SCHOOL OF SOCIAL WORK. MSW Field Education Curriculum Guide

Transcription

1 SCHOOL OF SOCIAL WORK MSW Field Education Curriculum Guide Revised: July 2010

2 SALEM STATE UNIVERSITY SCHOOL OF SOCIAL WORK MSW FIELD EDUCATION CURRICULUM GUIDE Part I: Mission Dedication.. 5 Introduction 7 Mission of the School of Social Work 8 Graduate Social Work Educational Goals, Objectives and Outcomes...8 Part II: Field Instruction Policies and Procedures Educational Philosophy of the Field Education Program.. 10 Definition of Terms 11 Advanced Generalist Practice and Field Education:.14 Curriculum Framework and Principles Purpose of Field Instruction Field Education Curriculum Structure and Sequence. 16 Advanced Standing Foundation Year Concentration Year Policy and Procedures for Field Education Placement Process..19 Change of Address..19 Field Education Placement Planning...19 Students with Disabilities...21 Request for Placement at Student s Place of Employment. 21 Pre-Requisites: CORI, Medical Clearance, Prof. Liability Insurance 22 The Teaching-Learning Agreement Elements in a Teaching-Learning Agreement Design of the Teaching-Learning Agreement Individualizing Student Goals...25 Monitoring the Teaching-Learning Agreement MSW Field Education Requirements...27 MSW Field Placement Portfolio...29 Attendance and Student Responsibilities...32 Part III: Evaluation of Field Instruction..34 Grading Procedures..35 Problems in Field Instruction Problem Identification and Resolution

3 Unacceptable Performance in Field Instruction Appeals Part IV: Roles, Expectations, Responsibilities in the Field Education Curriculum Director and Coordinator of Field Education...38 Field Education Staff...39 Selection of Field Learning Centers Selection of Field Instructors Responsibilities of Field Instructors Responsibilities of School Responsibilities of Faculty Field Liaison Responsibilities of Student Sexual Harassment Policy Safety Policy and Procedures...49 Policy Regarding Job Actions Extraordinary Events or Occurrences in Field Education Setting...54 Part V: Content of Field Education Courses...55 Part VI: APPENDICES APPENDIX A: Model Orientation Checklist for MSW Internship...64 APPENDIX B: Guidelines for Developing & Using Teaching-Learning Agreements 66 APPENDIX C: Field Education Outcome Goals and Learning Objectives: for use in development of Teaching-Learning Agreements...66 APPENDIX D: Basic Principles of Personal Safety Risk Management Strategies for Social Work Interns: Personal Safety Guidelines - Agency Visit Guidelines - Home Visit/Community Outreach Guidelines - Guidelines for Dealing with Agitated Clients APPENDIX E: Application for Field Placement...89 APPENDIX F: Employment-Based Field Education Proposal and Agreement...91 APPENDIX G: Frequently Asked Questions About Field Placements and Some Answers...94 Ten Steps to Problem Resolution in Field Education 98 APPENDIX H: Field Placement Academic Plan Matrix APPENDIX I: Field Narrative Reflections Logs APPENDIX J: Macro or Micro Field Project-Guidelines and Report Summary

4 APPENDIX K: Process Recording Formats: Micro and Macro Practice APPENDIX L: Bio-Psychosocial Assessment Outline Macro Student Alternative Assignment to Semester Bio-Psychosocial APPENDIX M: Evaluation Tools Evaluation of Student Performance by Field Instructor - Evaluation of Student Performance by Faculty Liaison - Evaluation of Field Learning Center/Field Experience by Student - Evaluation of Field Placement Experience by Field Instructor - Evaluation of Field Learning Center by Faculty Liaison APPENDIX N: HIPPA Policy APPENDIX O: Current Field Education Learning Centers This Field Education Curriculum Guide was revised in July, The Field Education Coordinator wishes to acknowledge and thank the following Schools of Social Work who both inspired some revisions as well as graciously allowed adaptation of some previously formulated areas from their current field work manuals: Boston University, University of Alaska, University of Buffalo, Syracuse University, and the University of New Mexico. We are indebted to their collegiality and generosity in sharing their excellent program materials and ideas. This Guide does not create contractual rights in favor of the student, the School, or the Field Learning Center. The School of Social Work, Salem State University, reserves the exclusive right to modify its academic program and this Field Education Guide at any time without notice. Page numbers match those at bottom of the page in view. 3

