field internship opportunities for students. Generally the field setting must exhibit flexibility and variety in its uses of service delivery methods, enhance student understanding of advanced generalist social work practice, and develop learning experiences that are appropriate to the mission, program competencies and practice behaviors required to educate masters level practitioners to work with diverse individuals, families, and communities. Revised Page 23

24 Each agency setting must agree to provide students with an orientation to the agency and its services to include safety information related to client contact and emergency policies and procedures. Early and regular contact with client systems, attendance at staff meetings and conferences, the opportunity to learn about agency structure and systemic functioning to include facilitating understanding of the agency s macro practice environment, consistent hourly supervision weekly in individual and/or group formats from a CSWE-Accredited MSW, and structured learning experiences are also required. It is expected that field agencies will provide Field Instructors with the time and support necessary to accomplish the educative, supportive, and administrative tasks necessary to facilitate quality field education experiences. Community Advisory Committee The Community Advisory Committee assists the Social Work Program in the assessment and implementation of the field curriculum. This Committee will meet a minimum of 1 time each semester to review field policies and procedures, recruit additional field agency partners, review the Social Work Program s Annual Report, and to offer suggestions, recommendations for Program Improvements. Committee members will be recruited based on the recommendation and approval of Program Faculty and the Coordinator of Field. This Committee serves as an important link between field agency partners and the Social Work Program. Coordinator of Field The Coordinator of Field is responsible for serving as the intermediary between students, field instructors, and the Social Work Program. The Coordinator assists field instructors in structuring learning experience for students, monitoring student performance, and in consultation with field Instructors evaluate student performance and assign a pass/fail grade. The Coordinator of Field also assists with problem solving and developing learning strategies to assure that student performance in field meets Program standards. The Coordinator of Field also assumes responsibility for teaching field seminars that integrate theoretical curriculum content with applied experiences in student internships. The Coordinator of Field is also responsible for developing, coordinating and managing field placements. The Coordinator also assists in managing issues that emerge among field education partners. Social Work Program The Social Work Program develops curriculum jointly with the Field Education Program. Practice faculty with field staff assess the relevance of field experiences to curriculum goals and anticipated outcomes. Faculty also advise students, offer feedback, and assist in resolving issues that emerge in reference to student difficulties in field. The Social Work Program monitors the Field Education Program s compliance with CSWE accreditation standards, the NASW Code of Revised Page 24

25 Ethics, as well as the policies and procedures regarding Student Conduct instituted by The Richard Stockton College of New Jersey. Admission of Students FIELD POLICIES AND PROCEDURES Students who meet the Social Work Program s criteria for admission to the masters program will be accepted for field placement. All students must agree to abide by the policy and procedures concerning Academic and Professional Behavior of Students of The Richard Stockton College of New Jersey and the National Association of Social Workers Code of Ethics. Policy, procedural and/or violations of ethical standards by students in field placement may compromise their ability to successfully complete degree requirements. A field placement application must be completed by students yearly (See Appendix). This application requests specification of student preferences regarding fields of practice and geographic location in addition to general background information. Students will also be asked to sign a release of information form in order to make an appropriate placement. Placement Process and Monitoring Foundation year MSW students will complete their field application at the time of notification of admission to the Program. The Coordinator of Field will review these applications and make placement recommendations based on application materials. Foundation year students will receive written notification of their placement assignment with instructions to contact their assigned Field Instructor and/or Agency Contact Person (Human Resources, Executive Director, etc.) for an internship interview within two weeks of notification. Final approval of the assigned placement rests with the decision of the field agency representative, field instructor, and student following the internship interview. Students are required to complete a form indicating their acceptance or rejection of the assigned placement. In cases where there are concerns on the part of the field agency and/or student regarding a placement assignment, these concerns should be reported to the Coordinator of Field and if necessary reassignment will occur pending MSW Director and/or Faculty approval. Concentration year (2 nd year) students will initiate the field placement process noted above during March of their Foundation year. The assignment of a student to an agency setting for a field placement is an educational decision not dictated by student personal responsibilities or employment schedules. Placement decisions are made by the Coordinator of Field in consultation with Faculty and the MSW Program Director. When a placement is agreed upon it is highly unlikely that it will change unless there is some highly compelling reason submitted by the student to the Coordinator of Revised Page 25

26 Field in writing with subsequent documentation. Once assigned to a field agency, the student is expected to make arrangements for their field days and hours in cooperation with the agency. Additionally, some field agencies require screenings of prospective student interns such as medical examinations, criminal background checks, and child abuse history investigations. Students should be aware that some criminal convictions and/or positive screening results may prohibit them from completing internships with certain agencies according to their internal policies and procedures. Certain criminal convictions may also affect a student s qualification for licensure in some states including New Jersey. Should a student be denied a field placement opportunity with an agency for any reason, it is their responsibility to notify the Coordinator of Field as soon as possible. Such notification is also required if a student s status changes during the course of their field placement. Learning Contracts and Process Recordings Students with their Field Instructor must complete a learning contract each semester of their Foundation and Concentration years. The purpose of the Learning Contract is for joint planning in identifying goals and objectives that structure the learning experience in a manner consistent with MSW Program Competency-Based Learning Objectives. The Learning Contract can be revised as needed. More information and sample Learning Contracts are available in the Appendix. Process recordings have proven a valuable reflective instructional tool in social work education as well as learning contracts. Helping students develop insight and self-awareness is key to professional growth and development. Reviewing process recordings in supervision is one learning activity useful in promoting such growth. Sample process recordings are also included in this manual in the Appendix. It is expected that Field Instructors will review them in supervision sessions to enhance student learning experiences. Supervision All students must receive 1 hour of supervision weekly with their assigned Field Instructor. Both the student and Field Instructor should prepare for supervision sessions by contributing agenda items, reviewing progress in attaining practice behaviors designated in the learning contract, and discussing process recordings designed to enhance student learning. General Information Students should plan on most or all of their required hours being completed during weekdays (Monday Friday) during business hours (9 am to 5 pm or 8:30 am to 4:30 pm). Viable weekend and/or evening internship opportunities are very, very rare because of lack of supervision and other learning activity requirements stipulated by the Social Work Program and Council on Social Work Educational Policies and Accreditation Standards (EPAS). Further, students are not permitted to solicit field placement opportunities on their own due to the contractual arrangements that must be in place for an agency to become an approved field site. Those students who attempt to contact, arrange, or pursue their own Revised Page 26

27 internship placement without prior approval from the Coordinator of Field are at risk of not being placed for the upcoming year. Additionally, students must also be registered in the required concurrent practice course for the specific semester they are in field. If the student fails either field or the concurrent practice course, both must be repeated. Any interruption in completing field requirements must be explained in writing and submitted to the Coordinator of Field whose written approval is necessary in order for the student to go forward in the field curriculum. MSW students must complete 400 field hours during their Foundation year and 500 hours during their Concentration year in order to meet graduation requirements. Students also have 2 separate field placements, one each year while completing the Foundation and then Concentration year curriculum requirements. Field Agencies Field agencies accept the following requirements when they agree to provide student placements: to provide students opportunities to practice social work in accordance with professional standards, including any applicable ethical codes and licensing laws; to provide orientation to the agency, including training in pertinent safety policies and procedures; to provide sufficient numbers and variety of assignments for learning; to provide space for office work, and telephones; to provide and allow for release time for qualified staff to do field instruction for each student; and, as appropriate to allow time for field instructors to attend the seminars in field instruction and/or orientation for Field Instructors conducted by The Richard Stockton College of New Jersey Social Work Program. Students should be given appropriate orientation to the field agency, its services, and the community. They should also be able to attend staff meetings, training sessions, and other community activities relevant to their assignments. Agencies are expected to carry responsibility for students assignments when the students are not there, and provide alternate field instruction to the students in the absence of the field instructor. An agency, a student, or the Social Work Program can initiate the process to identify an agency as a field internship setting. Safety Issues Every student in field internship agencies should receive a full orientation to safety policies and procedures. This orientation should be provided by the field agency itself since each agency may differ in terms of its needs and challenges regarding social worker safety in their agencies. Students who do not receive safety orientations and training should take the initiative to inquire about this topic with their field instructor. The safety orientation and training may involve information about precautions related to fire and building safety, infection control, dealing with agitated or violent consumers/clients, and emergency procedures generally. Revised Page 27

