Master of Social Work Field Education Manual. Policies and Procedures

Transcription

1 Master of Social Work Field Education Manual Policies and Procedures i March 2013

2 Acknowledgments The School of Social Work faculty deeply appreciates the commitment and dedication of Field Instructors who work so closely with our students. These professional Social Workers devote their time, energy, and skills to perform a critical assessment of both the curriculum and our students, and thus contribute to strengthening the overall Grand Valley State University Social Work program. A key element of the Social Work education process is the partnership between Field Instructors and the School of Social Work. Some of our Field Instructors have been a part of this endeavor for many years while others are more recent contributors. Each Field Instructor and the human service agencies in which they work provide a crucial component in the education and training of future Social Workers. Disclaimer The Field Education Manual of the Master of Social Work program at Grand Valley State University is not an irrevocable contract between the student and University. The University reserves the right to make changes to curriculum, policy, and/or other portions of the program at any time during the student s attendance. School of Social Work Field Education Office Deborah L. Ronk, LMSW Katie Scheuerle, LMSW, ACSW MSW Field Education Coordinator BSW Field Education Coordinator ronkd@gvsu.edu scheuerk@gvsu.edu (616) (616) Michelle Hodde Field Education Secretary hoddem@gvsu.edu (616) i

3 Table of Contents Acknowledgements i. Table of Contents. For Students How to Use This Manual Terms Used in This Manual Student Field Education Checklist. ii. iv. iv. vi. I. Information Regarding the GVSU School of Social Work A. Mission and Focus of the Master of Social Work Program.. 1 B. School of Social Work Master s Program Curriculum 2 C. The Advanced Generalist Concentration.. 2 D. Master of Social Work Study Plan 4 E. Master of Social Work/Master of Public Administration Study Plan... 6 II. III. IV. Information Regarding GVSU s MSW Field Practice A. Field Education: The Signature Pedagogy. 7 B. CSWE Core Competencies, Practice Behaviors and Advanced Practice Behaviors. 7 C. Diagram of Course Integration with Field Education 10 D. Field Education Course Objectives 11 E. Relationship of Field Education to Other Courses (Total Curriculum). 11 F. Field Education Structure 13 G. Timeline of Activities. 16 H. Options for Master of Social Work Study I. Field Education Roles J. Selection of Field Education Sites 24 K. Selection of Agency-Based Field Instructors.. 25 L. International/Distance Placement Opportunities. 26 M. Michigan School Social Worker Certification 28 Student Responsibilities Regarding Field Education A. Student Requirements Before and During Field Practice 29 B. Field Practice Assignment in Places of Employment (FPAPE) Guidelines 36 C. Objectives of Agency-Based and School-Based Field Education Policies and Procedures Regarding Field Education A. General Policies and Practices. 40 B. Policies Governing School of Social Work/Agency Relationships. 41 C. Field Education Grading Policies. 42 D. Policies and Procedures Concerning Conflict Resolution/Termination E. Policies Concerning Field Education Grievances. 46 ii

4 F. Professional Practice Mandates.. 46 V. Additional Information Regarding Field Education A. Faculty Liaison Site Visit Protocol.. 49 B. Student Safety Guidelines 51 VI. Frequently Asked Questions.. 52 VII. Appendices Appendix A: Placement Interview and Resume Tips. 55 Appendix B: Social Media Guidelines for Responsible Use. 57 Appendix C: Fields of Practice and Common Areas of Focus 59 Appendix D: Sample Field Education Sites for the Grand Rapids, Holland, and Muskegon Areas 62 Appendix E: Sample Field Education Sites for the Traverse City and Sault Saint Marie Areas 63 iii

5 FOR STUDENTS How to Use This Manual Dear Students: This manual contains all of the information you will need to help you during your field education experience, from preparing your application, to operating effectively and ethically within your practice setting, to completing the necessary paperwork to document your progress. This manual can be accessed through the website address listed on the right side of this page. The documents referred to in this manual are available through the School of Social Work website at: Master of Social Work Program, Field Education, MSW Field Education Documents. This document is available online at: Terms Used in This Manual MSW and BSW Field Education Coordinators have overall administrative responsibility for planning, organizing, implementing, coordinating, and evaluating the field instruction component of the School of Social Work. This includes site development, student placement, and the administration of field related training for students, Field Instructors, and Faculty Liaisons. Academic Advisor the Grand Valley State University faculty member assigned to assist students with course scheduling, field application review, clarification, exploration, and advisement regarding social work fields of practice and career exploration. Faculty Field Liaison/Faculty Liaison serves as a consultant to both field instructors and students as the Grand Valley State University faculty member who represents the School of Social Work and the University, facilitates the relationship between the student and Field Instructor, teaches field seminar, monitors student progress and completion of learning objectives, and assigns course grade. Field Instructor (also referred to as Field Supervisor) directly observes and assigns learning activities of the student intern and provides guidance, instruction, mentoring, evaluation, and supervision. Task Coordinator an individual who may not necessarily hold a Master s degree in social work but provides day to day oversight of the field placement. The Task Coordinator works in collaboration with the Field Instructor for the supervision and assignment of learning opportunities for the student. Field Education (also referred to as Field Practice, Field, Internship, Practicum) the twelve credit hour (regular status) or eight credit hour (advanced standing) required phase of the Master s program which provides students with an opportunity to integrate foundation, theory, iv

