FIELD EDUCATION MANUAL

Transcription

1 SCHOOL OF SOCIAL WORK Master of Social Work Program FIELD EDUCATION MANUAL Manhattan Campus 2 Washington Street New York, NY Nyack.edu

2 TABLE OF CONTENTS MESSAGE FROM DIRECTOR 5 GRADUATE SOCIAL WORK PROGRAM FACULTY AND STAFF 6 GRADUATE SOCIAL WORK PROGRAM MISSION 7 GRADUATE SOCIAL WORK PROGRAM GOALS 7 FIELD EDUCATION PROGRAM GOALS 8 I. PROCEDURES STUDENT ADMISSION AND PLACEMENT PROCESS Field Application 8 Criteria for Student Placement in Field 8 Field Education Program Options 9 Two Year Track 9 Advanced Standing Track 9 One Year Residency Track 9 Agency Placement Process and Procedures 9 SELECTION OF AGENCIES & FIELD INSTRUCTORS Agency Selection Process 11 Criteria for Selection of Agencies 11 Criteria for Selection of Field Instructors 12 Expectations of Field Instructors 12 Off-Site Field Instructors 13 Task Supervisors 13 DESCRIPTION OF ROLES & RESPONSIBILITIES 13 Field Director 13 Field Coordinator 14 Field Liaison 14 Agency Field Instructor 15 Student 16 II. CURRICULUM FOUNDATION YEAR 17 COMPETENCIES AND PRACTICE BEHAVIORS 17 Field Education Courses: 20 Field Instruction I 20 Field Instruction II 20 ADVANCED YEAR COMPETENCIES AND PRACTICE BEHAVIORS Clinical Concentration 21 Leadership in Organization & Communities 24 Field Education Courses: 27 Field Instruction III 27 Field Instruction IV 27 FIELD EDUCATION SEMINAR ASSIGNMENTS 27

3 Field Education Learning Plan 27 Process Recording 28 Journal 28 Field Evaluation 28 GUIDELINES FOR FIELD EDUCATION ASSIGNMENTS IN THE AGENCY 29 Advanced Year Clinical and Direct Services Concentration 29 Advanced Year Leadership in Organizations and Communities Concentration 29 EDUCATIONAL METHODS AND RESOURCES FOR FIELD INSTRUCTORS 29 The Educational Contract (Field Learning Plan) Between Instructor and Student 29 Guidelines for Field Learning Plan 30 Guidelines for Student Evaluation 31 Training and Support for Field Instructors 33 III. POLICIES GENERAL POLICIES OF FIELD EDUCATION Absences 33 Change of Field Placement 34 Course Policies 34 Grading 34 Repeat Policy 35 Early Completion of Placement 36 Nondiscrimination 36 Professional Liability Insurance 36 Students with Disabilities 36 Use of Employment Site as Field Education Site 36 FIELD PROBLEMS AND RESOLUTIONS General Problem Solving Procedures 37 Unsuccessful Placement Interview 38 Conflicts of Interests 38 Criminal Convictions 38 Drug Free Departmental Policy 39 SAFETY GUIDELINES AND PROTOCOL Guidelines for Safety 39 Health Risks 40 Procedures When Safety Issues Arise 40 Safety Tips for Students in Field 40 Sexual Harassment 41 IV. FORMS APPENDIX Agency Agreement Foundation 43 Agency Agreement Clinical and Direct Services Concentration 45 Agency Agreement Leadership in Organization and Communities Concentration 48 Learning Contract Foundation Year Fall 51

4 Foundation Year Spring 60 Advanced Year Clinical Fall 68 Advanced Year Clinical Spring 81 Advanced Year Leadership Fall 92 Advanced Year Leadership Spring 105 Field Evaluation Foundation Year Fall 118 Foundation Year Spring 127 Clinical Concentration Fall 137 Clinical Concentration Spring 145 Leadership in Organization and Communities Fall 153 Leadership in Organization and Communities Spring 161 Student Evaluation of Field Experience 168

5 MESSAGE FROM THE DIRECTOR OF FIELD EDUCATION Welcome students, field instructors, task supervisors, field liaisons, and faculty! Field Education is a vital and integral component of our Social Work Education program and is essential for helping students to develop and practice professional competencies and behaviors outlined by the Council for Social Work Education. Through participation in Field Education students have the opportunity to engage in supervised activities that promote the development of professional identity, self-awareness and competent practice. Field Education is identified by the CSWE as being the signature pedagogy of social work education. It is the specific method utilized to prepare and transition students to become Professional Social Work Practitioners. This Field Education Manual was developed to help you to have a successful experience with our Field Education Program by providing you with important information about our program structure, curriculum, policies, and protocol. It is intended to be a resource and reference guide for your participation in our program. I welcome any suggestions and feedback you have as to how we can make our program and manual more useful. Thank you to all of the field instructors, agencies, and faculty who help to create a quality Field Education Program for our students! Sincerely, DeVonne Allen, LCSW, MSEd Director of Field Education

