SCHOOL OF SOCIAL WORK. Field Instruction. Part-time: SOW Credits SYLLABUS

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1 SCHOOL OF SOCIAL WORK Field Instruction Part-time: SOW Credits SYLLABUS Instructor: Silvia J. Blanco, MSW, LCSW Phone: Office Hours: by appointment Class Hours: Saturday 9-12:40 09/07, 10/5, 11/12/, 12/7 Office Location: B211 sblanco@sar.usf.edu Classroom: TBA NATURE OF THE COURSE SOW 6557 is the fourth of the five field sequences and the second sequence in the clinical concentration portion of the field program, designed to provide students with the opportunity to develop and demonstrate advanced clinical skills. The course utilizes two instructional methods: (1) 12 hours per week for 180 hours total in a community based field placement supervised by a trained and approved field instructor, and (2) a practice seminar taught by a university based faculty person. The field seminar consists of approximately fifteen hours and is scheduled to match part-time needs. The field placement component is guided by the field instructor in consultation with a university based field liaison person; together they work with the student to develop and implement an educational plan which meets the objectives of this course. The last field seminars help students transition from the student role to that of clinical Social Work professional. Students learn about complex issues affecting practice, for instance the delicate nature of the therapeutic alliance and equality which should exist in the clinical relationship. Students integrate and practice advanced clinical techniques for a variety of presenting problems as well as differential diagnosis. Forms for the field program are available in the MSW Field Manual and at the web site of Students can complete on-line or print a copy to submit to the instructor. COURSE RATIONALE The seminar component compliments the field placement by addressing the same objectives in a sharing atmosphere, facilitating the integration of classroom theory and practice experience, permitting students to multiply their learning through exposure to each other s experiences. 2/20131

2 THEORETICAL PERSPECTIVE The graduate and undergraduate programs of the USF School of Social Work provide a progressive identification with the knowledge, values, ethics, and skills of social work practice. The unifying themes and theoretical underpinnings of USF s social work curricula are found in both explanatory theories (e.g., ecosystems theory) and change theories (e.g., psychodynamic and cognitive behavioral theories), operationalized through the perspectives of empowerment, strengths, capacity building, and evidencebased social work practice. Ecosystems theory reflects the social work value of enhancing human system functioning and focuses on biological, psychological, emotional, cultural, and social environments holistically. The strengths perspective emphasizes viewing the range of human differences as normal and acceptable, as opposed to making judgments about peoples personal characteristics, race, ethnicity, culture, class, gender, sexual orientation, religion, physical or mental ability, age, national origin, and level of social and emotional functioning. The empowerment perspective supports resourcefulness and the development of skills to remove social barriers for individuals, groups, and communities. The capacity building perspective reinforces the social work profession s mandate to serve the most vulnerable of society, to enhance the caring capacity of society to end discriminatory practices, and to develop and expand resources to those in need. Evidence-based practice entails the conscientious and judicious use of current best practice in decisionmaking about interventions at all system levels, integrating relevant scientific information with informed professional judgment and the personal preferences and cultural backgrounds of service consumers in order to practice effectively and ethically. COURSE OBJECTIVES Upon completion of this course, a student should have achieved the following objectives as measured by the specified evaluation methods. 1. Attend to the interpersonal dynamics and contextual factors that both strengthen and potentially threaten the therapeutic alliance (Practice Behavior 10.2) Measurement: Use of Self Assignment and in-class activity Geriatric Ethical Dilemma Reading/Research/Discussion Final Phase of Treatment Paper In-Class Participation regarding Legal Matters and Values Final evaluation 2. Establish a relationally based process that encourages clients to be equal participants in the establishment of treatment goals and expected outcomes (Practice Behavior 10.3) Measurement: Use of Self Assignment and in-class activity Final Phase of Treatment Paper Final evaluation 3. Select and modify appropriate intervention strategies based on continuous clinical assessment and assessing clients readiness for change (Practice Behavior 10.5 & 10.7) Measurement: Use of Self Assignment and in-class activity Final Phase of Treatment Paper Geriatric Dilemma Reading/Research/Discussion Final evaluation 2/20132