28 In the event that a student in field is involved in an incident which is a risk to their own safety or security, the student should immediately contact the field instructor and follow agency policy and procedures. The Field Instructor and/or the student should notify the Coordinator of Field, and/or Faculty and follow that verbal contact with a written incident report (See Appendix). The incident report should include the date, time, and location of the incident; a detailed description of the events and of those involved, and how the situation was managed. Change of Placement Requests A field placement can only be changed with the approval of the Coordinator of Field, MSW Program Director, and/or Faculty. Preference for another setting or another location is not an adequate reason to change a placement. Students who desire a change must contact the Coordinator of Field to make a formal request for a change with compelling reasons. If it is agreed that the educational environment at the placement is not appropriate the placement may be changed. If a Field Agency wishes to terminate a student, the Field Instructor must explain the reasons to the student and Coordinator of Field with notification before the termination of the placement takes place. Field Placements Where Students Are Employed Field placements where students are employed must be structured so that the student is assigned responsibilities that differ from those associated with their paid employment. Further, field instruction must be provided by a supervisor other than their paid employment supervisor. All field placements arrangements must be pre-approved by the Coordinator of Field to ensure they adhere to the above stated requirements. Students are required to make a request for a placement in a work setting in writing and follow specified guidelines to complete a proposal for such placement in a work setting that specifies the duties assigned and supervision arrangements. The completed proposal must be submitted to the Coordinator of Field for approval by a due date specified annually. Revised Page 28

29 Evaluation of Field Students Students will be evaluated according to their performance of learning activities as assessed by the Coordinator of Field in consultation with Field Instructors. A pass/fail grading system will be used to evaluate student performance. A written evaluation of student progress and performance will be required from each Field Instructor signed by their assigned student. The written evaluation serves as a basis for Field Instructors and students to jointly assess student performance of competency-based measures. It can also serve as a means to clarify the content and direction of student learning. Student performance evaluation forms are to be completed and submitted to the Coordinator of Field during the 12 th week of each semester. Students and Field Instructors will also be asked to complete surveys addressing their satisfaction with the nature and quality of their field placement experiences annually. Survey results will be used to develop policies, procedures, and field experiences that enhance the quality of the Field Education Program. SERVICES FOR STUDENTS WITH SPECIAL NEEDS Through compliance with the Americans with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of 1973, Stockton s Learning Access Program provides assistance to students with disabilities. Every effort will be made to arrange appropriate accommodations for special needs students in field based on a student s documented disability. Students in need of special accommodation should contact the Learning Access Program (609) THE RICHARD STOCKTON COLLEGE OF NEW JERSEY NONDISCRIMINATION POLICIES The Richard Stockton College of New Jersey is an equal opportunity college. It does not discriminate in admissions or access to its programs and activities or in treatment or employment on the basis of race, creed, color, national origin, ancestry, disability, age, sex, affectional or sexual orientation, marital status, liability for service in the Armed Forces of the United States, or nationality. The Richard Stockton College of New Jersey stands firmly committed to the principle of equal employment opportunity. The College employs a diverse population of men and women who represent various racial, ethnic, and economic backgrounds. The College strives to maintain and extend that diversity, not only to comply with state and federal statutes, but also to provide an educationally desirable environment. To that end, the College has developed an Affirmative Action Program to reaffirm and operationalize fully Stockton s commitment to equal opportunity for all job classifications. The sexual harassment of students or employees by faculty, administrators, field instructors, field agencies, other employees or students is a form of sex discrimination prohibited by state and federal law. The College regards such behavior as Revised Page 29

30 a violation of the code of conduct required of all persons associated with the institution. In addition, the College complies with federal regulations which require it to employ and to advance the disabled, Vietnam-era veterans, and disabled veterans. NEW JERSEY STATE LICENSURE MSW students in their last semester of the Social Work Program are able to apply for New Jersey State Licensure. The MSW graduate is eligible for the LSW Licensed Social Worker credential. With additional post-graduate experience and supervision by a licensed clinical social worker, an MSW credentialed social worker may apply for the LCSW-Licensed Clinical Social Worker credential. For more information please contact the New Jersey Licensing Board or go to Revised Page 30

31 APPENDIX THE RICHARD STOCKTON COLLEGE OF NEW JERSEY SOCIAL WORK PROGRAM MSW STUDENT FIELD PLACEMENT APPLICATION INSTRUCTIONS 1. Complete the following form and provide answers to the best of your knowledge. All information will be used in planning and confirming your field placement. 2. Submit a current resume to the field office with this application. 3. If you would like to discuss your application with the Coordinator of Field, please reach out through telephone, , or make an appointment. 4. Your application will be reviewed by MSW faculty and the Coordinator of Field. Placements in current student work settings require special review and approval in addition to this application. Please contact the Coordinator of Field for further information. 5. You will receive a letter recommending that you interview with a specific agency and contact person once your application has been approved. 6. All field applications and agency placements must be approved by MSW faculty and field staff. It is not appropriate for students to negotiate their own field placements. 7. Once your interview with the recommended agency contact person is complete, the student is required to fill out and return to the Coordinator of Field a Field Assignment Student Response Form to be supplied at a later date. 8. Traditional Program students in their first year are required a total of 400 internships hours in the field across two semesters. 9. Advanced Standing/Concentration Year students are required 500 internship hours in the field across two semesters. Please return this form and all correspondence related to field education to: Kathleen Siracusa-Price, MSW, LCSW Acting Coordinator of Field Education MSW Program The Richard Stockton College of New Jersey SOBL 101 Vera King Farris Dr. Galloway, NJ [email protected] Phone: Office: H-218 Revised Page 31

32 Please Print or Type: Name Date Address Telephone # (Home) Cell # Work # Address In Case of An Emergency Contact Information: (Who to Contact? Telephone #, Address, Relationship to You, etc.) Strengths (Briefly state the skills or experience you believe you possess) Revised Page 32

33 Learning Needs (Briefly state the challenges you have and skills you want to acquire) General Information Information provided will not preclude a placement, but may place a limit on specific types of placements available. 1. Do you speak a language other than English? Yes Specify: No 2. Have you applied for financial aid? Yes What type? No Note: In some instances, students cannot do their field placement where they work or for for- profit agencies if they are receiving federal work study financial assistance. 3. Do you plan to drive to field? Yes No If no, how do you plan to get to field: 4. Have you ever been convicted of a crime? Yes No Revised Page 33

34 5. Have you ever been investigated for child abuse or neglect? Yes No Students with a disability are encouraged to disclose that disability if accommodations are requested on this application form. Such disclosure permits the field agency and the field coordinator to make sure you are placed in an environment that enhances your learning opportunities. 6. Are you a student with a disability that has been reported to The Richard Stockton College of New Jersey s Learning Access Center and requires accommodation? Yes No What type (s) of accommodation is requested? 7. Are there any agencies or client populations with which you cannot be placed (e.g. you were once a client who received services or you or a family member are currently receiving services from an agency, you were fired from a job with an agency, etc.). Please specify them below and why this is so: 8. Internships are typically served during normal business days and hours, Monday Friday, 8 am to 5 pm. Are you available to complete your placement during normal business hours? Yes No If not, please indicate your availability below: Monday to Tuesday to Wednesday to Thursday to Friday to Saturday to Sunday to Revised Page 34