6 GRADUATE SOCIAL WORK PROGRAM FACULTY Dr. Kwiryung Yun, Program Director, Professor and Associate Dean 2 Washington Street Rm New York, NY , Kwi.Yun@nyack.edu Dr. Carol Awasu, Chair of the Rockland Campus Social Work Department, Professor 1 South Boulevard Betty Knopp Bldg. Rm. 5A Nyack, NY , Carol.Awasu@nyack.edu Dr. Mayra Lopez-Humphreys, Associate Professor and MSW Program Director 2 Washington Street Rm. 2021B New York, NY , Mayra.Humphreys@nyack.edu Dr. James Long, Lecturer 2 Washington Street Rm. 2020A New York, NY , James.Long@nyack.edu Dr. Brian Roland, Assistant Professor 2 Washington Street Rm.2020B New York, NY , Brian.Roland@nyack.edu Ms. DeVonne Allen, Director of Field Education, Lecturer 1 South Boulevard Betty Knopp Bldg. Rm. 8 Nyack, NY , Devonne.Allen@nyack.edu Field Coordinator - TBA 2 Washington Street Rm. 2021A New York, NY 10004

7 STAFF Ms. Percelene McLain, Administrative Coordinator, Student Advisor 2 Washington Street Rm.2022 New York, NY , Percelene.Mclain@nyack.edu Miriam Airoldi, Student Worker 1 South Boulevard Nyack, NY Betty Knopp Bldg. Rm , swork.assistrc@nyack.edu Fadja Pierre 2 Washington Street New York, NY nyacksocialwork@gmail.com SOCIAL WORK PROGRAM MISSION To prepare students with knowledge, values, and skills of the social work profession in a Christian context for competent and compassionate service and leadership in order to increase the well-being of all people and promote just and caring communities locally, nationally, and globally. SOCIAL WORK PROGRAM GOALS 1. To provide a curriculum that equips students for competent practice with knowledge, values, and skills of the social work profession guided by a person-in-environment framework, strengths perspective and evidence based practice, respect for human diversity, and a global perspective. 2. To provide a transformational environment that models integration of Christian faith with that helps students grow personally, professionally, and spiritually, and promote their compassion and commitment to the calling that is consistent with the Christian values of loving God and serving all people. 3. To prepare students for service and leadership in public and private sector including faith-based organizations responding to community needs. 4. To produce students who are able to identify and think critically about the multiple causes of problems, the nature and dynamics of change, and

8 strategies for bringing about reconciliation and social justice with particular attention to underserved urban populations. 5. To provide a stimulating, challenging, and supportive environment that facilitates students commitment to on-going growth and development. FIELD EDUCATION PROGRAM GOALS 1. To provide students with enriching opportunities where they can apply professional knowledge, values, and practice professional skills, fostering the development and mastery of social work competencies. 2. To place students in field agencies with the structure and capacity to provide students the opportunity to engage in activities reflective of social work practice behaviors and competencies. 3. To train and develop quality field instructors who will adequately supervise and facilitate students development of specific social work competencies by providing opportunities for students to demonstrate practice behaviors through the daily function and service of the field agency. 4. To provide field liaisons who will guide, support, and monitor the field agency s implementation of program requirements and ensure the appropriateness of opportunities for students to demonstrate social work practice behaviors. I. PROCEDURES STUDENT ADMISSION AND PLACEMENT PROCESS Field Application Upon admission to the MSW Program students will receive an electronic Field Education Application which will be used to determine student s readiness for field placement, program track, and to match students with an appropriate field agency. Criteria for Student Placement in Field 1. Confirmed Admission and acceptance to the Nyack College MSW program. 2. Commitment to professional values and goals. 3. Academic capacity. 4. Ability to meet student expectations.

9 5. Ability to complete field required hours and assignments. FIELD EDUCATION PROGRAM OPTIONS Traditional 2-Year Track Students admitted to the Traditional 2-Year Track are required to complete 450 field hours of practice in the Foundation Year and 600 field hours of practice in the Advanced Year. Advanced Standing Track Students admitted to the Advanced Standing Track are required to complete 600 field hours of practice. One-Year Residency Track The One-Year Residency Track is designed for students who are already employed in a social service setting for at least one year and are able to complete the required internship hours in their place of employment. The total of 900 internship hours is completed during the Advanced Year, 450 hours each semester, 32 hours per week. The employment agency must meet the criteria for employment based internships. Agency Placement Process and Procedures The Field Coordinator, in consultation with the Field Education Faculty, is responsible for arranging the field placements of all students. Students should not contact an agency directly without approval from the Field Faculty. Agencies may not arrange placements with students without the student going through the formal placement process. 1. A Field Education Faculty will contact each admitted applicant to schedule a consultation meeting to discuss field placement interests, needs, and opportunities. 2. The field faculty with input from the student will identify agencies of interest. Agencies can be identified from the Field Education Directory of Agency Placements. In addition a student can suggest an agency. If a student suggests and agency, the field faculty will contact the agency personnel to determine if the agency meets the Field Education Program's criteria. 3. The Field Faculty will contact each agency identified to determine which agencies are prepared to supervise a student placement for the upcoming semester.