3 4. Use differential and multiaxial diagnoses (Practice Behavior 10.8) Measurement: Geriatric Dilemma Reading/Research/Discussion Final evaluation 5. Demonstrate the use of appropriate clinical techniques for a range of presenting concerns identified in the assessment including crisis intervention strategies as needed (Practice Behavior 10.10) Measurement: Use of Self Assignment and in-class activity Geriatric Dilemma Reading/Research/Discussion Final evaluation 6. Understand and identify professional strengths, limitations and challenges (Practice Behavior 2.3) Measurement: Use of Self Assignment and in-class activity Final Phase of Treatment Paper Final evaluation 7. Develop, manage, and maintain therapeutic relationships with clients within the person-inenvironment and strengths perspectives (Practice Behavior 2.4) Measurement: Use of Self Assignment and in-class activity Final Phase of Treatment Paper Geriatric Dilemma Reading/Research/Discussion Final evaluation METHODS OF INSTRUCTION The field placement component of this course for this field sequence consists of a total of 180 hours per semester will complete the requirement in three semesters*. A field liaison visit will be made every other semester for part-time students. The student MSW Advanced Clinical Concentration Field Evaluation Instrument will be completed by the agency field instructor at the end of the semester. The field placement is guided by the field instructor in consultation with the seminar instructor/liaison. Together they work with the student to develop and implement an educational plan that meets the objectives of this course. The seminar component will consist of a mini-lecture/discussion format and may include guest speakers, special clinical segments, and written or oral assignments as determined appropriate by individual instructors. The instructional content in this seminar will be tailored to meet the advanced clinical learning needs of each particular group of students and to best facilitate their integration of classroom theory and field experience. The field seminar consists of approximately fifteen hours and is scheduled to match full-time/part-time needs. Professional and Behavioral Accountability in the Classroom 2/20133

4 Professional behavior is expected of all students both in field and in the classroom. Professional behavior in the classroom includes the following: 1) Maintaining Confidentiality Information shared in class about agencies and clients is considered to be covered by the NASW Code of Ethics regarding the sharing of information for supervisory purposes. Agencies are aware that information is shared in class for this purpose. However, discussions outside of class with individuals outside of the seminar or with other members of the seminar regarding information shared in class about clients, supervisors, or agencies is considered a breach of confidentiality. Breach of confidentiality is grounds for removal from field. 2) Following Proper Channels for Communication and Conflict Resolution One of the most important aspects of becoming a professional is the understanding of the use of supervision. The use of supervision includes, among other things, identifying areas for growth and the understanding of the process for communication regarding concerns. Students are expected to use identified channels for resolving concerns both within field and the seminar. In field this includes going directly to the field instructor and the faculty liaison. More about problem solving in field can be found in the Field Manual. In field seminar the student is expected to bring the concern first directly to the seminar instructor on an individual basis. Students should be prepared to discuss the concern and offer possible solutions. 3) Safety As part of professional social work education, students will have assignments that involve working in agency settings and/or the community. As such, these assignments may present some risks. Sound choices and caution may lower risks inherent to the profession. It is the student s responsibility to be aware of and adhere to policies and practices related to agency and/or community safety. Students should also notify professors regarding any safety concerns. 4) Respect for Colleagues Part of professional accountability includes treating others with respect and courtesy. Within the field seminar this entails listening to the opinions and concerns of others with openness, offering suggestions and ideas in a positive and respectful manner, and willingness to promote group cohesiveness in the learning environment. 5) Time Management It is important that students learn to manage the multiple demands of field and seminar. Chronic tardiness in the field placement is considered unprofessional and can result in an unsatisfactory performance evaluation when tardiness affects the student s ability to take advantage of field learning opportunities. Additionally, students are expected to contact their field instructor and/or professor as soon as possible to notify of impending lateness or an unscheduled absence from class or field. Providing notice to the instructor when assignments will be turned in late is also expected. This should be done as a professional courtesy, not to prevent the point deduction for late assignments. 6) Use of Computers/Cell Phones in the Classroom Field Seminar is a practice course, and class participation is essential. Generally, it will not be necessary to take detailed computer notes on material in this course, and only occasionally will the use of a laptop computer be warranted. When laptops are being used in the classroom, it is considered unprofessional and disrespectful for anything other than note-taking or relevant data search that will benefit the entire class. Internet surfing, instant messaging, working on material outside of the MSW Seminar, etc. is not 2/20134