35 (CHECK ONE): 1ST YEAR OF 2-YEAR PROGRAM ADVANCED STANDING PROGRAM 2 ND YEAR OF 2 YEAR PROGRAM THE RICHARD STOCKTON COLLEGE OF NEW JERSEY SOCIAL WORK PROGRAM MSW FIELD PLACEMENT APPLICATION PREFERENCE CHECKLIST Instructions: Please indicate your preference from 1 (First Choice) to 5 (Fifth Choice) for Fields of Practice and from 1 (First choice) to 3 (Third choice) for Geographic Areas. Choose only a total of five for fields of practice and three for geographic areas. FIELDS OF PRACTICE CHILD WELFARE Protective Service Adoption/Foster Care HEALTH SERVICES General Hospital Rehabilitation Hospital Hospice Other (specify): DEVELOPMENTAL DISABILITIES Developmental Center Community Based Services COMMUNITY/NEIGHBORHOOD Community Center Multi-Purpose Service Center Homeless Shelter Probation Services FAMILY SERVICES Domestic Violence Center Family Court Family Crisis Center SERVICES TO OLDER ADULTS Senior Citizen Center Nursing Homes Outreach/Advocacy Services School Based Family Center Revised Page 35

36 Family Service Agency MENTAL HEALTH Psychiatric Hospital Group Home RESIDENTIAL TREATMENT Youth Services Shelter Adult Correctional Institution Re-socialization/Transitional Services Community Behavioral Health Addictions Treatment OTHERS Please Indicate Below: EDUCATION School Social Work Child Study Team GEOGRAPHIC AREAS PREFERRED: Atlantic County Cape May County Cumberland County Ocean County Gloucester County Burlington County Mercer County Camden County OTHERS Please Indicate Below: Revised Page 36

37 CONSENT FOR RELEASE AND/OR EXCHANGE OF STUDENT INFORMATION I hereby authorize The Richard Stockton College of New Jersey, Social Work Program, Coordinator of Field, and faculty to share pertinent personal information particularly criminal background, felony convictions, physical health, mental health, and/or disability status for the purpose of securing and/or maintaining an internship that meets Social Work Program standards with field agency representatives and field instructors as appropriate. I understand that this information will be used solely for the purpose noted above and to fulfill my own educational needs to achieve professional competencies. This consent is in effect for the duration of my admission to the Social Work Program unless revoked in writing. I hereby hold harmless the Coordinator of Field, faculty, and The Richard Stockton College of New Jersey from and against any and all claims resulting from the release and/or exchange of information about me during or after the completion of my academic program. Option #1. I consent to the release and/or exchange of personal information as noted above: Student s Signature Signature of Parent of Legal Guardian (If Student a Minor) Witness Date Date Date Option #2. I do not consent to the release and/or exchange of personal information as noted above: Student s Signature Date Signature of Parent or Legal Guardian (If Student a Minor) Date Witness Date Revised Page 37

38 THE RICHARD STOCKTON COLLEGE OF NEW JERSEY SOCIAL WORK FIELD PROGRAM STUDENT REQUEST FOR FIELD PLACEMENT AT CURRENT WORK SETTING INSTRUCTIONS: Students who wish to negotiate an arrangement for a field placement at their current place of employment in accordance with the Council on Social Work Educational (CSWE) Policy and Accreditation Standards must prepare a proposal using the following guidelines and submit it for approval to the Coordinator of Field. Where appropriate, your work site administrator who has authority to grant permission for release time for field placement, should be contacted before you submit the proposal to the Coordinator of Field Education. Your proposal must be approved in writing by the Coordinator of Field before you will be permitted to earn field hours. It is therefore important that students complete and submit their proposals for approval no later than [DATE]. CSWE Requirements: Students requesting permission to have a field placement with a current employer must be supervised by an approved field instructor who does not supervise them during their paid employment hours. Students must complete tasks and assignments as an intern that are totally different than those tasks, assignments, responsibilities and duties they complete as paid employees. This proposal should be typed and include the following information: 1. Name 2. Home Address (Street/City/State/Zip) 3. Telephone Number: (Home & Business) 4. Date 5. Year of Student in Social Work Program (e.g. BSW, 1 st year MSW, 2 nd year MSW, etc.) 6. Description and Function of the Agency (Name, Address, Telephone Number). 7. Student Employee Status (job title, function, job description, how long in position, name of immediate employment supervisor). 8. Proposed Field Placement Experience (placement function, address if different than above, clients to be served, field supervisor for placement). 9. Proposed Field Instruction Learning Objectives: Assignment/Range of Tasks to Meet Learning Objectives; Proposed Field Instructor including frequency and times for supervision. 10. Weeks, days, times for proposed field hours to be completed. 11. Describe how field tasks are substantially different from those the student completes as a paid employee. 12. Attach the current resume of the proposed field instructor and a letter from the agency director/administrator stating that s/he has reviewed the proposal and is in agreement. Revised Page 38

39 *Note: Make sure that the tasks proposed for the internship meet the Competencies and Practice Behaviors of the Social Work Program s Curriculum for the student s level of study. Submit the completed proposal to: Kathleen Siracusa-Price, MSW, LCSW Acting Coordinator of Field Education MSW Program The Richard Stockton College of New Jersey SOBL 101 Vera King Farris Dr. Galloway, NJ [email protected] Phone: Office: H-218 Revised Page 39

40 The Richard Stockton College of New Jersey MSW Program Field Internship Site Assignment Confirmation Form Student Information Date: Name: Address: City: State: Zip: Agency Information: Agency Name: Address: City: State: Zip: Telephone Number: Person(s) with whom you interviewed: Person who will be your supervisor, their degree and their title (Director, Supervisor, Case Manager, etc.) Person who will be your secondary supervisor (if appropriate, same information as above): Comments (Please comment on your interview and if you would like to accept this placement): Please completed form to as soon as you complete your field assignment interview. Revised Page 40

41 THE RICHARD STOCKTON COLLEGE OF NEW JERSEY SOCIAL WORK PROGRAM MSW FOUNDATION YEAR (1 st Year) FIELD LEARNING CONTRACT SOWK 5901-Fall/5902-Spring Student: Field Instructor: Semester: SOWK5901 / SOWK 5902 (Check One) Agency: Instructions: The field learning contract is a tool used to facilitate the student s learning process. It provides a foundation for the learning experience to achieve learning outcomes of the Social Work Program s Curriculum. Field learning objectives and learning activities provided by the field agency should be clearly stated and integrated in the process of developing this agreement. The intended result of developing this contract is mutual clarity and consensus among all educational partners (student, field instructor, social work program, and field agency) regarding responsibilities, tasks, and processes to achieve specified learning outcomes. Consequently, the field learning contract helps to set boundaries for the student and serves as the basis for evaluation of the student performance. It should be used to insure that the Social Work Program s educational objectives for the field experience are met. The student and field instructor should meet at the beginning of the semester to discuss agency expectations for student interns, outcomes expected by the Social Work Program, field learning objectives, and agency-based learning assignments. All students are required to receive an orientation to their field agency that includes topics of confidentiality and safety as well as an hour of weekly supervision. These learning experiences should be incorporated in the learning contract. Over the course of the semester, it is suggested that the learning contract be continuously reviewed in supervision to assess the student s progress toward achieving the specified competencies. The learning contract completion date and signatures of the student, field instructor, and Coordinator of Field are requested to reflect a mutual process and agreement between all parties in developing this document. Two copies of the signed completed learning contract should be turned in to the Field Seminar Instructor no later than the 2 nd Field Seminar Session. MCWEP students should submit the form electronically by the end of the first week of classes. Please download this template and complete it by typing in the Learning Activities. Contact your Field Coordinator for any needed assistance in the development of learning activities. Revised Page 41