10 4. The Director of Field Education will subsequently inform the student of an agency to interview with for potential placement. Students are responsible for contacting the agency Field Instructors and arranging for an interview and/or meeting. 5. The Field Faculty will follow up with the agency and notify the student of the agency s decision to accept the student as an intern. Assignment and placement of students are made on the basis of educational needs as determined by Field Faculty with input from students. All placements are made considering the needs of the student, the educational opportunities available at the agencies, and other specific concerns related to location and special needs of students. Interview Process This Interview process serves the following functions: 1. To assist the student in the functions and expectations of the field setting. 2. To give agency Field Instructors the opportunity to meet and to assess the student's suitability for the agency setting. 3. To allow both the student and the agency Field Instructor to begin to formulate activities. Some agencies may prepare reading lists that will help the student prepare for the placement. Use of such a list is strongly encouraged by the faculty. The field agency is under no obligations to accept the student until the Agency Agreement Form is signed. (See Appendix) Once a placement has been finalized, both the field instructor and the student will receive a letter from the Field Education Program confirming the field placement assignment and the date for the commencement of their internship. The Agency Agreement Form is to be signed after the Field Coordinator, the Field Instructor and the Student have reached an agreement. The Agency Agreement Form is to be returned to the Field Coordinator before the first week of the commencement of the field internship. Field Instructors are expected to retain a copy for agency records. The selection of agencies and Field Instructors for Field Instruction is an important part of the Field Education Program s educational

11 planning. The Field Education Program carries the responsibility for determining the suitability for student training and works closely with interested agencies and potential field supervisors in this process. SELECTION OF AGENCIES AND FIELD INSTRUCTORS Agency Selection Process A Field Instruction faculty member will visit the agency to make a formal assessment. The assessment covers such topics as: the function and services of the agency, possible student assignments, availability of resources for the student, level of practice competence of the Field Instructor, and special requirements for student placement. The member of the Field Instruction staff will also interpret MSW Program curriculum, Field Instruction requirements and the MSW Program's expectations regarding assignments, supervision and evaluation. The ability and willingness of the agency to provide in the required competencies and practice behaviors will determine whether a site is selected as a practicum placement. Criteria for Selection of Agencies 1. The agency's orientation and objectives must be educational rather than "apprenticeship." 2. There should be a correlation between the agency and MSW Program's practice perspective so as to provide an integrated class-field curriculum and a consistent experience for the student. 3. The agency provides a written description of the agency's program, examples of potential student assignments, the availability of interdisciplinary and collateral work, seminars, and other opportunities. 4. The agency should provide a range of assignments on an ongoing basis, which are appropriate to the student's educational needs. The student workload should reflect opportunity for involvement in varying modalities of service, as well as exposure to a diversity of people and problems. 5. The agency must provide the necessary space and facilities, including privacy for interviewing, and clerical assistance.

12 6. The agency will be expected to participate with the MSW Program in the development, monitoring, and review of a sound educational program. 7. Administrative provision for sufficient supervisory and consultative time for student training is required. Criteria for Selection of Field Instructors 1. Licensed Master of Social Work credential (LMSW). 2. Minimum of three years, relevant full-time, supervised post-msw experience. 3. Seminar in Field Instruction Certificate or willingness to enroll in the course concurrently. 4. Interest in and time to fulfill teaching responsibilities of social work trainees. 5. Agreement to act as Field Instructor on a continuing basis during the academic year or full placement period and to participate in the required 3-hour Introduction to Field Instruction training required of all Field Instructors and to engage in Field Instructor trainings every 3 years thereafter. 6. Familiarity with agency policies, program and procedures and the nature of client needs. Expectations of Field Instructors: 1. A desire to work collaboratively with the MSW Program s Field Liaison for the purposes of meeting student educational needs and to call upon the Field Liaison for consultation and guidance as needed. 2. A flexible approach to practice that allows for a range of modalities including work with individuals, families and groups both within the agency as well as outreach to community systems. 3. An ability to ensure open communication involving the Student, Field Supervisor, and Faculty Field Liaison. 4. A commitment to submit requested materials to the Field Liaison (e.g., student evaluations, agency description forms, etc). 5. Willingness to participate in Field Instructor trainings provided by the Field Education Program.