6 and practice course material into experiential learning under the instruction of a trained and experienced professional in the field of Social Work. Field Education Site (also Practice Site, Field Setting, Placement Setting) the social/human service agency, school, or other GVSU School of Social Work approved location to which students are assigned to complete their internship. Field Education Seminar (also Field Seminar, Practice Seminar) required one credit hour (15 clock hours per semester) mandatory seminar held regularly throughout each semester of a student s field placement. Faculty Field Liaisons convene the field seminars which are inextricably connected with field practice. Both must be successfully completed simultaneously for students to receive credit. Field Education Practice Committee comprised of faculty and adjunct liaisons. Co-chaired and convened monthly by the Field Education Coordinators. The Field Education Coordinators are responsible for the agenda and membership. The purpose of the Field Practice Committee includes, but is not limited to, assistance with development of field curriculum, field policy development and evaluation and field policy implementation. Field Education Advisory Committee comprised of Social Work faculty members and Field Instructors. Co-chaired and convened by the Field Education Coordinators on an annual basis. The Field Education Advisory Committee is an avenue for the social work community to provide input and advisement to the field education program in addition to addressing the needs of the community and the needs of the GVSU Social Work program. Practicum Review Committee this committee is convened by the Field Education Coordinator upon disruption of a student s field education placement or serious concerns regarding a student s performance or conduct in the field placement. The committee consists of the Field Education Coordinator, student s Academic Advisor, and the student s Faculty Field Liaison. An additional social work faculty member may be selected by the student. Learning Contract is based on the ten core competencies identified by the Council on Social Work Education (CSWE) as the standards for social work education. Each competency has specific practice behaviors. The Learning Contract guides the Field Instructor and student in establishing tasks/activities that align with the practice behaviors and competencies. At the completion of each semester the Learning Contract is used to evaluate student performance. A new Learning Contract is required for each semester of Field Education. v

7 MSW Student Field Education Checklist 1. Preparing for Field Education Complete pre-field Education foundation courses (waived if Advanced Standing) o SW 600 Cultural Competency for Social Work o SW 601 Foundations of Social Work Practice o SW 603 Integrated Methods o SW 620 Human Behavior and the Social Environment Attend mandatory Field Education Orientation Date: Read the Field Education Manual Prepare for a work/life schedule that will accommodate for hours per week for a field placement including typical business hours Decide the fields of practice in which you are interested: o Field: o Field: o Field: 2. Applying for Field Education Access the field application from the School of Social Work website: Master of Social Work program, Field Education, MSW Field Education documents Complete application o Application must be typed (not hand-written) o Sign your application o Use a paper clip or binder clip to attach documents (do not staple) o Meet with Academic Advisor to review and sign off on application In addition to the application, you must include: o Updated resume o Current photo or copy of a photo (will not be returned) o Three fields of interest essays (approx. 1 page in length each) o One Field Education Preference Profile checklist per essay o Unofficial transcript Applications are due October 1 st for regular standing students interested in a School Social Work placement, November 1 st for regular standing students in all other fields of practice, and May 15 for advanced standing students.* *Cohort (off site) Field application due dates will be arranged by the Field Office. See timeline on pages for details on the placement process. 3. Interviewing for a Placement Setting Receive notification of interview via from the MSW Field Education Coordinator, which will contain contact information for potential placement site. Schedule an interview with potential field placement site. Research potential placement setting through agency websites, information in the Field Office, brochures, etc. vi

8 Attend interview prepared with a copy of your application packet and questions for the placement setting. Bring the Certification of Field Placement form to your interview. Send thank you note to the potential site after your interview. Receive from MSW Field Education Coordinator confirming your placement. Arrange first day of Field Education in the placement setting with Field Instructor. 4. Registering for Field Education Courses Receive Field Education and Seminar section notification and information about the first seminar session time and place from the MSW Field Education Coordinator. Register for SW 650: Field Education I and SW 651: Field Education Seminar I, regular standing students only. Advanced standing students register for SW 652 and SW 653, register for the field education and seminar section identified by the Field Office on the notification letter. 5. Documenting Your Field Education Experience Develop student Learning Contract each semester (within first 4 weeks). Complete monthly time sheet, have Field Instructor sign, and turn in to Faculty Field Liaison on a monthly basis. Attend scheduled site visits with Faculty Field Liaison and Field Instructor Attend all Field Seminar classes each semester. Have Field Instructor complete semester evaluation form each semester. 6. Completing Your Field Education Experience Complete the Field Education Exit Survey. PLEASE NOTE: Students enrolled in School of Social Work curriculum must be cognizant of the fact that past or future criminal conduct may limit or prevent placement in a field practice agency. Because Field Education is a MSW curriculum imperative, the social work degree is awarded only after successful completion of all requirements. Furthermore, past or present criminal conduct may render an individual ineligible to secure a state license and the privilege to practice social work. vii