5 Field Education Staff Mary Byrne, Ph.D., LICSW Field Placement Specialists: Coordinator, Graduate Field Education Susan Goldman, MSW, MPH, LICSW Room: AB100-B AB: Field Education Office Phone: ; FAX Phone: ; FAX Field Education Assistant Naomi Dreeben, MSW, LICSW Pam Hodgson AB: Field Education Office Rm: AB ; FAX Phone: ; FAX Administrators Cheryl Springer, Ph.D. Yvonne Ruiz, Ph.D., LICSW Director, School of Social Work MSW Program Coordinator Room: AB104 Room: AB 307 Phone: Phone:

6 Dedication This MSW Field Education Curriculum Guide is dedicated to all the Field Instructors who have contributed their talents, skills and themselves to help prepare our students to enter the profession of Social Work. They continue to teach us much about the field education process. The success of the School's program is largely due to their efforts, insights, and abilities to endure and surpass our constantly changing requests and requirements in light of the field's evolution. As we continue the journey with them, we continue to meet the ever-changing demands we encounter as Social Work educators, and the ever-changing needs of the client populations our students seek to learn from as well. If a teacher can be guided by what is happening to the learner, rather than by what he himself wants to accomplish by means of the learner, he will be in a position really to teach what he has to give A teacher is at his best when he is learning best, in close touch with his material and with each successive student whose learning constitutes an ever-new challenge. He can then glory in the successes of others as once he gloried in his own. ~ Bertha Capen Reynolds ~ 1965 Learning and Teaching in the Practice of Social Work 5

7 Introduction to the MSW Field Education Curriculum Guide This Guide is intended to acquaint and serve as a reference to field instructors, field learning center staff, students and faculty involved with the MSW Field Education Program at Salem State University. The Guide is designed to: articulate the Graduate Program Mission, Goals, Objectives and Outcomes. outline Field Education Department policies and procedures that relate to the field education experience. identify the roles and responsibilities of the School, the agency, the field instructor, the faculty field liaison, and the student in the field education experience. identify foundation skills to be acquired by all students and the advanced skills required for each of the concentration areas. facilitate the congruency and integration of classroom and field educational content. The educational process that leads students to become professional social workers is one that powerfully intertwines two core forces of social work education: field work practice and classroom learning. Field work is the heart of professional social work learning as it provides the opportunity to put the knowledge skills, critical thinking, and values learned in the classroom to the test of real world practice situations. This specially designed educational experience will lead the student back and forth from the field to the classroom with questions, challenges, and dilemmas originating from practice experiences and observations. For the student, the purpose of this Curriculum Guide is to assist you through the often challenging, sometimes confusing, and frequently satisfying process of becoming a professional social worker. Many additions included in this new edition have come from the suggestions and insights of field work students, field instructors, and faculty liaisons as the dynamic partners in this unique education experience. USE OF THIS GUIDE IN CONJUNCTION WITH STUDENT HANDBOOK Students are advised to use this MSW Field Education Curriculum Guide in conjunction with the Salem State University MSW Student Handbook (referred to subsequently as Student Handbook) that is provided at Orientation. Information about the entire curriculum and the sequence of various academic plans as well as School-wide policies and procedures are contained in the Student Handbook. Therefore, they are not repeated in this Field Education Curriculum Guide. The Student Handbook allows you to view the entire curriculum noting how the Field Education Practicum fits into the overall program. The Student Handbook also provides a list of faculty members and additional policies regarding the MSW program. 6

8 Mission Statement School of Social Work The mission of the School of Social Work is the education of social work professionals who will contribute to social, economic, and human well-being through culturally competent practice and advocacy in local, national, and international communities. The School s mission encompasses curricula, programming, field education practica, scholarship, and organizational linkages especially designed to sustain meaningful connections between social work education and public sector practice. Through all of its activities, the School strives to create interactive and collegial learning environments that support and promote diversity, knowledge development, professional identities, and a commitment to social work values and ethics. Mission Statement MSW Program The Salem State University Master of Social Work (MSW) Program prepares social workers for professional practice and leadership grounded in social work values, ethics, history, knowledge and skills for public and publicly-supported services. MSW students and faculty are engaged as partners in knowledge development, community-based research, and advocacy efforts that sustain diversity, social and economic justice, global interconnections and the building of healthy sustainable communities through service and civic engagement. Goals of the MSW Program The following goals derive from the mission of the Salem State University School of Social Work MSW Program and reflect the purposes of social work education as defined by the Council on Social Work Education Educational Policies and Standards (2003): 1. Provide high-quality education for advanced professional social work practice in accordance with the knowledge base, skills, values, ethics, and history of the social work profession. 2. Provide high-quality education for advanced professional social work practice that is informed by a multi-systemic, ecological framework and applied to public, publicly-supported, and community-based services. 3. Create learning and teaching environments that support collegiality, collaboration, and leadership development of advanced professional social workers. 4. Promote social and economic justice through culturally competent practice, advocacy, and the empowerment of oppressed and vulnerable populations. 5. Promote professional social work practice that incorporates human diversity, inclusiveness, and global perspectives. 6. Produce and collaborate in research, scholarship, and service activities that advance civic engagement, organizational development, and sustainable communities. 7