13 6. Knowledge of the Field Education program s curriculum and practice content. Off-Site Field Instructors Field Instructors who are off site are responsible for insuring that the responsibilities noted above are carried out in whole through both their own efforts as well as those of the Task Supervisor (see below). The off-site Field Instructor must meet with the student weekly for one hour. The focus of these meetings is social work content social work perspective, values, ethics, practice theories and theories for practice. The reference point for discussion should be the Field Learning Plan. These hours constitute the instructional hour. In addition to the instructional hour, the off-site Field Instructor must communicate with the Task Supervisor to obtain feedback on the student s progress in the area of skill development and must review the student s process recordings and case notes. Lastly, the offsite Field Instructor is responsible for completing the student s evaluation in concert with the Task Supervisor. Task Supervisors A Task Supervisor is a regular staff member who is responsible for the day-today assignments of the student and the observation and assessment of the skills portion of student. The individual staff member assuming this role must be approved by and able to work with the Field Instructor of record. It is expected that the Task Supervisor will model skills and observe the student in his/her daily assignments, meet with the Faculty Liaison as appropriate, and provide relevant feedback to both the student and the Field Instructor. The Task Supervisor does not need to have a social work degree. DESCRIPTION OF ROLES & RESPONSIBILITIES IN FIELD INSTRUCTION Field Director Role It is the responsibility of the Field Director to organize and monitor all facets of the field education program under the supervision of the Social Work Program director(s). The Director of Field Education is responsible to develop, manage, and update Field Education Program for all program sites. The director is especially expected to continuously improve the Field Education Program as the signature pedagogy of the social work program. Responsibilities include:

14 Assume responsibility for the overall direction and coordination of the social work Field Education Program. Provide policy regarding the implementation of Field Education Program. Resolution of problems affecting field. Participate in ongoing evaluation of the field education program Field Coordinator Role It is the responsibility of the Field Coordinator to oversee the day to day operations of the Field Education Program under the supervision of the Field Director. The Field Coordinator assists in the development and implementation of field instruction and monitors the field liaison activities of faculty. The Field Education Coordinator is the immediate link between the students, field instructors, and field liaisons and provides resources to all parties to optimize implementation of the Field Education Program. Responsibilities include: Screen student applicants and assess their readiness for social work Field Instruction. Assign eligible students to field education agency sites. Recruit, assess, and select field agency sites. Enhance agency s understanding of core competencies. Select, orient and train Field Instructors and Faculty Liaisons. Be available to students, agencies, and faculty liaisons to facilitate the resolution of problems that may arise. Nyack Faculty Field Liaison Role The Faculty Liaison is the college-based field educator who oversees and monitors the student s placement. The Faculty Liaison s role is threefold: 1) To assist and assess students in their professional growth and development as they progress through the field education curriculum; 2) To assist Field Instructors in the development of appropriate opportunities or support them in their role as a Field Instructor; and 3) To mediate or resolve problems affecting a student s progress in the field. Responsibilities Meet at least once per semester with the student and the agency field supervisor together.

15 Ensure responsibility for end of semester evaluations & grades of the students performance in conjunction with the agency field supervisor. Assist the student in developing a Field Learning Plan to structure the field education experience. Assist in orienting new agency supervisors to the college s curriculum and field education program. Act as a resource person for students and agency in regard to questions, about the Field Education Program. Submit grades for each student s social work Field Instruction. Agency Field Instructor Role Field Instructors carry out three different roles relative to each student: they are educators, teachers, and gatekeepers. As an educator, they guide and assess the overall professional development of the student. As a teacher, they facilitate opportunities for students and model for and observe the student and provide meaningful feedback. As a gatekeeper, they assist the Field Faculty in assessing whether or not the student is appropriate for the profession demonstrates the personal/professional capacities/behaviors requisite of professional social workers. Responsibilities Provide a minimum of one hour per week of direct supervision to student and regularly review recordings, which can include, process recordings or journaling. Orient new students to agency structure and function, student responsibilities, policies and procedures, and commonly used community resources. A sufficient number and variety of assignments to support the progression of student. We expect students to become involved in practice activities within three weeks of the start of the placement (includes shadowing, etc). Assist the student in developing a Field Learning Plan at the beginning of the fall and spring semesters to structure the field instruction experience. Complete a formal evaluation of the student at the end of each semester. Structure assignments to help the student learn a broad range of social work interventions common to generalist or advanced social work practice. Provide suitable office space. Ensure student s primary role as learner. Reimburse the students for any expenses they incur in the same manner as for agency employees. Abstain from sexual or other harassment of the student. Allow use of selected agency records (appropriately disguised to ensure client and agency confidentiality) for class assignments. Access to staff, committee, and seminar meetings when appropriate.

16 Student Role The student s primary obligation is to his/her own and professional development through the provision of social work services in the field setting in accordance with the social work code of ethics and the agency s policies and procedures. Students are expected to adhere to their assigned agency's personnel practices, policies, and procedures. Time lost for absences will need to be made up by the student. The hours provided to the agency are part of field instruction and a salary will not be provided. The field experience comprises the task and activities agreed to by the Field Instructor and his/her student as documented in the Field Learning Plan and the Field Course Assignments required of all students enrolled in field (see Field Education Syllabus). The tasks and activities agreed to by the Field Instructor and student are to be documented in the Field Program s prescribed Field Learning Plan. Students will meet with their Faculty Liaison during the first meeting of SWK 517 Field Instruction Seminar I course and review the field course assignments and the required educational forms. Responsibilities Meet with faculty and agency supervisors together at least once per semester. Develop and complete all necessary field education forms in a timely manner. Dress appropriately according to the nature of their field setting. Abide by agency rules, policies and procedures, including those pertaining to confidentiality Adhere to the National Association of Social Workers Code of Ethics. Behave in a professional manner, taking responsibility as an adult learner to understand duties, seek supervision when needed, and carry out assignments. Complete 450 hours over two semesters (225 hours per semester) without pay during the Foundation Year.