42 Competencies and Practice Behaviors (the student will be able to..) Competency 1: Identify as a social worker and conduct self accordingly Foundation Practice Behavior 1: Advocate for client access to the services of social work. Foundation Practice Behavior 2: Practice personal reflection and self-correction to assure continual professional development. Foundation Practice Behavior 3: Attend to professional roles and boundaries. Foundation Practice Behavior 4: Demonstrate professional demeanor in behavior, appearance, and communication Foundation Practice Behavior 5: Engage in career-long learning. Foundation Practice Behavior 6: Use supervision and consultation. Competency 2: Apply social work ethical principles to guide professional practice Foundation Practice Behavior 7: Recognize and manage personal values in a way that allows professional values to guide practice. Foundation Practice Behavior 8: Make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics and, as applicable, of the International Federation of Social Workers/ International Association of Schools of Social Work Ethics in Social Work, Statement of Principles. Foundation Practice Behavior 9: Tolerate Learning Activities (the student will achieve this by.) Must be measurable Target Date Revised Page 42

43 ambiguity in resolving ethical conflicts. Foundation Practice Behavior 10: Apply strategies of ethical reasoning to arrive at principled decisions. Competency 3: Apply critical thinking to inform and communicate professional judgments Foundation Practice Behavior 11: Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom. Foundation Practice Behavior 12: Analyze models of assessment, prevention, intervention, and evaluation. Foundation Practice Behavior 13: Demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities and colleagues. Competency 4: Engage diversity and difference in practice Foundation Practice Behavior 14: Recognize the extent to which a culture's structures and values may oppress, marginalize, alienate, or create or enhance privilege and power Foundation Practice Behavior 15: Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups. Foundation Practice Behavior 16: Recognize and communicate their understanding of the importance of difference in shaping life experiences. Foundation Practice Behavior 17: View Revised Page 43

44 themselves as learners and engage those with whom they work as informants. Competency 5: Advance human rights and social and economic justice Foundation Practice Behavior 18: Understand the forms and mechanisms of oppression and discrimination. Foundation Practice Behavior 19: Advocate for human rights and social and economic justice Foundation Practice Behavior 20: Engage in practices that advance social and economic justice Competency 6: Engage in research-informed practice and practice-informed research Foundation Practice Behavior 21: Use practical experience to inform scientific inquiry Foundation Practice Behavior 22: Use research evidence to inform practice Competency 7: Apply knowledge of human behavior and the social environment Foundation Practice Behavior 23: Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation Foundation Practice Behavior 24: Critique and apply knowledge to understand person and environment Competency 8: Engage in policy practice to advance social and economic well-being and to delivery effective social work services Foundation Practice Behavior 25: Analyze, formulate, and advocate for policies that advance social well-being Foundation Practice Behavior 26: Collaborate with colleagues and clients for effective policy action Competency 9: Respond to contexts that shape practice Foundation Practice Behavior 27: Continuously discover, appraise and attend to changing locales, populations, Revised Page 44

45 scientific and technological developments, and emerging societal trends to provide relevant services Foundation Practice Behavior 28: Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services Competency 10: (a) Engage, (b) assess, (c) intervene, and (d) evaluate with individuals, families, groups, organizations, and communities Foundation Practice Behavior (a)29: Substantively and affectively prepare for action with individuals, families, groups, organizations, and communities Foundation Practice Behavior (a) 30: Use empathy and other interpersonal skills Foundation Practice Behavior (a) 31: Develop a mutually agreed-on focus of work and desired outcomes Foundation Practice Behavior (b) 32: Collect, organize, and interpret client data Foundation Practice Behavior (b) 33: Assess client strengths and limitations Foundation Practice Behavior (b) 34: Develop mutually agreed-on intervention goals and objectives Foundation Practice Behavior (b) 35: Select appropriate intervention strategies Foundation Practice Behavior (c) 36: Initiate actions to achieve organizational goals Foundation Practice Behavior (c) 37: Implement prevention interventions that enhance client capacities Revised Page 45

46 Foundation Practice Behavior (c) 38: Help clients resolve problems Foundation Practice Behavior (c) 39: Negotiate, mediate, and advocate for clients Foundation Practice Behavior (c) 40: Facilitate transitions and ending Foundation Practice Behavior (d) 41: Critically analyze, monitor and evaluate interventions Student Signature: Date: Field Instructor Signature: Date: Coordinator of Field Signature: Date: Revised Page 46

47 THE RICHARD STOCKTON COLLEGE OF NEW JERSEY GRADUATE SOCIAL WORK PROGRAM PROCESS RECORDING FORMAT FOR SUPERVISION SESSION Submitted by: Field Instructor Name: Agency Location: Number of Supervision Conference: Date: Agency Name: Date: Agenda Topics: VERBATIM EXCHANGE INTERN S FEELINGS & REACTIONS ANALYSIS FIELD INSTRUCTOR COMMENTS Revised Page 47

48 ASSESSMENT Briefly discuss your impression of the supervision conference: Revised Page 48

49 Did you prepare for the supervision conference? If so how? What would you do differently next time? What strategies will you employ in the future to make the conferences more productive? Revised Page 49

50 THE RICHARD STOCKTON COLLEGE OF NEW JERSEY GRADUATE SOCIAL WORK PROGRAM PROCESS RECORDING FORMAT FOR INDIVIDUALS Submitted by: Date: Client Name (Please Disguise): Date of Client Contact: Location: Purpose & Goal of Contact: Basic Description of Client: How did you prepare for your contact with this client? What efforts did you make to tune in affectively and/or factually to the client circumstances prior to the contact? Revised Page 50

51 VERBATIM EXCHANGE INTERN S FEELINGS & REACTIONS ANALYSIS FIELD INSTRUCTOR COMMENTS Revised Page 51

52 Interview Assessment: (Reflect on the client session as a whole. Was there a clear beginning, middle and end? How effective were you in achieving the stated purpose?) Briefly present your impressions of the client situation: (Provide a brief summary of your analytical thinking about the entire client session. Were the goals met?) Plans for future action: (Identify unfinished business and your thoughts about interventions you may wish to consider for future sessions. What have you and the client (s) decided to work toward accomplishing? What are the short and long-term goals?) Revised Page 52

53 Identify questions for supervision conference with your field instructor: Revised Page 53

54 THE RICHARD STOCKTON COLLEGE OF NEW JERSEY GRADUATE SOCIAL WORK PROGRAM PROCESS RECORDING FORMAT FOR GROUPS Submitted by: Field Instructor Name: Group Location: Date: Group Name: Date of Group Number of Group Session: Group Agenda Topics: List Members Present: List Absent Members: Attach hand-outs, literature, and/or other materials used to facilitate group session if appropriate. Discuss below how you prepared for this session either as an observer or group facilitator. Revised Page 54

55 VERBATIM EXCHANGE INTERN S FEELINGS & REACTIONS ANALYSIS FIELD INSTRUCTOR COMMENTS Revised Page 55

56 Briefly discuss your impression of the group below: Identify the social work practice skills you used or observed: Plans for future action: Identify questions for supervision conference with your field instructor: Revised Page 56

57 THE RICHARD STOCKTON COLLEGE OF NEW JERSEY MSW SOCIAL WORK PROGRAM FOUNDATION YEAR (1 st ) FIELD PLACEMENT EVALUATION FORM Social Work 5901/5902 Name of Student Agency Field Instructor Field Work I (SOWK 5901) Field Work II (SOWK 5902) Total Hours Student Completed in Field (200 Hours Required for Each Semester) This evaluation provides an opportunity for field instructors to assess the student s knowledge, skills, and acquisition of competencies in field. The learning contract completed in the beginning of the semester should be the guide for assessing student performance. The evaluation should be a mutual process, with the student actively involved and signing this form once completed. Field instructors should write a brief narrative addressing Items I through V below and complete the Performance Outcome Grid on the following pages. I. Briefly list or describe the activities the student has been involved in during the semester. Revised Page 57