9 MSW PROGRAM OBJECTIVES A. Practice in accordance with the social work profession s values, ethical standards, and principles. B. Understand and interpret the history of the social work profession and its influence on contemporary public and publicly-supported services, civic engagement, and sustainable communities. C. Practice without discrimination and with respect for as well as knowledge of the meanings related to clients age, class, color, culture, disability, ethnicity, gender, marital status, national origin, race, religion, sex, and sexual orientation. D. Communicate and engage effectively and differentially with diverse client populations, colleagues, and communities. E. Engage competently in advanced generalist social work practice with individuals, families, groups, organizations, and communities specific to one of the following selected concentration areas: family and child services; health and mental health services; older adult services and end-of-life care. F. Use and critique an ecological framework and its encompassing conceptual models to understand individual development and behavior across the life span as well as interactions among and within individuals, families, groups, organizations, and communities.. G. Apply critical thinking skills within the context of professional social work practice. H. Advance social and economic justice through an understanding of the forms and mechanisms of oppression and discrimination. I. Advance social and economic justice through the application of advocacy strategies and an understanding of the dynamics of social and organizational change. J. Evaluate one s own practice interventions from an ecological perspective that reflects an understanding of the transactional relationships among individual, familial, group, community, and organizational systems. K. Seek out and use supervision and consultation appropriate to competent social work practice and continuing professional development. L. Collaborate effectively and demonstrate leadership skills within organizations and service delivery systems that are public, publicly-supported, and communitybased. 8

10 M. Apply research findings to practice and identify practice areas in need of research and evidence. N. Evaluate research studies and, in collaboration with colleagues, conduct independent research that is relevant to the resolution of social problems. O. Formulate, analyze, and influence social welfare policies from perspectives that are grounded in an understanding of human rights and the global interconnections of oppression. 9

11 FIELD INSTRUCTION POLICIES AND PROCEDURES Educational Philosophy of Field Education The School of Social Work at Salem State University has developed, and continues to refine, an educational philosophy which identifies shared beliefs about social work education and serves as a guide for the development and implementation of educational programs. The essential elements of the School's educational philosophy are: 1. Learning is a partnership enterprise of students, faculty, administration and the professional community. 2. Professional education in social work must respond to and give leadership to the emerging needs of the profession and the consumers of its services, in particular those vulnerable and oppressed populations served in the public arena. 3. Efforts to prepare masters students for ethically responsible and competent practice must: a. address human diversity and the realities of diverse racial, ethnic, gender, cultural, religious and lifestyle identities; b. attend to the role of values and the Code of Ethics of the social work profession in professional practice; c. attend to the inter-relationship of classroom and field instruction which makes acquired knowledge, values and skills available for professional use; d. instill a critical stance toward practices that promote social work's accountability and effectiveness. 4. Preparation for competent professional practice and leadership requires clear definition and differentiation of educational outcomes at the baccalaureate and masters levels, and a planned relationship among them. At Salem, a. the design of the Baccalaureate program must assure preparation for competency as entry level, direct and indirect, social work professionals; b. the design of the Masters program must assure preparation for competence for advanced generalist levels of professional practice to particular populations; c. the design of the Masters program must address the academic and professional preparation of students with special emphasis on advocacy for social justice and access to services for those populations whom the public and publicly contracted service arena is mandated to serve. 5. There is a base common to all professional social work education, which should be acquired by all persons aspiring to be members of the profession, and that common base provides the requisite foundation on which advanced preparation is built. 6. The complexity and breadth of social work practice, combined with its increasingly specialized forms of practice, requires that a School be selective in identifying the advanced forms of practice for which it has the faculty expertise and other resources to deliver with excellence. 7. The methods of social work practice are considered to be means for achieving professional ends, not ends in themselves. Practice methods, therefore, are to be taught in the context of advanced generalist professional intervention with social problems in systems of all sizes. 8. Students as adult learners should be actively involved in their learning and should engage in directing their learning. 10