17 Complete 600 hours over two semesters (300 hours per semester) without pay during the Foundation Year. Prepare for supervision conferences by adhering to deadlines, completing work, formulating questions about assignments, etc. Discuss with agency or faculty supervisor any areas of disagreement, dissatisfaction, or confusion in respect to any part of the practicum experience. Complete an evaluation of the social work field education experience upon completion of field instruction hours (See Appendix for the Student Evaluation of Field Form). II. CURRICULUM FOUNDATION YEAR During the Foundation Year students will be required to complete 225 hours of field in the field placement agency site each semester for a total of 450 field hours for the year. In addition, students will attend 14 hours of field seminar on campus each semester. The foundation year of the MSW Program will focus on the development of generalist practice skills and mastery of the following core competencies and practice behaviors: Competencies and Practice Behaviors COMPETENCY 1: Identify as a professional social worker and conduct oneself accordingly: PRACTICE BEHAVIORS: 1. Advocate for client access to the services of social work 2. Practice personal reflection and self-correction to assure continual professional development. 3. Attend to professional roles and boundaries. 4. Demonstrate professional demeanor in behavior, appearance, and communication. 5. Engage in career-long. 6. Use supervision and consultation. COMPETENCY 2: Apply social work ethical principles to guide professional practice. PRACTICE BEHAVIORS:

18 1. Recognize and manage personal values in a way that allows professional values to guide practice. 2. 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. 3. Tolerate ambiguity in resolving ethical conflicts. 4. Apply strategies of ethical reasoning to arrive at principled decisions. COMPETENCY 3: Apply critical thinking to inform and communicate professional judgments. PRACTICE BEHAVIORS: 1. Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom. 2. Analyze models of assessment, prevention, intervention, and evaluation 3. Demonstrate effective oral and written communication in working with individuals, families, groups, organizations, and communities. COMPETENCY 4: Engage diversity and difference in practice. PRACTICE BEHAVIORS: 1. Recognize the extent to which a culture s structures and values may opposes, marginalize, alienate, or create or enhance privilege and power. 2. Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups. 3. Recognize and communicate their understanding of the importance of difference in shaping life experiences. 4. View themselves as learners and engage those with whom they work as informants. COMPETENCY 5: Advance human rights and social and economic justice. PRACTICE BEHAVIORS: 1. Understand the forms and mechanisms of oppression and discrimination; 2. Advocate for human rights and social and economic justice. 3. Engage in practices that advance social and economic justice. COMPETENCY 6: Engage in research-informed practice and practice-informed research. PRACTICE BEHAVIORS: 1. Use practice experiences to inform scientific inquiry. 2. Use research evidence to inform practice.

19 COMPETENCY 7: Apply knowledge of human behavior and the social environment. PRACTICE BEHAVIORS: 1. Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation. 2. Critique and apply knowledge to understand person and environment. COMPETENCY 8: Engage in policy practice to advance social and economic well-being and to deliver effective social work services. PRACTICE BEHAVIORS: 1. Analyze, formulate, and advocate for policies that advance social wellbeing. 2. Collaborate with colleagues and clients for effective policy action. COMPETENCY 9: Respond to contexts that shapes ones practice setting. PRACTICE BEHAVIORS: 1. Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services. 2. Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services. COMPETENCY 10: Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. PRACTICE BEHAVIORS: (1) Engagement 1. Apply social work knowledge to engage individuals, families, groups, organizations, and communities. 2. Use professional and interpersonal skills to facilitate engagement. 3. Develop a mutually agreed-on focus of work and desired outcomes within the agency s mandate. (2) Assessment 1. Collect, organize, and interpret client data. 2. Assess client strengths and limitations 3. Develop mutually agreed-upon intervention goals & objectives 4. Select appropriate intervention strategies. (3) Intervention 1. Initiate actions to achieve organizational goals. 2. Implement prevention interventions that enhance client capacities. 3. Help clients resolve problems.