9 I. Information Regarding the GVSU School of Social Work Field Education as Signature Pedagogy: EPAS 2008 The Educational and Policy Accreditation Standards (EPAS) from the Council on Social Work Education clearly identify field education as central to the learning experience and practice development of social work students. The Competencies in academic learning are intertwined in the creation and implementation of the skill development and practice evaluation within field education. Educational Policy 2.3 Signature Pedagogy: Field Education Signature pedagogy represents the central form of instruction and learning in which a profession socializes its students to perform the role of practitioner. Professionals have pedagogical norms with which they connect and integrate theory and practice. In social work, the signature pedagogy is field education. The intent of field education is to connect the theoretical and conceptual contribution of the classroom with the practical world of the practice setting. It is a basic precept of social work education that the two interrelated components of curriculum classroom and field are of equal importance within the curriculum, and each contributes to the development of the requisite competencies of professional practice. Field education is systematically designed, supervised, coordinated, and evaluated based on criteria by which students demonstrate the achievement of program competencies. A. Mission and Focus of the Master of Social Work Program The School of Social Work derives its mission from Grand Valley State University's mission of liberally educating students to shape their lives, their professions, and their societies. Toward that end, the School prepares its students to attain social work practice and professional leadership; advance the field s knowledge of effective professional practice and education through research and evaluation; enhance and sustain the welfare and well-being of the citizens, organizations and communities of West Michigan, the state, the nation, and the world; and further the goals of the University and of the social work profession in this region and beyond. All of the School's programs are grounded in the profession's body of knowledge, values and skills that support and enhance the opportunities, resources, and capacities of people to achieve their full potential; prevent and alleviate personal, interpersonal, organizational and societal problems; and improve the conditions that limit human development and adversely impact the quality of human life. The School celebrates and affirms the importance of diversity in all of its forms, and it supports the expansion of human rights, cultural competence, empowerment, social and political justice, civic participation and equality in West Michigan and around the world. The School s legacy emphases on social justice and on meeting the significant professional workforce needs of an expansive West Michigan Social Services sector remain strong. A third distinctive feature of the School is its integration and promotion of domestic and international service learning opportunities that prepare students for 21 st century practice in increasingly global economic and social contexts. 1

10 Building on a liberal arts foundation, the curriculum is organized in accordance with the principles of the Advanced Generalist perspective and the CSWE Competencies, which affirms that human problems derive from a complex interplay of psychological, social, cultural, economic, political, biological, and physical forces. Through a careful blending of coursework and field experience, students grow both personally and professionally as they acquire skills in the following areas: relationship building, assessment, problem solving, intervention, cultural competency, communication, collaboration, community building, program evaluation, organizational management, policy analysis, and research. Thus, graduates of the program are able to draw on a range of theories and methods to practice at multi-systemic levels and are also prepared to engage in grassroots and political organizing as well as electoral politics. Grand Valley State University is accredited by the North Central Association of Colleges and Schools. The School of Social Work is accredited by the Council on Social Work Education (CSWE). B. School of Social Work Master s Program Curriculum The School s Advanced Generalist curriculum is designed to foster an integration of theory and practice and to inculcate in students practice-relevant knowledge, skills, and values that can have the broadest and fullest application to culturally and socially diverse client systems, fields of practice, problem situations, organizational settings, levels of intervention and geographic contexts. This is derived from carefully designed and systematically structured courses in methods of Social Work Practice, Human Behavior and the Social Environment, Social Welfare Policy and Services, Social Research, and Field Education. By means of its graduate curriculum, the School of Social Work seeks to produce knowledgeable and competent professionals who can: i. Attain a level of analytical, interactional, and technical competency essential for effective, self-directed professional practice and meaningful careers in human service; ii. Contribute to the development and improvement of the profession through participation in research, education, practice, and professional organizations; iii. Meet the needs, responsibilities, and professional (personnel) requirements of agencies and programs engaged in the delivery of human and social services in West Michigan, around the State of Michigan, across the country, internationally; and, iv. Pursue postgraduate training in a doctoral program in Social Work or other related fields. C. The Advanced Generalist Concentration The Advanced Generalist perspective at Grand Valley State University s School of Social Work develops highly skilled practitioners with the ability to assess complex client circumstances by examining multiple systems (individual, family, group, community, organizations, national, international, or global) in a culturally competent manner. Hence, students acquire the 2