12 9. Salem as a professional social work school designs and delivers instruction in a manner responsive to the characteristics of the learners involved in their programs. 10. Programs of professional social work education should promote the spirit of inquiry, and the need for life-long learning as a requisite for keeping professional practice relevant to a changing society. Definition of Terms Agency Contact: A person employed by the placement agency who represents the agency in all matters relevant to the field education placement. The field instructor and the agency contact may be the same person. When an agency does not have a person meeting CSWE requirements to supervise the student, the agency representative or his/her designee provides day-to-day oversight of the student in the field site. Bio-Psycho Social Assessment: This is an assignment for the Field Course for each semester of field education which allows the student to demonstrate critical assessment and formulation skills. The assignment is to write and present a comprehensive assessment, which addresses the client/client system in his/her environment and formulates treatment plan and recommendations for client care. The assessment is completed with the supervision of the field instructor and presented to the faculty liaison as well as included in the student field portfolio. Concentration Year: This refers to the second year of courses required for completion of the MSW Program. The concentration refers to specialized focus of advanced generalist curriculum courses and field education experience in the practice areas of child and family, health and mental health or older adults. Core Comprehensive Competencies: These are basic social work skills and abilities that the School of Social Work, consistent with the Council on Social Work Education has identified for graduates of the program. Those competencies relevant to field education are identified in the field education syllabi and are in the Guidelines for the Teaching-Learning Agreements in the Guide Appendix. CSWE: Council on Social Work Education is the recognized organization, which establishes standards for BSW and MSW educational programs and certifies the accreditation of Social Work Educational Programs. Coordinator of Field Education: The social work faculty member with overall responsibility for the field education program. S/he reviews existing and potential new field placement sites to determine if they meet CSWE standards and the objectives of the program. S/he oversees the assignment and performance of faculty field liaisons, the referral and approval of student placements, develops the student evaluation process and criteria. S/he works with the Field Education Advisory Committee to improve the quality of the program, oversees the orientation and training of the field instructors, and resolves issues arising in the field placement. In conjunction with the School's Administrative Team, s/he updates and clarifies Field Education policy and procedures. The MSW Field Education Coordinator and her/his staff oversee and conduct seminars and s/he may serve as faculty liaison. S/he is the School's representative to NECON (New England Consortium of Field Educators) and to other community agency and field events. 11

13 Faculty Field Liaison: A member of the Social Work Program faculty who is assigned to a field placement agency to serve as the link between the agency and the program. The liaison serves as a consultant to the field instructor, participates in the student s evaluation, helps resolve problems arising out of the placement, and assures that the agency understands the mission, goals, and objectives of the social work program. The liaison may also be the MSW Field Education Coordinator, field placement staff, fulltime or adjunct academic faculty member and/or seminar instructor. Field Instructor: A person, meeting CSWE standards, who supervises and evaluates the social work student in the field placement. The field instructor usually is an employee of the agency in which the student is placed and serves the role of agency representative as well. The two roles may be split if necessary, but coordinated for the student s overall progress and evaluation. CSWE requires field instructors be graduates of an accredited MSW program. In addition, a minimum of 2 years professional, postgraduate experience with no ethical violations is required. If an agency does not have a person available on staff meeting CSWE requirements, it may still be a placement site if it enters into an agreement with a person meeting qualifications to assume the role of field instructor. The MSW Field Education Coordinator can assist agencies in recruiting paid or volunteer field instructors who meet CSWE standards. Field Education Reflection Log: This Reflection Log is intended to aid students in developing critical analytical skills in regard to their field experience and their own performance. The student records significant activities and experiences in the field placement.the log reflects orientation and breadth of exposure to agency life as well as itemizes involvement in diverse social work methodology. This assists the faculty liaison, the student and field instructor to shape a full experience in keeping with a student's and the program's educational objectives. Reflective Logs are submitted to the student s field education liaison every other week in foundation year students first semester and monthly thereafter in both years. The logs are rich record of the professional student s selfawareness and shape part of the evaluation of a student s overall performance. Field Education Portfolio: A compilation of significant field education events and products maintained by the student which includes the Teaching-Learning Contracts for all semesters in the program, defective logs submitted that semester; 6 representative process recordings each semester which have been reviewed by the field instructor, two-semester bio-psychosocial assessments, macro experience proposals and summaries, and Semester Field Work Evaluations. The student may also include evidences of practice progress, projects achieved, letters of commendation, and any other notable achievement that a student wants to showcase about his or her field education experiences. The Learning Portfolio is maintained continuously throughout the student s enrollment in the program and is reviewed periodically by Field Education faculty. Documentation or evidence of attainment of core competencies should be maintained in the Portfolio. Field Education Practicum: A term used to describe the field placement. It is defined as a school or University course, especially one in a specialized field of study that is designed to give students supervised practical application of previously or concomitantly studied theory. It often is used synonymously with the term field education or "internship". Foundation Year: This refers to the first year of courses for graduate social work students covering a solid foundation in practice, policy, research and field work knowledge and skills. 12