58 II. Identify the student s strengths as you observed his/her field activities. III. What areas do you think the student needs to improve? IV. What is the student s potential for working in the profession of social work? V. Other comments: Revised Page 58

59 Rating Scale for Evaluation of Field Placement Performance Instructions: The standard by which an intern is to be compared is that of a new beginning-level social worker. The 10 competencies specified in this evaluation form are those established by our national accrediting organization (the Council on Social Work Education). Under each competency statement are several items that we ask that you rate according to the following criteria. 5 = The intern has excelled in this area. 4=The intern is functioning above expectations for interns in this area. 3=The intern has met the expectations for interns in this area. 2=The intern has not as yet met the expectations in this area, but gives indication s/he will do so in the near future. 1=The intern has not met the expectations in this area, and does not give indication s/he will do so in the near future. n/a=not applicable, as the intern has not had the opportunity to demonstrate competence in this area. The Field Coordinator has responsibility for assigning the grade for field instruction. The grade that is assigned will be based on: overall evaluation of the student s performance in field in conjunction with the field instructor s evaluation and other submitted materials such as seminar participation; assignments that integrate field with classroom instruction. Please circle the number of the response that best represents your assessment of the student s performance in the competency area specified. Field instructors are encouraged to write comments to expand upon any competency statement, if they so desire. Revised Page 59

60 Competency 1: Intern Identifies as a social worker and conducts self accordingly Foundation Practice Behavior 1: Comments: Advocates for client access to the services of social work. Foundation Practice Behavior 2: Practices personal reflection and selfcorrection to assure continual professional development. Foundation Practice Behavior 3: Attends to professional roles and boundaries. Foundation Practice Behavior 4: Demonstrates professional demeanor in behavior, appearance, and communication Foundation Practice Behavior 5: Engages in career-long learning. Foundation Practice Behavior 6: Uses supervision and consultation. Competency 2: Intern applies social work ethical principles to guide professional practice Foundation Practice Behavior 7: Recognizes and manages personal values in a way that allows professional values to guide practice. Foundation Practice Behavior 8: Makes ethical decisions by applying standards of the National Association of Social Workers Code of Ethics and, as applicable, of the International Federation of Social Workers/ International Association of Schools of Social Work Ethics in Social Work, Statement of Principles. Revised Page 60

61 Foundation Practice Behavior 9: Comments: Tolerates ambiguity in resolving ethical conflicts. Foundation Practice Behavior 10: Applies strategies of ethical reasoning to arrive at principled decisions. Competency 3: Intern applies critical thinking to inform and communicate professional judgments Foundation Practice Behavior 11: Distinguishes, appraises, and integrates multiple sources of knowledge, including research-based knowledge, and practice wisdom. Foundation Practice Behavior 12: Analyzes models of assessment, prevention, intervention, and evaluation. Foundation Practice Behavior 13: Demonstrates effective oral and written communication in working with individuals, families, groups, organizations, communities and colleagues. Competency 4: Intern engages diversity and difference in practice Foundation Practice Behavior 14: Recognizes the extent to which a culture's structures and values may oppress, marginalize, alienate, or create or enhance privilege and power Foundation Practice Behavior 15: Gains sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups. Revised Page 61

62 Foundation Practice Behavior 16: Comments: Recognizes and communicates their understanding of the importance of difference in shaping life experiences. Foundation Practice Behavior 17: Views themselves as learners and engages those with whom they work as informants. Competency 5: Intern advances human rights and social and economic justice Foundation Practice Behavior 18: Understands the forms and mechanisms of oppression and discrimination. Foundation Practice Behavior 19: Advocates for human rights and social and economic justice Foundation Practice Behavior 20: Engages in practices that advance social and economic justice Competency 6: Intern engages in research-informed practice and practice-informed research Foundation Practice Behavior 21: Uses practical experience to inform scientific inquiry Foundation Practice Behavior 22: Uses research evidence to inform practice Competency 7: Intern applies knowledge of human behavior and the social environment Foundation Practice Behavior 23: Utilizes conceptual frameworks to guide the processes of assessment, intervention, and evaluation Foundation Practice Behavior 24: Critiques and applies knowledge to understand person and environment Competency 8: Intern engages in policy practice to advance social and Revised Page 62

63 economic well-being and to delivery effective social work services Foundation Practice Behavior 25: Comments: Analyzes, formulate, and advocates for policies that advance social well-being Foundation Practice Behavior 26: Collaborates with colleagues and clients for effective policy action Competency 9: Intern responds to contexts that shape practice Foundation Practice Behavior 27: Continuously discovers, appraises and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services Foundation Practice Behavior 28: Provides leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services Competency 10: Intern (a) Engages, (b) assesses, (c) intervenes, and (d) evaluates with individuals, families, groups, organizations, and communities Foundation Practice Behavior (a)29: Substantively and affectively prepares for action with individuals, families, groups, organizations, and communities Foundation Practice Behavior (a) 30: Uses empathy and other interpersonal skills Foundation Practice Behavior (a) 31: Develops a mutually agreed-on focus of work and desired outcomes Revised Page 63

64 Foundation Practice Behavior (b) 32: Collects, organizes, and interprets client data Foundation Practice Behavior (b) 33: Assesses client strengths and limitations Foundation Practice Behavior (b) 34: Develops mutually agreed-on intervention goals and objectives Foundation Practice Behavior (b) 35: Selects appropriate intervention strategies Foundation Practice Behavior (c) 36: Initiates actions to achieve organizational goals Foundation Practice Behavior (c) 37: Implements prevention interventions that enhance client capacities Foundation Practice Behavior (c) 38: Helps clients resolve problems Foundation Practice Behavior (c) 39: Negotiates, mediates, and advocates for clients Foundation Practice Behavior (c) 40: Facilitates transitions and ending Foundation Practice Behavior (d) 41: Critically analyzes, monitors and evaluates interventions Comments: Revised Page 64

65 Please check one of the following: This intern has excelled in field placement by performing above expectations for interns. This intern has met the expectations of the field placement. This intern is not yet ready for beginning level social work practice. This intern is not yet ready for beginning level social work practice, and has demonstrated serious problems in performance, and perhaps should be encouraged to pursue another field of interest. Recommended Grade: Grading: Pass/Fail The field internship grade will be determined jointly between the student, field instructor and Coordinator of Field based on the student s performance in completing all tasks agreed upon as specified in their learning contract. Absenteeism, no calls and no shows will result in deductions from your field internship grade. In order to successfully pass the field practicum you must receive a passing grade from both the seminar and the internship experience. Likewise if you fail the seminar you will automatically fail the internship experience as well. Comments: Signature of Field Instructor: Date: The following section should be completed by the intern: My field instructor and Coordinator of Field have discussed this evaluation with me, and I have received a copy. My agreement or disagreement follows: (Please Check the Appropriate Response) I agree with the evaluation. I do not agree with the evaluation. Intern s Signature: Date: Revised Page 65

66 ***Note: If the intern disagrees with the evaluation she/he should state that disagreement in writing and submit a copy to the field instructor and Coordinator of Field Education, The Richard Stockton College of New Jersey, Social Work Program, within 3 days of receiving the evaluation. A meeting between the student, Coordinator of Field, and faculty members as appropriate will then be held to discuss the disagreement. Revised Page 66