5 permitted and will result in lowered professional accountability grades and possible disciplinary action. Additionally, cell phones should be turned off when class begins and remain off throughout the duration of the class. ATTENDANCE POLICY Students are expected to be on time and prepared to participate when class begin as well as be present throughout the entire class meeting. Classroom exercises, discussions, role-plays, guest speakers and other in-class experiential exercises are essential for a student s professional learning and continued development of self-awareness. This form of learning cannot be made up once missed. Accordingly, Attendance is required at all class meetings. There are no excused absences (except for military leave, jury duty, or religious holidays that are planned in advance). If missing class in unavoidable the opportunity to make it up exists by attending the other section of part-time field seminar. Be sure to contact both professors to advise them of your need to attend a different class. Students are responsible for any missed material due to absences or lateness. COURSE REQUIREMENTS The assignments and activities described below are assigned point values. All assignments are required and due in class on the date indicated on the syllabus. All late assignments will receive 10% off the total point value. No late assignment will be accepted after 72 hours. The general descriptions of assignments below will be supplemented by the professor in class through hand-outs, discussions and small group activities. Measurements in the course are all designed to determine the student s capacity to embrace social work values and ethics and apply theory and principles of practice to actual cases in texts, articles and placement work. The class will utilize an electronic Blackboard learning and instruction model for assignments and communication. Each student must sign up for MyUSF utilizing their USF address to participate. Each student will be responsible to check for correspondence related to course content each week prior to class meeting. Once logged in you will be able to go to the class site and communicate with your instructor as well as your classmates. Each student will also register on Intern Placement Tracking (ipt) using the default password given them by the Field Department. Hours Log and Field Evaluation Forms are available on this web-based data management system. Please keep your information updated (i.e., phone number, address, placement info, insurance expiration date). If you have any problems with the ipt system please contact Yvonne Wallace at ywallace@usf.edu Course Assignments FIELD LEARNING PLAN 10 Timely completion of a well-developed Field Learning Plan is submitted to the seminar instructor on due date on course calendar. This instrument is a foundation for practice knowledge and skills in the practicum. Students will revise their Learning Plans from the previous semester to make previously accomplished strategies more rigorous. You will find the Advanced Clinical Learning Plan posted on Blackboard. It is also available on our website 2/20135

6 FINAL PHASE OF TREATMENT REFLECTION PAPER 10 Reflection Paper: After reading the article on Final Phase of Treatment, submit a 4 page, typed paper reflecting on your reaction; thoughts and ideas about this phase of intervention and treatment; and how the points in the article may impact treatment issues for you, as the student intern and for your clients. What concerns do you have at this point in your development as a clinician? GERIATRIC ETHICAL DILEMMA 20 The purpose of this assignment is to encourage the exploration and use of increasingly advanced skills in the area of critical thinking and ethical and value driven decision-making. A geriatric case will be presented in which the student will have to determine if the social worker is performing ethically and efficiently. Two relevant journal articles will be provided and the student will find a third peer-reviewed journal article defending their position. A 6 axis diagnostic formulation will be developed based on information presented. This case analysis using the situation, articles and research will reflect critical thinking and ethical decision-making. The following class will be dedicated to the thorough discussion of this topic. USE OF SELF IN PRACTICE 20 Use of self in clinical social work practice is the combination of core social work knowledge, skills and values with the aspects of one s personal self including; personality traits, belief systems, life experiences and cultural heritage. Skillful use of self enables social workers to achieve authenticity and genuineness with the client while at the same time honoring the values and ethics of the profession. Through a reading and in class or on-line activity, the assignment is designed to offer the student a venue for exploring their authentic self and which unique attributes they might choose to integrate into their professional practice. FIELD HOURS AND SATISFACTORY FIELD PERFORMANCE EVALUATION 40 All students must satisfactorily complete all 180 field hours to pass this course. Non-passing evaluations will result in a potentially failing grade and possible additional hours required in their field placement to demonstrate required practice behavior(s). Forty points will be awarded for satisfactory completion of all field hours and a passing final evaluation. No partial points will be awarded. These forms are available on our ipt website. The Field Hours Log and the final Advanced Clinical Field Evaluation will be submitted electronically through ipt. GRADING SCALE Grades will be determined by summing the points at the end of the semester. For the policy on I grades, please refer to the USF Graduate Catalog 2/20136

7 Assignment Part-time 6557 possible points Field learning plan 10 Geriatric Ethical Dilemma Final Phase Reflection Paper Use of Self in Practice 20 Field hours and satisfactory field performance evaluation 40 Total 100 Evaluation Scale: points A B C D+ 59<F A B C D A B C D- Notice to Students: Students should always keep a copy of their field evaluation. Occasionally, the evaluation is needed in lieu of a professional reference for potential employers. The USF School of Social Work does not provide copies of the field evaluation All students are required to submit a signed field and supervision hours log with their final valuation each semester. For additional information regarding sick time and other field leave policy, see the current USF MSW Field Manual which is located on the Social of Social Work Web page: Professional Liability Insurance Professional Liability Insurance is provided for each student by the School of Social Work. Academic Accommodations/Student Disabilities: Students with disabilities are responsible for registering with Students with Disabilities Services in order to receive academic accommodations. SDS encourages students to notify instructors of accommodation requests at least five business days prior to needing the accommodation. A letter from SDS must accompany this request. For specifics, see: Absences Due to Religious Observances: Students are expected to notify their instructors at the beginning of each academic term if they intend to be absent for a class or announced examination. Students absent for religious reasons, as noticed to the instructor at the beginning of each academic term, will be given reasonable opportunities to make up any work missed. For further information, please refer to: 2/20137