14 Integrated Field Seminar: An interactive, regularly scheduled meeting involving field education students and their faculty liaison. The seminar provides a forum for students to process their field experiences, integrate classroom knowledge with practice, address professional issues, and further their professional identity. Additional topics relevant to the students professional development will also be addressed. Although field placement experiences are a regularly integrated part of Practice classes, the Seminars provide a forum to more closely and critically assess a student's experience and progress in the field learning setting. Participation in seminars and timely completion of all assignments is important in the determination of the over-all grade assigned for field education courses. Memorandum of Agreement: The formal letter of agreement between the Field Learning Center agency and the University specifying the terms of the placement and the responsibilities of each party. NASW: The National Association of Social Workers is the professional group which represents social work standards of ethics and practice, and organizes social workers in to a national organization. NASW is organized according to state Chapters, and Chapters are organized by several active committees representing a range of social work activities and interests. NASW also provides certain member benefits, including access to professional liability insurance, including coverage for students. Students are encouraged to join NASW in order to become part of the professional association, as well as to obtain member benefits, journals and state and national communication. NECON: The School of Social Work is a participating member of the New England Consortium of Field Educators (NECON). This is an active collaboration of the accredited Graduate Schools of Social Work throughout New England. NECON meets regularly during the academic year to establish state of the art policies, procedures, and educational innovations, share field-related material and technology, and serve as a problem solving and program resource group. NECON coordinates the NECON series of continuing education granting seminars for field instructors, as well as the common Curriculum for the New Field Instructors Training Seminar offered by all Schools. NECON also works closely with the New England Deans of Social Work Schools group to plan and implement joint projects. Placement at Student s Place of Employment: This is a placement proposed by the student and approved in advance by the Coordinator of Field Education which takes place at the student's place of current employment. This placement must be fulfilled in a social work role not previously experienced by the student, and supervised by an approved MSW supervisor who has never previously provided supervision to the student. In addition, the Agency Administrator must approve the student's participation as a student during the hours identified as field placement hours and relieve the employed student from other paid responsibilities during the specified internship hours. Performance Standards: A description of the objective manner by which attainment of field education competencies are demonstrated. Preceptor Supervisor: This refers to a supervisor at a Field Learning Center who may be assisting the primary MSW supervisor in field education, e.g. offering an hour a week of supervision in a particular knowledge and skill area. Preceptor supervisors must have a 13

15 Masters Degree in Human Services or a related field and two years post-graduate experience. Stipend: A fixed, regular allowance given to a student as a grant-in-aid to assist with educational expenses. The stipend must be paid as specified as long as the student remains in good standing at the placement, the Field Education Program, and the Social Work Program. The stipend cannot be contingent upon performing specified duties or working specified hours for the sponsor s convenience or advantage, particularly if these duties or hours are in conflict with the educational status and goals of the student. Student Handbook: This is the MSW Program s official manual for educational policy and procedure in terms of academic plans and governance of the MSW Programs. Students should use this comprehensive guide as a companion with the Field Curriculum Guide; it is more inclusive and refers in depth to some policies and procedures, which are introduced in the Field Curriculum Guide. Teaching-Learning Agreement: A written contract completed early in the field placement that specifies the terms of the placement including hours, work schedules, goals, and objectives of the field placement. The objectives specified in the learning contract must incorporate the objectives of the Practicum as specified in the Field Curriculum Guide and Field Education course syllabus. All learning contracts must be reviewed and approved by the faculty liaison. Work Study: A limited number of students, who apply for financial aid and qualify, may be able to use their federal work-study award at their field placement site. The placement agency must be a non-profit agency and willing to sign the required time sheets, which corroborate the student s internship hours for Salem State Universitys Human Resources Office. Students will be paid at the current rate up to the limit of their work-study award. For students who are interested in using this work-study option, it is essential that they inform the Field Department, prior to the agency selection process, so that they can be placed in a qualifying non-profit setting. Comprehensive information and forms for financial aid may be found on-line at go to Offices and Services, then go to Financial Aid. Advanced Generalist Practice Field Education and Generalist Practice in the Foundation Curriculum In keeping with a generalist practice perspective, the curriculum is grounded in ecological systems framework that recognizes the centrality of the person: environment configuration and emphasizes the transactional relationships within and between micro and macro systems. The program conceptualizes micro systems as individuals, families, and small groups, and macro systems as communities, organizations, and political as well as economic institutions. This framework also structures the foundation curriculum regarding the social, cultural, political, historical, and economic development and dynamics of families, groups, communities, organizations, and institutions. The field education and classroom curriculum s ecological framework stresses the practice-specific relevance and analysis 14