11 knowledge, values, and skills to formulate a comprehensive assessment and, when applicable, assign properly developed diagnoses, in addition to formulating a well-defined, multiplesystemic treatment plan that is based in the client s life, circumstances, strengths, and resources. Moreover, an Advanced Generalist practitioner, through the treatment planning process, identifies, plans, prepares, and enacts an intervention plan that most appropriately addresses the client s needs while building upon the client s strengths and resources. An Advanced Generalist practitioner is a masters-level professional who often specializes by field of practice, not by model or method of treatment or by a particular direct or indirect practice role, and is prepared to practice as an autonomous Social Work professional in leadership roles throughout the Social Work profession. The Advanced Generalist has the ability to determine and employ the most appropriate model, approach, or combination of models or approaches that is best suited to the personal styles, needs, and culture of the specific client in their individual situation. Advanced Generalist practice is holistic, integrative, and ecological, building upon the generalist foundation while expanding the knowledge base, roles, responsibilities, skills and abilities of the Generalist Social Worker (Derezotes, 2000; McMahon, 1994; Pinderhughes, 1989). The primary purpose of field instruction is to provide students an opportunity to transfer academic learning into practice behaviors. The competencies and practice behaviors guide experiential and academic learning. The curriculum is structured to provide a solid foundation of knowledge, skills, and values during the first year in the areas of Human Behavior and the Social Environment, Social Welfare Policy and Services, Social Research, Social Work Practice and Field Practice. The second year builds upon this Generalist foundation by promoting the following: advanced knowledge and skills in multi-level assessment, intervention, and evaluation modalities which involve more complex problems or situations; greater theoretical and methodological sophistication; increased adroitness in the selection and performance of practitioner roles (i.e. conferee, enabler, broker, mediator, buffer, advocate, manager, etc.); integration of research into practice; and, greater breadth in providing indirect services such as administration, supervision, policy analysis and development, program evaluation, community and social planning, etc. 3

12 MSW STUDENT STUDY PLAN Regular Program Requirements Foundation core (all required): Credits Competencies SW Cultural Competency for Social Work Credits: 3 4 *SW Foundations of Social Work Practice Credits: 3 1, 2 SW Integrated Methods Credits: 3 3 **SW Social Welfare Policy and Services I Credits: 3 8 **SW Human Behavior and the Social Environment Credits: 3 7, 9 **SW Social Research I Credits: 3 6 *See your Advisor SW 601 not required for students with CSWE accredited BSW undergraduate degrees or Child Welfare Grantees. If waived, students take an elective in place of SW 601. **Test-out exam available. Advanced core (all required): SW Psychopathology and Social Deviance Credits: 3 3, 4, 10 SW Seminar in Advanced Generalist Practice (capstone) Credits: SW Substance Abuse and Social Work Practice Credits: 3 4, 7, 10 SW Social Work Practice: Individuals Credits: 3 4, 10 SW Social Research II Credits: 3 3, 6 Advanced policy (choose 1 of 4): SW Social Policy: Families and Children Credits: 3, 8 SW Social Policy and Mental Health Credits: 3 8, 9 SW Social Work: Global Service-Learning Credits: 3 8, 9 SW 631- Social Work: Cross-Cultural Service Learning Credits: 3 8, 9 Field Education (all required): SW 650 Field Education I Credits: SW 651 Field Education Seminar I Credits: SW Field Education II Credits: SW Field Education Seminar II Credits: SW Field Education III Credits: SW Field Education Seminar III Credits: Advanced Micro-core (choose 1 of 2): SW Social Work Practice: Groups Credits: 3 4, 7, 10 SW Social Work Practice: Families and Children Credits: 3 1, 4, 7, 10 Advanced Macro-core (choose 2 of 4): SW Grant Writing and Resource Development Credits: 3 5, 6, 10 SW Community and Social Planning Credits: 3 4, 7, 10 SW Human Services Administration Credits: 3 5, 6, 10 SW Program Planning, Monitoring & Evaluation Credits: 3 5, 6, 10 Electives (choose 1) Any course from above list not taken to satisfy requirements or: SW 613 Human Rights and Social Work Credits: 3 5, 6, 10 SW Aging in Contemporary Society Credits: 3 4, 8, 9 SW Holistic Practices in Social Work Credits: 3 6, 10 SW Social Work Practice in Health Care Credits: 3 4, 10 SW Social Work Practice with Children and Adolescents Credits: 3 4, 10 SW Child Welfare and Family Services Credits: 3 2, 4, 5, 8, 9 SW Special Topics in Social Work Credits: 1 to 4 SW Master's Thesis Credits: 3 SW Master's Thesis Credits: 3 SW 699 Independent Study Credits: 1 to 3 IPE 507 Inter-professional Education (2 credits)/ SW 680 seminar (1 credit) Credits: credits required SW 664 School Social Work Certification Credits: 4. This course does not apply to the 60 credits needed to earn the MSW degree. This course is taken over and above the required 60 credits. 4