8 Use Of Non-Sexist And Professional Language The use of non-sexist and professional language is expected in written assignments and in class discussion. Guidelines regarding non-sexist language are available in the Publication Manual of the American Psychological Association. Academic Dishonesty Policy Procedures for Alleged Academic Dishonesty or Disruption: Student Academic Grievance Procedures Course Calendar: 9/7 Review syllabus and course requirements Review ipt data base/integration of Field Guest Speaker Topic: Forensic Social Work Discussion of Final Phase and appropriate ways to terminate with a client Read Final Phase for next meeting 10/5 Due: Updated Learning Plan- Assignment: Final Phase Reading and Reflection Paper Integration of Field Issues Guest Speaker Topic: Medical Social Work Due: Final Phase Reflection Paper Discussion of Use of Self in Practice (more assertive and professional) 11/12 Due: Discussion of Use of Self Assignment Integration of Field Issues Explanation of Geriatric Dilemma Assignment Geriatric Dilemma Discussion, Reading/Research/Reflection 12/7 Assignment: Geriatric Dilemma Guest Speaker: TBA Integration of Field Wrap up and plan for next semester /Incomplete contracts Hours log and final semester evaluation are due to be completed in ipt by REQUIRED TEXTS MSW Field Manual, online edition, School of Social Work: University of South Florida. 2/20138

9 Reamer, F.G. (2009). Social Work Ethics Casebook. Silver Spring, MD: NASW Publications. GENERAL REFERENCE TEXTS Archer, M. D., (2008) Getting Started in Forex Strategies. Hoboken, NJ: John Wiley and Sons Brenner, E., Kindler, D., & Freundlich, M. (2010). Dual relationships in child welfare practice: A framework for ethical decision making. Children and Youth Services Review, Birkenmaier, J. & Berg-Weger, M. (2007). The Practicum Companion for Social Work Integrating Class and Field Work (2 nd ed.). Boston: Pearson. Dolgoff, R., Loewenberg, F.M., & Harrington, D. (2009). Ethical decisions for social work practice (8 th ed.). Belmont, CA: Thomson Dykeman, B.F. (2005). Cultural implications of crisis intervention. Journal of Instructional Psychology, 32(1), Gregory, V.L., (2010). Cognitive Behavioral Therapy for depression in bipolar disorder: A Meta-analysis. Journal of Evidence-Based Social Work, 7(4), Hamama, L. (2012). Differences between Children s Social Workers and Adults Social Workers on Sense of Burnout, Work Conditions and Organizational Social Support. British Journal of Social Work, 42 (7), Kim, J.S., Smock, S., Trepper, T.S., McCollum, E.E. & Franklin, C. (2010). Is solution-focused brief therapy evidence-based? Families in Society, 91, Lane, S.R. (2011) Political content in Social Work Education as reported by Elected Social Workers. Journal of Social Work Education, 47 (1), Medina, C. (2010). The need and use of process recording in policy practice: A learning and assessment tool for macro practice. Journal of Teaching in Social Work, 30(1), NASW (2008). Code of Ethics. Silver Spring, MD: NASW Publications. Pack, M. (2011). Defining moments in practice. Clinical supervision as a method of promoting critical reflection in field work: A qualitative inquiry. Aotearoa New Zealand Social Work, 23 (4), Reamer, F. (2001). Moral philosophy meets social work: commentary on Alan Geqirth's "Confidentiality in Child-Welfare Practice". Social Service Review, 75(3), Royse, D., Dhooper, S., & Rompf, E.L. (2003). Field Instruction : A Guide for Social Work Students (4 th ed.) Boston: Allyn and Bacon. Scannapieco, M., Hegar, R.L., & Connell-Carrick, K. (2012). Professionalization in public child welfare: Hisotrical context and workplace outcomes for social workers and non-social workers. Children and Youth Services Review, 34 (11), Shulman, S. (2010). Interactional Supervision (3 rd ed). Washington DC; NASW Press. Sweitzer, H.F. & King, M.A. (2009). The Successful Internship Personal Professional and Civic Development (3 rd ed). Belmont, CA: Brooks/Cole Cengage Learning. 2/20139