16 of the history of social welfare and social work as well as current developments in social policies and programs. The foundation curriculum offers a generalist practice perspective that uses a multimethod problem-solving approach to practice. This approach involves acquiring and applying basic skills which are selected differentially from various practice approaches in order to fit the unique needs of client/systems, including individuals, families, groups, communities, and organizations. The foundation curriculum s use of the generalist perspective also involves an understanding of how research is used to inform practice, knowledge-building for practice, and practice evaluation. Such a focus supports curriculum that emphasizes an understanding of how micro and macro systems shape and are shaped by social work values and ethics; diversity; social and economic justice; and the needs of populations at risk. Field Education and Generalist Practice in the Concentration Curriculum The MSW program s concentration curriculum is designed in accordance with an advanced generalist perspective. In keeping with an advanced generalist practice perspective, the curriculum builds on the foundation year content by providing and expecting increased breadth, depth, and integration of knowledge, skills, and values. In addition, the program s concentration curriculum involves the students selection of one of the following concentration areas: child and family services; health/mental health; or older adults. The concentration curriculum distinguishes itself from the foundation curriculum through courses and field education practica that address more specific as well as more complex person: environment configurations. More complex person: environment configurations involve higher levels of risk, ambiguity, and specificity than those addressed in the foundation curriculum. Simultaneously, the curriculum supports the advanced generalist practitioner s need for sophisticated technical abilities and the assumption of practice roles that demand increased responsibility as well as risk. Within this practice context, complicated ethical and social policy dilemmas are addressed. Where generalist practitioners have competence to provide services within a range of agency and community settings, advanced generalist practitioners must be prepared to perform at higher levels of mastery and independence within specific concentration areas. The curriculum also addresses the expectation that our students in particular should be prepared to perform as change agents with concentration-specific knowledge of social welfare policies and programs as well as complex public sector and social service delivery systems within publicly-funded and publicly-affiliated settings. This preparation lays the groundwork for the leadership positions that many of our MSW graduates are expected to assume within communities as well as public service and non-profit agencies and organizations. Integrated with advanced generalist curriculum in human behavior, practice, policy and research courses, the concentration curriculum in field education involves the expectation that such integrated understanding will be combined with advanced practice skills and applied critically according to concentration area. The concentration curriculum stresses 15

17 that each of these capacities must reflect an advanced and integrated understanding of social work values and ethics; diversity; the promotion social and economic justice; and the needs of populations-at-risk. Purpose of Field Instruction Field Instruction provides an opportunity for the student to apply the general knowledge of theories and principles presented in the classroom in dealing with problems in the field. The field experience allows the student to try on and develop the role of professional social worker. The field instructor serves as a role model for the student and a source of feedback to the student regarding the student's performance and professional growth. Therefore the purpose of field instruction might be summed up in three words: integration, application and socialization. The student integrates what has been learned, applies that knowledge in specific practice situations and in the process develops an identity as an emerging, professional social worker. Field Education Curriculum Structure and Sequence Field Education, which is offered in partnership with social agencies, forms an integral part of the preparation of students for professional responsibilities in social work. Field instruction provides the forum for the critical integration of theoretical and experiential learning in social work education. The School does not grant academic credit for life experiences or previous employment, but takes these experiences in to account when planning field placements. All students in field education courses participate in an Integrated Field Education Seminar, providing faculty and peer support, case and project presentation experience, and an opportunity to integrate classroom and field-based learning. Field Education is offered within an academic year plan concurrent with classroom courses, or in a summer block format which follows appropriate academic planned classroom courses. The student's academic program plan determines the schedule of their field placement, as described below. Sequence Objectives The sequence objectives for field instruction are similar to the primary objectives for the Master's Program: to provide a professional foundation in social work and to prepare persons for advanced generalist practice and leadership responsibilities. To facilitate the achievement of these more general sequence objectives, students and field instructors are expected to fulfill School policy. This policy emphasizes developing a teaching-learning agreement focused toward the 15 Masters in Social Work Program educational 16