20 4. Negotiate, mediate, and advocate for clients. 5. Facilitate transitions and endings. (4) Evaluation: 1. Critically analyze, monitor, and evaluate interventions. COMPETENCY 11: Integrate Christian faith with professional social work practice PRACTICE BEHAVIORS: 1. Practice with compassion rooted in their personal relationship with Christ. 2. Demonstrate servant leadership with humility as they influence, equip, and empower those who are disadvantaged. FOUNDATION YEAR FIELD EDUCATION COURSES The following courses are to be taken during the foundation year: SWK 517 FIELD INSTRUCTION & SEMINAR I Course Description: This course is the first of two field instruction courses taken during the first year of the MSW degree program. It requires a total of 225 hours of field in a social service agency in addition to 14 hours of field seminars held on campus. It will provide students with opportunities to acquire skills in generalist social work practice, to try out social work practice roles in the field, and to test in the field theories and principles learned in the classroom. Students are assigned to social service agencies and learn by directly participating in the delivery of social services under the supervision of professional social workers and faculty. The hours provided to the agency are part of field instruction and a salary will not be provided. Seminar sessions will allow students the opportunity to process experiences in the field placement and to connect those experiences to social work knowledge, values, and skills. Sessions will be conducted in a discussion format that encourages students to examine and reflect upon their professional development and demonstration of social work competencies. SWK 557 FIELD INSTRUCTION & SEMINAR II Course Description: This course is the second of two field instruction courses taken during the first year of the MSW degree program. It is a continuation of Field Instruction and Seminar I and requires a total of 225 hours of field in a social service agency in addition to 14 hours of field seminars held on campus. It will build upon the foundation provided in Field Instruction and Seminar I and will provide students with opportunities to persist in development of skills in generalist social work practice. Students will remain in their previously assigned agencies as they continue to learn by directly participating in the delivery of social services under the

21 supervision of professional social workers and faculty. Seminar sessions will continue to allow students the opportunity to process experiences in the field placement and to connect those experiences to social work knowledge, values, and skills. The hours provided to the agency are part of field instruction and a salary will not be provided. Prerequisites: SWK 517 Field Instruction and Seminar I; SWK 562 Social Work and Christianity ADVANCED YEAR During the Advanced Year students will be required to complete 21 hours per week in the clinical field placement agency site for a total of 600 hours of field at the end of the year. The advanced year of the MSW program will focus on the development of higher level practice skills through mastery of the following core competencies enhanced by knowledge and practice behaviors specific to a concentration in clinical practice and direct service or leadership in communities and organizations: Clinical Concentration: Competencies & Practice Behaviors COMPETENCY 1: Identify as a professional social worker and conduct oneself accordingly. PRACTICE BEHAVIORS 1. Readily identify as social work professionals. 2. Demonstrate professional use of self with client(s) 3. Understand and identify professional strengths, limitations and challenges 4. Develop, manage, and maintain therapeutic relationships with clients within the person-in-environment and strengths perspectives 5. Consult with medical professionals, as needed, to confirm diagnosis and/or to monitor medication in the treatment process. COMPETENCY 2: Apply social work ethical principles to guide professional practice. PRACTICE BEHAVIORS 1. Apply ethical decision-making skills to issues specific to clinical social work 2. Employ strategies of ethical reasoning to address the use of technology in clinical practice and its effect on client s rights

22 3. Identify and use knowledge of relationship dynamics, including power differentials 4. Recognize and manage personal biases as they affect the therapeutic relationship in the service of the clients well-being. COMPETENCY 3: Apply critical thinking to inform and communicate professional judgments. PRACTICE BEHAVIORS 1. Engage in reflective practice 2. Identify and articulate clients strengths and vulnerabilities 3. Evaluate, select, and implement appropriate multidimensional assessment, diagnostic, intervention, and practice evaluation tools 4. Evaluate the strengths and weaknesses of multiple theoretical perspectives and differentially apply them to client situations 5. Communicate professional judgments to other social workers and to professionals from other disciplines, in both verbal and written format. COMPETENCY 4: Engage diversity and difference in practice and integrate a sound social work perspective. PRACTICE BEHAVIORS 1. Research and apply knowledge of diverse populations to enhance client wellbeing 2. Work effectively with diverse populations 3. Identify and use practitioner/client differences from a strengths perspective. Competency 5: Advance human rights and social and economic justice. PRACTICE BEHAVIORS 1. Use knowledge of the effects of oppression, discrimination, and historical trauma on client and client systems to guide treatment planning and intervention 2. Advocate at multiple levels for mental health parity and reduction of health disparities for diverse populations Competency 6: Engage in research-informed practice and practice-informed research. PRACTICE BEHAVIORS 1. Use the evidence-based practice process in clinical assessment and intervention with clients 2. Participate in the generation of new clinical knowledge, through research and practice

23 3. Use research methodology to evaluate clinical practice effectiveness and/or outcomes Competency 7: Apply knowledge of human behavior and the social environment. PRACTICE BEHAVIORS 1. Synthesize and differentially apply theories of human behavior and the social environment to guide clinical practice 2. Use bio-psycho-social-spiritual theories and multiaxial diagnostic classification systems in formulation of comprehensive assessments 3. Consult with medical professionals, as needed, to confirm diagnosis and/or to monitor medication in the treatment process. Competency 8: Engage in policy practice to advance social and economic wellbeing and to deliver effective social work services. PRACTICE BEHAVIORS 1. Communicate to stakeholders the implication of policies and policy change in the lives of clients 2. Use evidence-based practice and practice-based evidence in advocacy for policies that advance social and economic well-being 3. Advocate with and inform administrators and legislators to influence policies that impact clients and service. Competency 9: Respond to contexts that shape practice. PRACTICE BEHAVIORS 1. Assess the quality of clients interactions within their social contexts 2. Develop intervention plans to accomplish systemic change 3. Work collaboratively with others to effect systemic change that is sustainable Competency 10: Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities PRACTICE BEHAVIORS Engagement 1. Develop a culturally responsive therapeutic relationship 2. Attend to the interpersonal dynamics and contextual factors that both strengthen and potentially threaten the therapeutic alliance 3. Establish a relationally based process that encourages clients to be equal participants in the establishment of treatment goals and expected outcomes. Assessment 1. Use multidimensional bio-psycho-social-spiritual assessment tools