67 THE RICHARD STOCKTON COLLEGE OF NEW JERSEY SOCIAL WORK PROGRAM MSW CONCENTRATION YEAR (2nd Year) FIELD LEARNING CONTRACT SOWK 5903-Fall/5904-Spring Student: Field Instructor: Semester: SOWK5903 / SOWK 5904 (Check One) Agency: Instructions: The field learning contract is a tool used to facilitate the student s learning process. It provides a foundation for the learning experience to achieve learning outcomes of the Social Work Program s Curriculum. Field learning objectives and learning activities provided by the field agency should be clearly stated and integrated in the process of developing this agreement. The intended result of developing this contract is mutual clarity and consensus among all educational partners (student, field instructor, social work program, and field agency) regarding responsibilities, tasks, and processes to achieve specified learning outcomes. Consequently, the field learning contract helps to set boundaries for the student and serves as the basis for evaluation of the student performance. It should be used to insure that the Social Work Program s educational objectives for the field experience are met. The student and field instructor should meet at the beginning of the semester to discuss agency expectations for student interns, outcomes expected by the Social Work Program, field learning objectives, and agency-based learning assignments. All students are required to receive an orientation to their field agency that includes topics of confidentiality and safety as well as an hour of weekly supervision. These learning experiences should be incorporated in the learning contract. Over the course of the semester, it is suggested that the learning contract be continuously reviewed in supervision to assess the student s progress toward achieving the specified competencies. The learning contract completion date and signatures of the student, field instructor, and Coordinator of Field are requested to reflect a mutual process and agreement between all parties in developing this document. Two copies of the signed completed learning contract should be turned in to the Field Coordinator no later than the 3 rd Practice Class. MCWEP students should return the completed form electronically to the Field Coordinator by the end of the first week of classes. Please contact the Field Coordinator for assistance in completed this form if needed. Revised Page 67

68 Competencies and Practice Behaviors (the student will be able to..) Competency 1: Identify as a social worker and conduct self accordingly Advanced Practice Behavior 1: Advocate for increased access to social services, especially for marginalized groups Advanced Practice Behavior 2: Demonstrate personal reflection, selfawareness, self-correction, and comfort about different customs and worldviews in social work practice Advanced Practice Behavior 3: Use supervision and consultation appropriate to autonomous practice with diverse individuals, families and communities Competency 2: Apply social work ethical principles to guide professional practice Advanced Practice Behavior 4: Apply ethical guidelines to complex ethical dilemmas involving diverse individuals, families, and communities to arrive at ethically-informed decisions Advanced Practice Behavior 5: Address barriers to ethical practice in human service policies, programs, and organizations, especially in relation to issues of diversity Competency 3: Apply critical thinking to inform and communicate professional judgments Advanced Practice Behavior 6: Use current research and practice wisdom critically to evaluate and implement models of assessment, prevention, intervention, and evaluation appropriate Learning Activities (the student will achieve this by.) Must be measurable Target Date Revised Page 68

69 for practice with diverse individuals, families, and communities Advanced Practice Behavior 7: Demonstrate culturally sensitive oral and written communication with individuals, families, groups, organizations, communities and colleagues Competency 4: Engage diversity and difference in practice Advanced Practice Behavior 8: Identify specific personal biases and/or cultural structures and values that may oppress, marginalize, alienate or create or enhance privilege and power Advanced Practice Behavior 9: Integrate an understanding of how difference shapes the life experiences and behaviors of individuals, families, and communities into practice approaches with diverse individuals, families, and communities Competency 5: Advance human rights and social and economic justice Advanced Practice Behavior 10: Articulate the forms and mechanisms of oppression and discrimination that affect diverse individuals, families, and communities Advanced Practice Behavior 11: Advocate for and work towards change in social policies when those policies fail adequately to protect human rights and advance social and economic justice for diverse individuals, families, and communities Advanced Practice Behavior 12: Advocate Revised Page 69

70 for and work towards change in social policies, organizations, and service delivery systems when they fail adequately to protect human rights and advance social and economic justice for diverse individuals, families, and communities Competency 6: Engage in research-informed practice and practice-informed research Advanced Practice Behavior 13: Use practice experiences to formulate research questions relevant to diverse populations, and apply research skills to these questions Advanced Practice Behavior 14: Identify and evaluate current advances in evidence-based practice with diverse populations Competency 7: Apply knowledge of human behavior and the social environment Advanced Practice Behavior 15: Apply specialized theoretical perspectives creatively and with minimal direction in working with diverse individuals, families, and communities Advanced Practice Behavior 16: Apply knowledge of biological, psychological, environmental, and social variables creatively and with minimal direction in working with diverse individuals, families, and communities Competency 8: Engage in policy practice to advance social and economic well-being and to delivery effective social work services Advanced Practice Behavior 17: Critically analyze and evaluate the impact of social policies on diverse communities, client systems, workers, and agencies Revised Page 70

71 Advanced Practice Behavior 18: Critically analyze, evaluate, and advocate for social policies that advance social wellbeing, while respecting the cultural values, norms, and behaviors of diverse individuals, families, and communities Competency 9: Respond to contexts that shape practice Advanced Practice Behavior 19: Continuously attend to the changing context in which social services are provided, paying particular attention to how effectively the needs of diverse populations are being addressed, providing leadership and advocating for changes as necessary Competency 10: (a) Engage, (b) assess, (c) intervene, and (d) evaluate with individuals, families, groups, organizations, and communities Advanced Practice Behavior 20: Apply knowledge of how diverse client systems seek help Advanced Practice Behavior 21: Apply understanding of language, communication, and other needs of diverse individuals, families, and communities in engaging client systems Advanced Practice Behavior 22 : Adopt a stance of not knowing with client systems in order to collaboratively discover culturally appropriate approaches to engagement of diverse individuals, families, and communities Advanced Practice Behavior 23: Use knowledge of assessment models to develop and implement comprehensive assessments for use with diverse Revised Page 71

72 populations Advanced Practice Behavior 24: Empower client systems to engage in a collaborative process of developing culturally acceptable goals and outcomes Advanced Practice Behavior 25: Work collaboratively with client systems to design and implement culturally appropriate interventions Advanced Practice Behavior 26 : Facilitate transitions and endings that meet the cultural needs of client systems Advanced Practice Behavior 27 : Using critical thinking, apply research methodologies to evaluate practice interventions with diverse individuals, families, and communities Student Signature: Date: Field Instructor Signature: Date: Coordinator of Field Signature: Date: Revised Page 72

73 The Richard Stockton College of New Jersey Graduate (MSW) Social Work Program Process Recording Format for Macro Practice Student s Name: Date Submitted: Date: Reviewed By: Date: Name of Meeting/Task/Event: (Clearly State the Goals and Objectives) Macro Intervention Plan: (In relation to the meeting/task/event and the corresponding goals and objectives, identify and describe the macro intervention plan used and how it was implemented. What was the process? What steps did you take to help formulate the plan? Identifying Macro Skills: Identify and describe the use of the macro level skills used during the process. Do not describe the plan. Highlight the macro skills used. Revised Page 73

74 Micro Skills/Use of Self: Identify and describe the use of micro level skills and how these skills were used. What foundation year practice skills did you use? How did you engage with the community, group, organization, etc.? Gut-Level Reactions: Describe how you were feeling as the meeting/activity/event was taking place. Describe how you feel the group/agency/community felt or reacted to the macro intervention plan and your use of self. Describe any areas of anxiety or vulnerability felt by you. Describe any factors that had an impact on your behavior. Evaluation Do you believe the objective was accomplished? Why or why not? Is there anything that you would do differently to improve the outcome? Revised Page 74

75 Self-Analysis: Identify any areas of improvement needed at the macro and micro levels. Where could you use more direction and instruction or critical feedback? Field Instructor Comments: Format Provided Courtesy of USC, School of Social Work. Revised Page 75