18 objectives. Field instruction policies and the desire to create well-prepared, ethically competent social workers guide field instruction. In the foundation year, SWK , field placements emphasize those competencies, which all students should have in common as described in the MSW educational outcomes adopted by the School. These include all of the 21 educational outcomes particularly those which focus on skills related to foundation-level generalist practice. The design, implementation and evaluation of the field experience supports these outcomes in a manner consonant with the generalist emphasis of the foundation curriculum. Field instruction in the concentration year, SWK , is guided by the general field instruction policies and by each concentration's (i.e., Child and Family Welfare, Mental Health/ Health Care, Gerontology) response to all of the educational outcomes. The design, implementation, and evaluation of the field instruction experience supports these outcomes in a manner consonant with each concentration's response to their sector of advanced practice. The general field instruction policy holds the expectation that students: 1. will integrate previous and current classroom knowledge through application to actual direct and indirect experiences. 2. will establish and maintain professional relationships with a variety of clients (individuals, families, groups and communities) including clients who reflect diversity in race, ethnicity, gender, age and sexual orientation, and in the context of systems of all sizes. 3. will establish and maintain effective relationships with other professionals in social work and allied disciplines, and collaborate with practitioners in systems of all sizes. 4. will develop professional behavior, which demonstrates the norms, values and ethics of the social work profession, and emphasize a commitment to social justice. 5. will develop commitment and ability for critically evaluating one's own professional role behavior. Field instruction settings in the first-year curriculum must offer the student experiences with individuals, families and groups, as well as experiences in organization and planning in a macro project. Those experiences are integrated with classroom instruction in the first-year social work practice courses SWK 705 and SWK 706 as well as other courses in the foundation year curriculum. During completion of the second-year concentration, the student is placed in a different setting consistent with the special preparation offered in the concentration. Placements are organized according to their concentration settings which best provide students practice opportunities related to the substance of the respective concentration. These experiences are integrated with advanced-year practice courses SWK810 and SWK820 and other courses in the advanced-year curriculum. Specific goals and objectives of field instruction associated with the respective program level of study are identified in Part II of this Guide. 17

19 Advanced Standing Field Experience: Advanced Standing Students Concurrent Academic Full-time Student Plan: SWK Students entering the full-time Advanced Standing program begin their field education and integrated field education seminar concurrently with other courses in May and continue through the following Academic Year. The student s weekly field education hours in Summer Sessions (mid-may through August) are 16 hours weekly, increasing in Fall and Spring Semesters to 20 (and in some placements 24) hours a week. This field course includes a 2.5 hour Field Education Seminar every other week over the summer sessions, which is considered part of the field education hours requirement. Advanced Standing Students: Extended-Time Students Advanced standing students enrolled in the extended-time program begin their field experience in their second summer, as described above, continuing the placement through their final Academic Year. Students are enrolled in the concentration field practicum and integrated seminar along with additional coursework during the second Academic Year. Foundation Year Field Experience: SWK Concurrent Academic Year Plans For those students who adopt a plan including field experience during the academic year, field instruction is presented on a concurrent basis: two days per week of classroom instruction and two days per week of field instruction (16 hours weekly) in a community agency setting. Academic credit in field instruction is 3 credit hours per semester. Students complete first year field instruction; SWK 721 and SWK 722 in the same setting for two consecutive semesters (Fall and Spring). Students are required to spend the equivalent of two days in the field setting per week per semester for a minimum of 464 clock hours per academic year. Students will be expected to attend an extended orientation seminar with their initial field placement in September through October and an Integrated Field Seminar held several times during the academic year. The curriculum for these Integrated Seminars is currently under development and they will be scheduled at future dates. Foundation Year Summer Block Placement For those first year students who enroll in a plan including Summer Block Placement, field instruction is scheduled for the equivalent of 4 days a week (32 hours weekly) from mid-may to the end of August, which spans the two semesters of SWK 721 and SWK 722 and is the equivalent of 464 hours. All students are involved in a regular Integrated Seminar during this period, led by their Field Faculty Liaison and meet 4 times during the Block placement. Concentration Year Field Experience: SWK Concurrent Academic Year Plans Students completing second year field instruction SWK 841 and SWK 842 are in placement in a setting different than their first year setting and also are required to spend the equivalent of two and one-half days per week (20-24 hours weekly depending on the requirements of the placement) per semester which is the equivalent of 600 hours. Second year field instruction placement is related to the practice area reflective of the student's second year concentration. Concentration Year Summer Block Placement 18