24 2. Assess clients readiness for change 3. Assess client coping strategies to reinforce and improve adaptation to life situations, circumstances, and events; 4. Select and modify appropriate intervention strategies based on continuous clinical assessment 5. Use differential and multiaxial diagnoses. Intervention 1. Critically evaluate, select, and apply best practices and evidence-based interventions 2. Demonstrate the use of appropriate clinical techniques for a range of presenting concerns identified in the assessment, including crisis intervention strategies as needed 3. Collaborate with other professionals to coordinate treatment interventions. Evaluation 1. Contribute to the theoretical knowledge base of the social work profession through practice-based research 2. Use clinical evaluation of the process and/or outcomes to develop best practice interventions for a range of bio-psycho-social-spiritual conditions. Leadership in Organizations & Communities Concentration: Competencies & Practice Behaviors COMPETENCY 1: Identify as a professional social worker and conduct oneself accordingly. PRACTICE BEHAVIORS 1. Demonstrate self-awareness in analyzing the effectiveness of organizations and leadership approaches in one s field placement and professional practice. 2. Identify and leverage opportunities for social workers to participate and guide efforts to enhance and develop social services. 3. Identify opportunities for continuing professional education and development. 4. Use supervision and consultation in organizational and leadership development. COMPETENCY 2: Apply social work ethical principles to guide professional practice. PRACTICE BEHAVIORS 1. Identify and manage personal biases as they affect practice within organizations and communities.

25 2. Apply ethical decision-making skills to issues in macro practice, recognizing the ambiguity inherent in many practice situations. COMPETENCY 3: Apply critical thinking to inform and communicate professional judgments. PRACTICE BEHAVIORS 1. Appraise and integrate multiple sources of organization and community data including strengths and challenges. 2. Select, implement and evaluate appropriate macro assessment, intervention and evaluation tools. 3. In both verbal and written format, demonstrate the ability to communicate multi-systemic professional judgments to others. COMPETENCY 4: Engage diversity and difference in practice and integrate a sound social work perspective. PRACTICE BEHAVIORS 1. Apply the value of diversity in society and demonstrate an ability to understand the distinctiveness of individuals within the environment within organizations and communities. 2. Recognize how differences can be interpreted as barriers to service and seek to transform barriers into opportunities for organizational growth and change. COMPETENCY 5: Advance human rights and social and economic justice. PRACTICE BEHAVIORS 1. Assess the forms and mechanisms of oppression and discrimination within the service delivery systems for clients. 2. Work individually and collectively to advocate for policies and practices that support social justice and the protection human rights. COMPETENCY 6: Engage in research-informed practice and practice-informed research. PRACTICE BEHAVIORS 1. Provide a sound knowledge base of community practice, including the assessment of community needs, best practices, decision-making, and evaluation. 2. Engage in analyzing organizational effectiveness with an emphasis on organizational theory. COMPETENCY 7: Apply knowledge of human behavior and the social environment. PRACTICE BEHAVIORS

26 1. Apply macro theoretical models in understanding service delivery. 2. Synthesize and apply human behavior and the social environment theories to guide the assessment of strengths and weaknesses within organizational and community ecosystems. COMPETENCY 8: Engage in policy practice to advance social and economic well-being and to deliver effective social work services. PRACTICE BEHAVIORS 1. Advocate individually and in collaboration with colleagues for services that advance the economic and social well-being of clients based on analyses of the organization and/or service delivery systems. COMPETENCY 9: Respond to contexts that shape practice. PRACTICE BEHAVIORS 1. Provide leadership in promoting organizational change to improve the quality of social services. 2. Work collaboratively with others to effect systemic and sustainable contextual change. 10: Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. PRACTICE BEHAVIORS Engagement 1. Engage in interventions for change in organizations and communities. 2. Establish a relationship with organizations and communities. 3. Inform a process that facilitates organization and community partners to be equal participants in the establishment of goals and expected outcomes. Assessment 1. Conduct assessment of organizations and communities including client strengths and weaknesses. 2. Develop mutually agreed upon interventions to achieve goals and objectives for organization and community change. Intervention 1. Apply advanced knowledge and skills to achieve organizational and community goals. 2. Engage clients, organizations, and communities in integration of interventions and new innovations. Evaluation 1. Empower organizations and communities in the evaluation of interventions.