76 THE RICHARD STOCKTON COLLEGE OF NEW JERSEY MSW SOCIAL WORK PROGRAM CONCENTRATION YEAR FIELD PLACEMENT EVALUATION FORM Social Work 5903-Fall/5904-Spring Name of Student Agency Field Instructor Field Work III (SOWK 5903) Field Work IV (SOWK 5904) Total Hours Student Completed in Field (250 Hours Required for Each Semester) This evaluation provides an opportunity for field instructors to assess the student s knowledge, skills, and acquisition of competencies in field. The learning contract completed in the beginning of the semester should be the guide for assessing student performance. The evaluation should be a mutual process, with the student actively involved and signing this form once completed. Field instructors should write a brief narrative addressing Items I through V below and complete the Performance Outcome Grid on the following pages. I. Briefly list or describe the activities the student has been involved in during the semester. Revised Page 76

77 II. Identify the student s strengths as you observed his/her field activities. III. What areas do you think the student needs to improve? IV. What is the student s potential for working in the profession of social work? V. Other comments: Revised Page 77

78 Rating Scale for Evaluation of Field Placement Performance Instructions: The standard by which an intern is to be compared is that of a new beginning-level social worker. The 10 competencies specified in this evaluation form are those established by our national accrediting organization (the Council on Social Work Education). Under each competency statement are several items that we ask that you rate according to the following criteria. 5 = The intern has excelled in this area. 4=The intern is functioning above expectations for interns in this area. 3=The intern has met the expectations for interns in this area. 2=The intern has not as yet met the expectations in this area, but gives indication s/he will do so in the near future. 1=The intern has not met the expectations in this area, and does not give indication s/he will do so in the near future. n/a=not applicable, as the intern has not had the opportunity to demonstrate competence in this area. The Field Coordinator has responsibility for assigning the grade for field instruction. The grade that is assigned will be based on: overall evaluation of the student s performance in field in conjunction with the field instructor s evaluation and other submitted materials such as seminar participation; assignments that integrate field with classroom instruction. Please circle the number of the response that best represents your assessment of the student s performance in the competency area specified. Field instructors are encouraged to write comments to expand upon any competency statement, if they so desire. Revised Page 78

79 Competency 1: Identify as a social worker and conduct self accordingly Advanced Practice Behavior 1: Advocate for increased access to social services, especially for marginalized groups Advanced Practice Behavior 2: Demonstrate personal reflection, selfawareness, self-correction, and comfort about different customs and worldviews in social work practice Advanced Practice Behavior 3: Use supervision and consultation appropriate to autonomous practice with diverse individuals, families and communities Competency 2: Apply social work ethical principles to guide professional practice Advanced Practice Behavior 4: Apply ethical guidelines to complex ethical dilemmas involving diverse individuals, families, and communities to arrive at ethically-informed decisions Advanced Practice Behavior 5: Address barriers to ethical practice in human service policies, programs, and organizations, especially in relation to issues of diversity Competency 3: Apply critical thinking to inform and communicate professional judgments Comments: Revised Page 79

80 Advanced Practice Behavior 6: Use current research and practice wisdom critically to evaluate and implement models of assessment, prevention, intervention, and evaluation appropriate for practice with diverse individuals, families, and communities Advanced Practice Behavior 7: Demonstrate culturally sensitive oral and written communication with individuals, families, groups, organizations, communities and colleagues Competency 4: Engage diversity and difference in practice Advanced Practice Behavior 8: Identify specific personal biases and/or cultural structures and values that may oppress, marginalize, alienate or create or enhance privilege and power Advanced Practice Behavior 9: Integrate an understanding of how difference shapes the life experiences and behaviors of individuals, families, and communities into practice approaches with diverse individuals, families, and communities Competency 5: Advance human rights and social and economic justice Advanced Practice Behavior 10: Articulate the forms and mechanisms of oppression and discrimination that affect diverse individuals, families, and communities Comments: Revised Page 80

81 Advanced Practice Behavior 11: Advocate for and work towards change in social policies when those policies fail adequately to protect human rights and advance social and economic justice for diverse individuals, families, and communities Advanced Practice Behavior 12: Advocate for and work towards change in social policies, organizations, and service delivery systems when they fail adequately to protect human rights and advance social and economic justice for diverse individuals, families, and communities Competency 6: Engage in research-informed practice and practiceinformed research Advanced Practice Behavior 13: Use practice experiences to formulate research questions relevant to diverse populations, and apply research skills to these questions Advanced Practice Behavior 14: Identify and evaluate current advances in evidence-based practice with diverse populations Competency 7: Apply knowledge of human behavior and the social environment Advanced Practice Behavior 15: Apply specialized theoretical perspectives creatively and with minimal direction in working with diverse individuals, families, and communities Comments: Revised Page 81

82 Advanced Practice Behavior 16: Apply knowledge of biological, psychological, environmental, and social variables creatively and with minimal direction in working with diverse individuals, families, and communities Competency 8: Engage in policy practice to advance social and economic well-being and to delivery effective social work services Advanced Practice Behavior 17: Critically analyze and evaluate the impact of social policies on diverse communities, client systems, workers, and agencies Advanced Practice Behavior 18: Critically analyze, evaluate, and advocate for social policies that advance social wellbeing, while respecting the cultural values, norms, and behaviors of diverse individuals, families, and communities Competency 9: Respond to contexts that shape practice Advanced Practice Behavior 19: Continuously attend to the changing context in which social services are provided, paying particular attention to how effectively the needs of diverse populations are being addressed, providing leadership and advocating for changes as necessary Competency 10: (a) Engage, (b) assess, (c) intervene, and (d) evaluate with individuals, families, groups, organizations, and communities Advanced Practice Behavior 20: Apply knowledge of how diverse client systems seek help Comments: Revised Page 82

83 Advanced Practice Behavior 21: Apply understanding of language, communication, and other needs of diverse individuals, families, and communities in engaging client systems Advanced Practice Behavior 22 : Adopt a stance of not knowing with client systems in order to collaboratively discover culturally appropriate approaches to engagement of diverse individuals, families, and communities Advanced Practice Behavior 23: Use knowledge of assessment models to develop and implement comprehensive assessments for use with diverse populations Advanced Practice Behavior 24: Empower client systems to engage in a collaborative process of developing culturally acceptable goals and outcomes Advanced Practice Behavior 25: Work collaboratively with client systems to design and implement culturally appropriate interventions Advanced Practice Behavior 26 : Facilitate transitions and endings that meet the cultural needs of client systems Advanced Practice Behavior 27 : Using critical thinking, apply research methodologies to evaluate practice interventions with diverse individuals, families, and communities Comments: Revised Page 83

84 Please check one of the following: This intern has excelled in field placement by performing above expectations for interns. This intern has met the expectations of the field placement. This intern is not yet ready for beginning level social work practice. This intern is not yet ready for beginning level social work practice, and has demonstrated serious problems in performance, and perhaps should be encouraged to pursue another field of interest. Recommended Grade: Grading: Pass/Fail The field internship grade will be determined jointly between the student, field instructor and Coordinator of Field based on the student s performance in completing all tasks agreed upon as specified in their learning contract. Absenteeism, no calls and no shows will result in deductions from your field internship grade. In order to successfully pass the field practicum you must receive a passing grade from both the seminar and the internship experience. Likewise if you fail the seminar you will automatically fail the internship experience as well. Comments: Signature of Field Instructor: Date: The following section should be completed by the intern: My field instructor and Coordinator of Field have discussed this evaluation with me, and I have received a copy. My agreement or disagreement follows: (Please Check the Appropriate Response) I agree with the evaluation. I do not agree with the evaluation. Intern s Signature: Date: Revised Page 84