13 MSW STUDENT STUDY PLAN Advanced Standing Program Requirements Foundation core (required): Credits Competencies *SW Social Research I Credits: 3 6 * Test-out exam available, GVSU-BSW s with an A or A- in SW 430 are waived this course. Advanced core (all required): SW Psychopathology and Social Deviance Credits: 3 3, 4, 10 SW Seminar in Advanced Generalist Practice (capstone) Credits: SW Substance Abuse and Social Work Practice Credits: 3 4, 7, 10 SW Social Work Practice: Individuals Credits: 3 4, 10 SW Social Research II Credits: 3 3, 6 Advanced policy (choose 1 of 4): SW Social Policy: Families and Children Credits: 3 8 SW Social Policy and Mental Health Credits: 3 8, 9 SW Social Work: Global Service-Learning Credits: 3 8, 9 SW 631- Social Work: Cross-Cultural Service Learning Credits: 3 8, 9 Field Education (all required): SW Field Education II Credits: SW Field Education Seminar II Credits: SW Field Education III Credits: SW Field Education Seminar III Credits: Advanced Micro-core (choose 1 of 2): SW Social Work Practice: Groups Credits: 3 4, 7, 10 SW Social Work Practice: Families and Children Credits: 3 1, 4, 7, 10 Advanced Macro-core (choose 2 of 4): SW Grant Writing and Resource Development Credits: 3 5, 6, 10 SW Community and Social Planning Credits: 3 4, 7, 10 SW Human Services Administration Credits: 3 5, 6, 10 SW Program Planning, Monitoring & Evaluation Credits: 3 5, 6, 10 Electives (choose 1) Any course from above list not taken to satisfy requirements or: SW 613 Human Rights and Social Work Credits: 3 5, 6, 10 SW Aging in Contemporary Society Credits: 3 4, 8, 9 SW Holistic Practices in Social Work Credits: 3 6, 10 SW Social Work Practice in Health Care Credits: 3 4, 10 SW Social Work Practice with Children and Adolescents Credits: 3 4, 10 SW Child Welfare and Family Services Credits: 3 2, 4, 5, 8, 9 SW Special Topics in Social Work Credits: 1 to 4 SW Master's Thesis Credits: 3 SW Master's Thesis Credits: 3 SW 699 Independent Study Credits: 1 to 3 IPE 507 Inter-professional Education (2 credits)/ SW 680 seminar (1 credit) Credits: credits required Students successfully testing out or waiving SW credits required SW 664 School Social Work Certification Credits: 4. This course does not apply to the 41/38 credits needed to earn the MSW degree. This course is taken over and above the required 41/38 credits. 5

14 M.S.W. and M.P.A. Degrees Requirements/Study Plan The MSW & MPA combined degrees require a minimum of 78 credit hours; or 59 credit hours with Advanced Standing status. (BSW undergraduate degree) Foundation Core (all required): SW Cultural Competency for Social Work; Credits: 3 SW 601* - Foundations of Social Work Practice; Credits: 3 SW Integrated Methods; Credits; 3 SW Social Welfare Policy and Services I; Credits: 3 SW Human Behavior and the Social Environment; Credits: 3 SW Social Research I; Credits: 3 *See your advisor not required for students with a CSWE accredited BSW or Child Welfare Training Certification Advanced Core (all required with 1 noted PA/SW choice option): SW Psychopathology and Social Deviance; Credits: 3 SW Substance Abuse and Social Work Practice; Credits: 3 SW Social Work Practice: Individuals; Credits: 3 SW Social Research II; Credits: 3 OR PA 611 Research Methods; Credits: 3 Public Administration (required): PA 520 Foundations of Public Management; Credits: 3 PA 612 Human Resources in Organizations; Credits: 3 PA Organization Theory; Credits: 3 PA The Nonprofit Sector: History and Ethics; Credits: 3 PA Nonprofit Resource and Financial Management; Credits: 3 PA 663 Nonprofit Organizations and Public Policy; Credits: 3 Field Practicum (all required): SW Field Education I; Credits: 3 SW Field Education Seminar I; Credits: 1 SW Field Education II; Credits: 3 SW Field Education Seminar II; Credits: 1 SW Field Education III; Credits: 3 SW Field Education Seminar III; Credits: 1 Advanced Macro (all required with 2 noted PA/SW choice options): SW Grant Writing and Resource Development; Credits: 3 OR PA 535 Grant Writing; Credits: 3 SW Human Services Administration; Credits: 3 OR PA 661 Nonprofit Management Practices; Credits: 3 SW Program Planning, Monitoring & Evaluation; Credits: 3 Social Work Electives (choose 1 of 4): SW Social Work: Global Service-Learning; Credits: 3 to 4 SW Social Work: Cross-Cultural Service Learning; Credits: 3 SW Social Work Practice: Groups; Credits: 3 SW Social Work Practice: Families and Children; Credits: 3 Public Administration Capstone (required): PA 619 Public Management Seminar; Credits: 3 Social Work Capstone (required): SW 640 Seminar in Advanced Generalist Practice; Credits: 3 6