27 ADVANCED YEAR FIELD EDUCATION COURSES The following courses are to be taken during the advanced year: SWK 617 FIELD INSTRUCTION & SEMINAR III Course Description: The first course of two field instruction courses taken during the second year of the MSW degree program. It requires a total of 300 hours of field in a social service agency in addition to 14 hours of field seminars held on campus. Students will work under the supervision of an experienced social worker in a field agency setting that will focus on their specific practice concentration (Clinical or Leadership in Organizations and Communities). Therefore, students will have the opportunity to build upon and refine application of the core competencies within their concentration area. The hours provided to the agency are part of field and a salary will not be provided. Seminar sessions will be used to help students analyze practice experiences in their field placements. Sessions will be conducted in a discussion format that encourages students to examine and reflect upon their professional development and demonstration of social work competencies. Prerequisites: SWK 557 SWK 657 FIELD INSTRUCTION & SEMINAR IV Course Description: The second course of two field instruction courses taken during the second year of the MSW degree program. It is a continuation of Field Instruction & Seminar III and requires 300 hours of field that will consist of 21 hours per week within a social service agency in addition to 14 hours of field seminars held on campus. Students will continue to build upon and refine application of the core competencies within their specific area of concentration at the previously assigned field site. The hours provided to the agency are part of field instruction and a salary will not be provided. Seminar sessions will continue to allow students the opportunity to analyze practice experiences in their field placement and reflect on their professional development through demonstration of social work competencies. Prerequisites: SWK 617 FIELD EDUCATION SEMINAR ASSIGNMENTS Field Education Learning Plan In collaboration with your field instructor, you will develop a Field Learning Plan to guide your experiences and activities in the field. Together, you will decide upon activities to complete during your field placement that will demonstrate the specified practice behaviors. You are required to identify at least one activity for each practice behavior. You may choose to select from the list of activities provided to you or create your own. The Learning Agreement Form can be

28 found in your Field Manual, and on the Social Work Program website at the following link: Please be sure that this agreement is signed by both you and your field instructor before submitting. You will be graded on your completion of the designated activities. Process Recordings Process records are key in reflecting and understanding your work with clients and should be presented to your field instructor for discussion during supervision meetings. You will be provided with specific guidelines regarding the necessary format. Dates for each assigned process recording will be noted in the class schedule. You will be graded on the depth of analysis, conceptualization of the transaction, and level of self awareness presented. Please see assignment rubric for details. Journal You are required to keep a weekly journal. The journals are due on Friday of each week before the start of class. The journals are to be submitted on E- Companion in MS Word format. A template for the journal can be found on E- Companion in the Doc Sharing section. This assignment is designed to help you reflect upon your experiences in the field and gain insight about your interactions. You should respond with 5 10 sentences to each of the four categories of the journal. See related document on E-Companion for possible questions that may be addressed. Please see assignment rubric for details on your work will be graded. Field Evaluation Together with your field supervisor you are to evaluate your field practicum experience, your progress toward the goals and plans that you stated in your Learning Agreement, your professional social work conduct, intervention skills, integration of theory and practice, and use of supervision and yourself. You are to submit the areas of practice that you would like to continue to work on in the second semester. Your field supervisor will evaluate your readiness for continued social work practice in the field, and recommend a grade regarding your performance. NOTE: Faculty Liaisons may require additional assignments, but these will be clearly stated in writing and provided to the student at the beginning of the academic year. Students failing to complete field assignments in a timely manner may receive a NC (no credit) for the field instruction course.

29 GUIDELINES FOR FIELD EDUCATION ASSIGNMENTS IN THE AGENCY Advanced Year Clinical Concentration - During the Clinical Concentration Year, at least 10 of the 18 hours of field required each week should be in direct service to clients on the microlevel. This may include a variety of work with individuals, dyads, families, groups, as well as collateral contacts. Assignments in the field will focus on allowing students to further develop social work competencies through experience with more challenging and complicated clinical scenarios. Students will be given the opportunity to gain experience with a broad range of clinical social work interventions including a variety of modalities, frameworks, and therapeutic approaches. Advanced Year Leadership Concentration - During the Leadership in the Organization and Community Concentration Year, at least 7 of the 18 hours of field required each week should be in direct service to clients on the micro-level. This may include a variety of work with individuals, dyads, families, groups, as well as collateral contacts. Assignments in the field will focus on allowing students to further develop social work competencies through experience with more challenging and complicated clinical scenarios. Students will be given the opportunity to gain experience with a broad range of social work interventions including a variety of modalities, frameworks, and therapeutic approaches within the organizational and community context. EDUCATIONAL METHODS AND RESOURCES FOR FIELD INSTRUCTORS The Educational Contract (Field Learning Plan) Between Instructor and Student Adult education theory emphasizes the shared responsibility between the teacher and the learner for the quality and content of the teaching transactions. Building on this notion, it is a Department s policy that each Field Instructor and student jointly develop a written educational contract that defines the work they will be doing together. In order to enable the student to become an active participant in the development of his/her educational experience, information that helps define the boundaries and foundations of the supervisory relationship and the content and process of the must be provided. The Department uses a Field Learning Plan available on the field web site, to facilitate this process. The form should be completed by the Field