10 Appendices SCHOOL OF SOCIAL WORK Field Instruction Sequence IV SOW 6557 Learning Plan Grading Rubric 10 Points Student: _ Component Points Points Available Earned Structure Strategy for each Practice Behavior 4 Includes for f a Measurement Includes Timeframe Clinical Activities Action oriented practice behaviors 3 Demonstrate expected progression clinical skill-buil building Collaboration 2 Learning Plan was written in conjunction with Field Field Instructor Includes opportunities for collegial relationship building Presentation Grammar/spelling/punctuation Well organized 1 Turned in on due date. Total 10 Instructor Comments: Field Seminar Instructor Signature: 2/201310

11 UNIVERSITY OF SOUTH FLORIDA SCHOOL OF SOCIAL WORK SOW 6557 Field Instruction Sequence IV Grading Rubric- Final Phase of Treatment Reflection Paper- 10 points Student Name: Reflection and Impact (5 points): Reflects the student s thoughts and ideas about this phase of treatment and intervention as presented by the author. Describes how the concepts may impact treatment goals for the student as the intern and for their clients. Compares and contrasts examples given by author to actual counseling situations in placement. Clinician Development (3 points) Describes what concerns the student has at this point in their clinical development as well as the skills the student has been able to demonstrate. Explains how the student encourages the client s participation in treatment goals and outcomes. Writing, Grammar (2 points): Correct spelling, appropriate grammar, full sentences, and accurate APA style Total Grade= Field Seminar Instructor Comments: Signature of Field Seminar Instructor: 2/201311

12 Name of Student: GERIATRIC ETHICAL DILEMMA /Grading Scale- 20 points 1. Provided a detailed description of the ethical dilemma(s) presented in this case. (3 pts) 2. Summarize the research you reviewed from the three journal articles and how it pertains to this case. (4 pts) 3. Respond to the question concerning whether Toni is managing this case appropriately. Take all aspects into consideration (safety, capacity, autonomy, empathy, enabling). (4 pts) 4. As Toni s peer, what suggestions would you have for her? (4pts) 5. Document 6-Axes Diagnostic Formulation on the elderly woman and explain the rationale behind the diagnosis (3 pts) 6. Writing style, grammar, accurate APA style. (2 pts) Comments from the Field Seminar Instructor: 2/201312

13 Addendum USF Sarasota-Manatee Policies and Procedures Religious Observances The University recognizes the right of students and faculty to observe major religious holidays. Students who anticipate the necessity of being absent from class for a major religious observance must provide notice of the date(s) to the instructor, in writing, by the second week of classes. Disabilities Accommodation Students are responsible for registering with the Office of Students with Disabilities Services (SDS) in order to receive academic accommodations. Reasonable notice must be given to the SDS office (typically 5 working days) for accommodations to be arranged. It is the responsibility of the student to provide each instructor with a copy of the official Memo of Accommodation. Contact Information: Pat Lakey, Coordinator plakey@sar.usf.edu Academic Dishonesty The University considers any form of plagiarism or cheating on exams, projects, or papers to be unacceptable behavior. Please be sure to review the university s policy in the catalog, USFSM Undergraduate Catalog or USFSM Graduate Catalog and the USF Student Code of Conduct. Undergraduate: Graduate: USF Student Code of Conduct: Academic Disruption The University does not tolerate behavior that disrupts the learning process. The policy for addressing academic disruption is included with Academic Dishonesty in the catalog, USFSM Undergraduate Catalog or USFSM Graduate Catalog and the USF Student Code of Conduct. Undergraduate: Graduate: USF Student Code of Conduct: Contingency Plans In the event of an emergency, it may be necessary for USFSM to suspend normal operations. During this time, USFSM may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and messaging and/or an alternate schedule. It s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USFSM and College websites, s, and MoBull messages for important general information. The USF hotline at 1 (800) is updated with pre-recorded information during an emergency.

14 Emergency Preparedness It is strongly recommended that you become familiar with the USF Sarasota-Manatee Emergency Action Plan on the Safety Preparedness site Fire Alarm Instructions At the beginning of each semester please note the emergency exit maps posted in each classroom. These signs are marked with the primary evacuation route (red) and secondary evacuation route (orange) in case the building needs to be evacuated.