15 II. Information Regarding GVSU s MSW Field Practice A. Field Education: The Signature Pedagogy Field education is the signature pedagogy of social work education and offers students opportunities to fully integrate and practice the skills necessary to demonstrate achievement with the School of Social Work s competencies and practice behaviors. Field education provides practical application of values, skills and knowledge introduced to students in foundation and advanced coursework. Using carefully selected community partnerships and at the direction of qualified field instructor s students become participating members of the social work community while learning to apply the ethics and values needed for effective service delivery with populations at risk. Participation in the guided seminar class assists the student to assimilate course content with community based learning. B. CSWE Core Competencies, Practice Behaviors and Advanced Practice Behaviors Core Competency: Identify with social work profession Practice Behaviors: a. Advocate for client access to the services of social work; b. Practice personal reflection and self-correction to assure continual professional development; c. Attend to professional roles and boundaries; d. Demonstrate professional demeanor in behavior, appearance, and communication; e. Engage in career-long learning; f. Use supervision and consultation Advanced Practice Behaviors: g. Continually employ and model conscious use of self, self-reflection, selfmonitoring, and self-correction in practice situations. h. Adhere to and model professional roles and boundaries. i. Advocate for client systems in a manner that addresses culturally influenced barriers to services presented by practitioners, organizations and larger systems Core Competency: Apply ethical principles in practice Practice Behaviors: a. Recognize and manage personal values in a way that allows professional values to guide practice; b. Make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics and, as applicable, of the International Federation of Social Workers/ International Association of Schools of Social Work Ethics in Social Work, Statement of Principles; c. Tolerate ambiguity in resolving ethical conflicts; d. Apply strategies of ethical reasoning to arrive at principled decisions. 7

16 2.1.2 Advanced Practice Behaviors: e. Demonstrate leadership in applying ethical reasoning for problem resolution. f. Systematically question statements of value and recognize the underlying ethics of policies, theories and models Core Competency: Apply critical thinking in practice Practice Behaviors: a. Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge and practice wisdom; b. Analyze models of assessment, prevention, intervention, and evaluation; c. Demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues Advanced Practice Behaviors: d. Differentially select and implement strategies for assessment and intervention utilizing evidence based practice and best practice methods. e. Produces practice-ready presentations and documents that could include case presentations, journal articles, grant applications, legislative brief/summary(ies) Core Competency: Incorporate diversity into practice Practice Behaviors: a. Recognize the extent to which a culture s structure and values may oppress, marginalize, alienate, create, or enhance privilege and power; b. Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups; c. Recognize and communicate their understanding of importance of difference in shaping life experiences; d. View themselves as learners and engage those with whom they work as informants Advanced Practice Behaviors: e. Transform one s behavior in response to a recognition of one s biases based in difference and culture f. Modify and adapt mainstream knowledge and interventions to meet needs of diverse populations and that challenge oppression g. Apply strengths and empowerment perspectives as practice approaches with diverse groups at multiple levels. h. Examine one s role as the life-long learner in the area of diversity and culture. 8

17 2.1.5 Core Competency: Advocate for human rights and social justice Practice Behaviors: a. Understand the forms and mechanisms of oppression and discrimination; b. Advocate for human rights and social and economic justice; c. Engage in practices that advance social and economic justice Advanced Practice Behaviors: d. Demonstrate necessary skills to change social institutions to be more humane and responsive. e. Identify weakness in various systems and develop and propose social policies that promote social justice Core Competency: Engage in informed research Practice Behaviors: a. Use practice experience to inform scientific inquiry; b. Use research evidence to inform practice Advanced Practice Behaviors: c. Design and implement various steps in the research process. d. Integrate qualitative and quantitative research in all aspects of advanced generalist practice Core Competency: Apply knowledge of human behavior in the social environment Practice Behaviors: a. Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation; b. Critique and apply knowledge to understand person and environment Advanced Practice Behavior: c. Differentially apply theories and frameworks of human behavior and the environment, recognizing underlying assumptions, values, strengths, and weaknesses of these theories Core Competency: Engage in policy practice to advance social and economic wellbeing Practice Behaviors: a. Analyze, formulate, and advocate for policies that advance social well-being; b. Collaborate with colleagues and clients for effective policy action Advanced Practice Behaviors: c. Analyze, evaluate, formulate, and advocate for policies that respond to emerging local, regional, and societal trends to advance well-being. d. Analyze specific policies and practices and their impact on diverse populations Core Competency: Respond to contexts that shape practice 9

18 Practice Behaviors: a. Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services; b. Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services Advanced Practice Behavior: c. Analyze context and demonstrate the ability to initiate innovative and resourceful action with regard to emerging local, regional, and societal trends and needs Core Competency: Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities Practice Behaviors: a. Substantively and effectively prepare for action with individuals, families, groups, organizations, and communities; b. Use empathy and other interpersonal skills; c. Develop a mutually agreed-on focus of work and desired outcomes. d. Collect, organize, and interpret client data; e. Assess client strengths and limitations; f. Develop mutually agreed-on intervention goals and objectives; g. Select appropriate intervention strategies; h. Initiate actions to achieve organizational goals; i. Implement interventions that enhance client capacities; j. Help clients resolve problems; k. Negotiate, mediate, and advocate for clients; l. Facilitate transitions and endings; m. Critically analyze, monitor, and evaluate interventions Advanced Practice Behaviors: Engagement Assessment Intervention n. Adapt one s ability to engage diverse clients and client systems. o. Show increasing ability to independently conduct assessments as a continuing and dynamic process that guides goal and objective setting with clients and client systems at multiple levels. p. Differentially utilize a variety of evidence based tools and strategies with more depth and breadth to assess client systems at all levels and guide interventions. q. Evaluate the multi-system dimension of client problems and design 10