85 ***Note: If the intern disagrees with the evaluation she/he should state that disagreement in writing and submit a copy to the field instructor and Coordinator of Field Education, The Richard Stockton College of New Jersey, Social Work Program, within 3 days of receiving the evaluation. A meeting between the student, Coordinator of Field, and faculty members as appropriate will then be held to discuss the disagreement. Revised Page 85

86 The Richard Stockton College of New Jersey Graduate Social Work Program (MSW) INCIDENT REPORT Date of Incident: Name of Student Involved: Description of Incident: Submitted by: Date Submitted: Completed Report Should Be Submitted To: Kathleen Siracusa-Price, Acting Coordinator of MSW Field Education Stockton College. 101 Vera King Farris Dr., Galloway, NJ (609) Revised Page 86

87 The Richard Stockton College of New Jersey Graduate Social Work Program (MSW) Student Field Placement Rating Form Directions: This form is to be completed by MSW Student Interns at the end of their required internship hours. Please return the form to the Coordinator of Field Education. Date: Student Name: Enrolled in (Select only one): Foundation Year Field Placement Concentration Year Field Placement Name of MSW Field Instructor: Name of Agency where placed: Directions: Consider each statement below and indicate your response by circling the number that corresponds to the item specified on the scale below: 1 = Unsatisfactory 2= Marginal 3=Satisfactory 4=Good 5=Superior Rating of Field Instructor: 1. The instructor s competence as a professional role model The instructor s effective use of the supervisory conference The instructor s accessibility to the student The instructor s ability to assess the student and provide regular feedback The instructor s ability to prepare a quality written evaluation The instructor s skill in sharing clear expectations of the student s performance The instructor s effort to provide a variety of learning experiences The instructor s ability to focus learning experiences on the objectives of the social work program. Revised Page 87

88 9. The instructor s ability to link the field experience with classroom content The instructor s ability to deal in a flexible and creative fashion with unexpected circumstances Agency Rating 11. The agency s receptivity to students The agency s innovativeness in involving students in services The competence level of the agency social work staff The flexibility of the agency (rules, structure, etc.) Physical setting of the agency Openness of the agency to examination by the student Accessibility of a variety of professionals for learning Ability of the agency to provide a range of learning experiences Overall how would you rate: 19. The quality of your field experience The agency environment Identify 3 of your most productive and interesting learning experiences below: 22. Identify any obstacles or problems which interfered with your learning below: 23. What was your overall reaction to your field instructor, level of relationship with students, quality of their instruction, etc.? Revised Page 88

89 24. Overall do you feel you received fair field evaluations? **Acknowledgement is given to the University of South Carolina, College of Social Work (2009) for this Evaluation Format. Revised Page 89

90 The Richard Stockton College of New Jersey Graduate Social Work Program (MSW) Coordinator of Field Assessment 1. Did the number of conferences with the Coordinator of Field meet your needs? Yes No 2. When you had questions, was the Coordinator of Field helpful in answering them? Yes No 3. Did the Coordinator of Field review and discuss your learning contract? Yes No 4. Was the Coordinator of Field responsive to the needs you expressed? Yes No 5. If necessary, was the Coordinator of Field available for consultation on placement problems? Yes No 6. During your contacts, did the Coordinator of Field consistently demonstrate Yes No professional behaviors and attitudes? 7. As best you can recall, how many in-person visits did you have with the Coordinator of Field? 8. As best you can recall, how many telephone contacts did you have with the Coordinator of Field? 9. As best you can recall, how many contacts did you have with the Coordinator of Field? If you would like to discuss your responses to this form, please call the Coordinator of Field Education at (609) or Revised Page 90

91 The Richard Stockton College of New Jersey Graduate Social Work Program (Master s Level) Field Instructor Evaluation of Field Experience Academic Year Instructions: Your help in assessing the quality of field education for Richard Stockton College of New Jersey Social Work Program Students (Master s Level) would be appreciated. Please respond to the questions below as indicated and return the completed form in the self-addressed, stamped envelope provided. We sincerely appreciate your commitment and partnership in the best interest of social work education. Please return completed form by [DATE]. 1. During this academic year, field instruction was provided for how many students and at the MSW Level? 2. Total number of years you have been a field instructor for Stockton? 3. Have you attended any of our field instructor trainings? Yes No 4. Are you SIFI (Seminars in Field Instruction) certified through Stockton or another Social Work Program? Yes No 5. Do you possess a BSW, MSW, CSW, LSW, LCSW, Ph.D. or a degree in a related field? (Please list all that apply) 6. Are you interested in attending our field instructor orientation/training? Yes No (Date :). 7. Are you interested in becoming certified as a field instructor (SIFI)? Yes No 8. Was the student intern adequately prepared to begin the field experience? Yes No 9. Did the student receive an orientation to the agency? Yes No 10. Were regular, consistent supervision sessions provided to the student? Yes No 11. Was the student s performance, attendance, attitude toward the field experience satisfactory and at the level expected of an intern? Yes No If no, please explain briefly: 12. Were you given sufficient material to understand the goals and objectives of the Social work program? Yes No 13. Did the Coordinator of Field visit your site? Yes No If yes, how many times during the last academic year (2 semesters): Revised Page 91

92 14. Did the Coordinator of Field telephone you to discuss student performance? Yes No If yes, how many times 15. Were the Coordinator of Field contacts with you helpful? If yes, please describe how If no, please describe why 16. Are there any changes you feel would strengthen the field experience? Yes No Please explain: 17. Was the field manual a helpful reference? Yes No 18. Are you willing to continue as a field instructor for the social work program? Yes No If no, please explain: Recommendations/Comments: Name/Signature Date Revised Page 92

93 MSW Field Agency Partners The Alcove Center for Grieving Children and Families Ancora Psychiatric Hospital AtlantiCare The Arc of Atlantic County Archway Program Atlantic County Jail Atlantic County Special Services School District Atlantic County Youth Shelter Bacharach Institute for Rehabilitation Barnabas Healthcare BAYADA Home Health Care Behavioral Crossroads, LLC Cape-Atlantic Integrated Networks for Kids Career Opportunity Developments, Inc. Catholic Charities Coastal Learning Center Community Networks for Kids Compassionate Care Hospice Court Appointed Special Advocates for Children Covenant House CPC Behavioral Health Creative Achievement Academy Cumberland County Alcoholism and Drug Abuse Services Cumberland County Guidance Center Delsea Regional School District Discovery Institute Division of Youth and Family Services Family Service Association Families Matter, LLC Gateway Community Action Partnership Harbor School Hamilton Township Schools Heartland Hospice Hopewell Crest SchoolHelping Hands Inspira Health Care It Takes a Family Jewish Family Service of Atlantic and Cape May Counties John Brooks Recovery Center Juvenile Justice Commission State of New Jersey Lacey Township Schools LADACIN, Inc. Little Egg Harbor School District Mental Health Association of Atlantic County Meridian Healthcare Middle Township Schools Millville Public Schools Revised Page 93

94 NJ Air National Guard Ocean Mental Health Services Pinelands Regional School District Pleasantville Public Schools Preferred Behavioral Healthcare Providence House RAPP LLC Rehabilitative Adolescent Program/ASAPP Healthcare Rios and Associates Therapeutic Solutions Seashore Family Services of New Jersey Seaside Heights Borough Schools Seashore Gardens Shore Memorial Hospital SODAT New Jersey Southern Regional Public School Southwoods Correctional Facility South Jersey AIDS Alliance South Jersey Regional Healthcare South Jersey Behavioral Health Resouces, Inc. St. Frances Community Center Strafford Township Schools The Children s Hospital of Philadelphia Vineland Preparatory Academy Vineland Public Schools Vitas Innovative Hospice Youth Advocates of Cumberland County Youth Consultation Services Willingboro Public School Revised Page 94