20 For those second year concentration students who enroll in a plan including Summer Block Placement, field instruction is scheduled for the equivalent of 5 days a week (40 hours weekly) from mid-may to the end of August, which spans the two semesters of SWK 841 and SWK 842 and is the equivalent of 600 hours. All students are involved in a regular Integrated Seminar during this period, led by their Field Faculty Liaison and meeting 4 times during the Block placement. See Field Placement Matrix Chart indicating time sequence for each Academic Plans Field Education Schedule in the Appendix H of this Guide. See the School's Student Handbook for a complete listing and description of the School's various Academic Plans. POLICIES AND PROCEDURES FOR FIELD EDUCATION PLACEMENT PROCESS Full-time foundation year students receive their applications for field placement during the summer before they begin the first semester. Part-time including extended-time students, will receive applications and orientation meetings during the semester prior to beginning field placement. Students submit completed applications for field education placements accompanied by a current professional resume. Placements for foundation year students are assigned based on the information provided in their field application and field placement interview. The Field Education staff matches students with agencies to provide the most appropriate educational experience. For concentration placements, the procedures offer students greater choice of placement sites. Students are provided with a list of available agencies according to the concentration areas. Agency field contacts and field educators are encouraged to provide current, clear descriptions of the learning opportunities and expectations of the agency as well as information about their own teaching style. Students need to be aware that some field agencies have additional screening procedures. Students may be asked to complete additional application forms or interviews. Child Abuse or Elder Abuse Registry, criminal background checks and health clearances may also be required by some agencies. Agencies and students are encouraged to feel free to have students return for a visit or to attend an orientation prior to the actual start of field placement if this is possible within the student s schedule. Agencies are also encouraged to provide students with any additional written information that may be helpful to prepare students for the placement. Change of Address Students and Field Educators are asked to notify the Field Education Department as soon as possible of any change in name, address or phone number. Please contact the Field Education Assistant by or call (978) Field Education Placement Planning The School of Social Work has an established procedure for matching students with field education opportunities. Each student must complete an application for the field placement and attach a current professional resume to the application. After a general 19

21 group orientation geared to preparing students for interviewing and seeking the best educational match for a field placement, the field office schedules an interview for the student with a field placement specialist. The student will have previously submitted the completed Application for Field with a current professional resume prior to the interview. Students may not contact potential agencies without the consent of the field office. Students who are in academic difficulty may not begin the placement planning process until their academic status has become satisfactory. The representative of the field office interviews each student to gain a perspective on the student's experiences and learning interests. General orientation to field instruction and its role in the curriculum is provided as needed. At the completion of the interview up to three pre-approved settings are selected as potential locations for field instruction. When possible, these settings will be close to the student's home community. However, geographic restrictions are in place, which will require certain students to commute some distance to their placement. In addition, some students will need to commute some distance in order to access specific kinds of settings, which are not available closer to their home. The field office attempts to provide opportunities that match the interests of each student. However, the availability of placements changes annually, so some students will need to accept placements, which may not fit with their primary long-term practice interest. Special efforts are made to match areas of concentration interest for Concentration Year students. In addition, some agencies only accept concentration year students as interns. Student resumes are sent initially to the lead prospective agency which the student and field office have selected with a telephone consultation and cover memorandum from the field office introducing him/her as a student in good standing who is interested in being considered for a potential field placement. Students are then responsible to schedule interviews with as many as three prospective Field Learning Centers. The final placement decision is made by the mutual consent of field instructor, student, and the field office. The student may not consider a placement finalized until they receive formal notification from the field education office. Subsequent agencies can be approached in consultation with field placement specialist assigned to the student. When this process does not result in a confirmed placement, the representative of the field office meets with the student again to explore what transpired in an effort to determine what additional steps will be taken. Possibilities include the following: the student may be offered feedback from agencies regarding apparent readiness for field education, asked to role-play interviewing skills, or helped to select other placement possibilities that build more closely on past successful experiences. In some cases, the student will be counseled to reconsider his/her choice of social work as a career. The student may be asked to register as a part-time student in order to take enough course work to give the student and the School a basis for better evaluating the student's appropriateness for the profession before permitting him/her to enter field. In the event of three or more unsuccessful field placement interviews, the Field Office reassesses the student's appropriateness for field placement. Any student who, following the above procedure, has not been able to secure an approved placement by the end of the add/drop period will be required to drop field and all other courses which are required to be taken concurrently with field. Planning for another placement may not begin until a 20