19 Evaluation approaches that affect change at multiple client system levels. r. Evaluate advanced generalist practice interventions across systems at multiple levels with diverse populations. 11

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21 D. Field Education Course Objectives The Field Education course has the following objectives: Students will: a. Demonstrate an integration of knowledge, skills and values from other foundation areas of the curriculum, such as Human Behavior and the Social Environment, Social Work Practice, Social Welfare Policy and Services, and Social Research; b. Demonstrate a sensitivity and commitment to working with culturally diverse client systems/populations; c. Utilize multiple theoretical perspectives and problem solving strategies at different levels of intervention, i.e. individual, family, group, community, organization, and society; d. Understand the organizational and community context of Social Work practice; e. Be socialized into the Social Work profession and develop strong identification with and commitment to its values and ethics; f. Make use of supervision, consultation, life-long learning and critical self-evaluation; g. Incorporate the Advanced Generalist perspective into Social Work practice; h. Demonstrate a commitment to advocate for social justice, equality, and non-discrimination and to improve the human condition; and, i. Exhibit a competence in the performance of multiple Social Work practitioner roles. E. Relationship to Other Courses: Philosophy of Field Education In keeping with the most recent practice standards, as outlined by the Council on Social Work Education, the Grand Valley State University School of Social Work recognizes the centrality of field education curriculum in addressing both foundation and advanced practice competencies at the BSW and MSW level respectively. Field education is an integral part of the MSW program curriculum as it provides students with an opportunity to put classroom knowledge to use in developing practice skills. The emphasis on utilizing full-time faculty as Faculty Field Liaisons and soliciting feedback from the Field Education Practice Committee ensures the integration of field education into the total curriculum. Field education curriculum provides students with an experiential and imitative learning opportunity to explore and use social work ideas, concepts and behaviors first encountered in the classroom. These learning opportunities are designed to further develop professional social work 13

22 identity, self-reflection and self-awareness, and practice competence in each student. In each semester of field placement students develop concrete and measurable activities that address specific practice behaviors using the Learning Contract and assessment tool. The development and monitoring of these activities requires the collaboration of the student, the agency based Field Instructor and the university based Faculty Field Liaison. This model of collaborative competency based field education is implemented at both the BSW and MSW level. Field education is inextricably related to and congruent with the overall goals and objectives of the School of Social Work. Field practice is designed to facilitate the attainment of the program s objectives by providing the student with the opportunities to engage in experiential, observational, and imitative learning opportunities. Further, students learn to become participating agency members who possess the knowledge, skills, and values necessary to provide effective service delivery. Additional emphasis on the integration of coursework into the practice is provided by the guided seminar coursework, providing students with the opportunity to actively reflect on the connection between classroom theory and agency application. Furthering the centrality and integrative nature of the field experience is the use of tenure and tenure track faculty actively engaged in teaching. These faculty members further ensure the reciprocal nature of the field practice on courses and the field experience. At the core of the MSW program is recognition that students must be prepared to be culturally competent practitioners in an increasingly complex, global society. In GVSU s MSW program, students focus on the diversity among groups in society, particularly the examination of their commonalities and differences and the implications for practice. Students in field education critically examine and explore the ways in which ethnic, racial, spiritual, sexual, social class and other cultural factors impact the need for and the use of social services and the skills required for cross-cultural social work practice. This ensures that the knowledge of individuals, families, groups, organizations, and communities both here and abroad gained in the classroom is translated into real-world experiences. The School of Social Work is responsible for developing supervised student practice opportunities that allow for this integration of competencies and coursework in our communities. The field office is responsible for monitoring and reporting on aggregate student progress in practice so as to affect the development of curriculum that more fully prepares students for the realities of competent day to day practice. Field Education Coordinators work closely with the Directors of the BSW and MSW programs to review student preparation in courses and provide ongoing feedback regarding student and Field Instructor progress in attainment of competency in assigned professional practice behaviors. 14

23 F. Field Education Structure The School of Social Work does not grant credit for past or current work or life experience. (CSWE Standard 3.2.5) The Field Education component of the curriculum consists of six courses: SW 650* Field Education I (3 credits) SW 651* Field Education Seminar I (1 credit) *Advanced Standing students are exempt SW 652 Field Education II (3 credits) SW 653 Field Education Seminar II (1 credit) SW 654 Field Education III (3 credits) SW 655 Field Education Seminar III (1 credit) These six (four for Advanced Standing students) courses are required of all degree-seeking students in the MSW program. The courses are designed to be taken in order, with four credits taken per semester on a credit/nocredit grading system. Field education and field seminar are inextricably related and must both be successfully completed simultaneously in order to receive credit. The pattern of these field education offerings is based upon the concurrent model: these courses are designed to be taken simultaneously with supporting classroom-based courses. Twelve of the 60 credit hours (8 of the 41 credit hours for Advanced Standing students) required for the MSW degree are granted for successful completion of field education. Field education for regular standing students consists of a minimum of 990 hours spread over three consecutive semesters. Each of the three semesters requires students to undergo an educationally-guided field experience for approximately hours per week over a twelvefifteen week period, for a total of 330 hours. Fifteen of the hours will be completed in the field education seminar each semester. Advanced Standing students complete 660 hours spread over 2 consecutive semesters. This will translate into 21 hours per week over a fifteen week semester. Fifteen of the hours will be completed in the field education seminar each semester. As a general rule, students remain in the same field placement setting throughout their field education experience, spending all semesters in one agency or organization under the supervision of an experienced agency-based Field Instructor. 15

24 G. Timeline of Activities For Winter Placement (For students seeking placement in a school setting only) Fall Semester: Activity Complete Field Orientation Academic Advisors review applications Submit Application for Field Practice Form Due Date Fall semester September 1st of October Field Education Office and Faculty review applications Field Education Office contacts Field Instructors regarding potential placements Students receive pre-placement interview from the Field Education Coordinator Students schedule interview with potential placement site Field Instructors inform the Field Education Coordinator of acceptance or rejection of student within 5 (five) working days of interview Students enroll in SW 650 & SW 651 for Winter semester (Students will receive an /letter identifying their seminar section and Faculty Field Liaison Students receive confirmation of placement and time/date of first field seminar October Mid October-December Mid-October December Mid-October December Mid-October December November - December December Winter Semester: Students begin placement Students meet with Faculty Liaison Students complete written student Learning Contract 1 st week of Winter Semester 1 st -2 nd week of semester Within 4 weeks of beginning placement 16

25 Fall Semester: Activity For Spring/Summer Placement: (For students seeking placement in agency settings) Due Date Complete Field Orientation Academic Advisors review applications Submit Application for Field Practice Form Field Education Office and Faculty review applications Fall semester September October 1st of November November December Winter Semester: Field Education Office contacts Field Instructors regarding potential placements Students receive pre-placement interview from the Field Education Coordinator Students schedule interview with potential placement site Field Instructors inform Field Education Coordinator of acceptance or rejection of student within 5 (five) working days of interview Students enroll in SW 650 and SW 651 for Spring/Summer semester (Students will receive an /letter identifying their seminar section and Faculty Liaison) Students receive confirmation of placement and time/date of first field seminar Spring/Summer Semester: Students begin placement Students meet with Faculty Liaison Students complete written student Learning Contract January- April Mid-January April Mid-January April Mid-January April March-April April 1st week of S/S semester 1st-2nd week of semester Within 4 weeks of beginning placement 17

26 For Advanced Standing Placement: Winter Semester: Activity Complete Field Orientation Academic Advisors review applications Submit Application for Field Practice Form Field Education Office and Faculty review applications Due Date Winter Semester March- May Mid-May May Spring/Summer Semester: Field Education Office contacts Field Instructors regarding potential placements Students receive pre-placement from the Field Education Coordinator Students schedule interview with potential placement site Field Instructors inform Field Education Coordinator of acceptance or rejection of student within 5 (five) working days of interview Students enroll in SW 652 and SW 653 for fall semester (Students will receive an /letter informing them of their seminar section and Faculty Field Liaison) Students receive confirmation of placement and time/date of first field seminar May-August Mid-May- August Mid May August Mid May- August July/August July/August Fall Semester: Students begin placement Students meet with Faculty Liaison Students complete written student Learning Contract * Schedule may vary for cohorts 1st week of fall semester 1st-2nd week of semester Within 4 weeks of beginning placement 18

27 H. Options for Master of Social Work Study 1. Full-time Regular Status Program When Field Education placement begins: (See Table 1 below) a. All Agencies other than Schools (Spring/Summer Entry) The structure of the program requires students placed in agencies other than schools to enter field education in the Spring/Summer semester for three consecutive semesters. b. School Social Work (Winter Entry) If students elect to do their placement in a school setting, they must begin field education in the winter semester. Instead of three consecutive semesters, these students begin in winter semester and then continue in the same field education setting the following fall and winter semesters. Table 1: Typical Full-Time Plan for Field Education by Placement Type Type of Placement School Social Work All Agencies (other than schools) Attend Field Orientation Fall Semester before Field Education Placement Fall Semester before Field Education Placement When to apply 1 st of October 1 st of November Winter Semester Field Education I Field Education Seminar I Spring/ Summer Semester Field Education I Field Education Seminar I Fall Semester Field Education II Field Education Seminar II Field Education II Field Education Seminar II Winter Semester Field Education III Field Education Seminar III Field Education III Field Education Seminar III 2. Part-Time Regular Status Program The part-time or extended degree program typically encompasses eight semesters of study (three academic years). The structured nature of the multiple entry part-time program ensures that students who follow the plan under which they have entered will have access to all of the courses necessary to complete the requirements for graduation. When Field Education placement begins: a. School Social Work (Winter Entry) As mentioned in the above section, students requesting a placement in a school setting begin field education during the winter semester. For parttime students, this would typically be the fifth semester or second year of the program. 19