MSSW PROGRAM FIELD EDUCATION HANDBOOK

Transcription

1 MSSW PROGRAM FIELD EDUCATION HANDBOOK Department of Social Work Office of Field Education

2 Table of Contents GREETINGS!... 3 MSSW FIELD EDUCATION PROGRAM... 4 INTRODUCTION... 4 Generalist Social Work Practice... 4 Curriculum... 5 The MSSW Program Foundation Curricula... 5 MSSW Advance Concentration Curriculum... 6 FIELD PRACTICUM GUIDELINES Eligibility for field placement Curriculum related to field Education Foundation Field Practicum SOCW 6370 and SOCW Advance Micro Field Practicum SOCW 6376 and SOCW Advance Macro Field Practicum SOCW 6378 and SOCW Process for Field Placement Partners in Field Roles and Responsibilities EDUCATIONAL AGREEMENT & STUDENT EVALUATIONS ADMINISTRATION OF THE FIELD PRACTICUM Affiliated Agencies Field Instructor s Selection Criteria Liability Insurance OTHER POLICIES AND PROCEDURES List of Appendices

3 GREETINGS! The long anticipated time has arrived for you to begin your field practicum. You are about to initiate a new exciting phase of your social work education! This is a time which can be the most nerve wracking, but also the most exciting. This might be true even if you are about to start practicing foundation or advance skills, or even if you have previous social work experience. The field practicum is reported by most, if not all, social work students as being their most exciting and significant educational experience. The field practicum is the time when you, as an intern, put into practice all the knowledge and values learned through the social work educational curriculum. Just as other professional practitioners, such as those in the medical and educational fields of study have an opportunity to practice their skills before graduating from their respective schools, the social work profession also requires this of all social work students. This expectation is especially true for all CSWE accredited social work programs. The social work program at the University of Texas-Pan American is accredited by the Council of Social Work Education (CSWE). Thus, certain requirements and standards, as outlined by CSWE indicating the type of educational development required of professional social workers, are found throughout the social work program curriculum. This includes professional behavior that reflects the values and ethics of the social work profession. This process sets in place a professional level of standard that lets the public in general, and client systems specifically, know of the caliber of professional education and training you have completed. So again, Student Interns, congratulations and enjoy your field practicum! Director of Field Education 3

4 MSSW FIELD EDUCATION PROGRAM INTRODUCTION Field practicum is an essential element of the social work education curriculum. While experienced in an agency, field practicum is considered a course on its own; it is the doing and the reflection upon that doing which is the learning process. The purpose of the practicum is to provide the interns with supervised social work experiences in order to practice the knowledge, skills, and professional values and principles gained from either Foundation or Advance coursework. The social work internship helps students obtain a hands on experience and to expand their professional socialization and specialization; also known as the Signature Pedagogy. This is done through supervised social work practice within an agency or organization that is affiliated with our social work department and that provides a form of social work service. This handbook has been developed to help partners in field navigate through this important phase of the Master of Science in Social Work (MSSW) education, especially the student interns. It does not preclude your need to be familiar with the policies as found in the MSSW Program Student Handbook, and the University of Texas-Pan American Graduate Catalogue; however, it is hoped that this handbook will help you feel more confident as you prepare and begin your field practicum. Generalist Social Work Practice The Generalist Social Work Practice attempts to help diverse populations-at-risk who have experienced historic or current social and economic injustice. This includes individuals, families, groups, communities and organizations who are having problems in social functioning and in daily living. This model is supported by the Ecological Perspective which identifies problems as coming from a variety of sources as the person interacts with his/her environment. Thus, interventions may require concurrent work with multiple systems and subsystems. The basic principle of generalist social work practice is the use of a problem-solving process and to assess and intervene at the micro (individual), mezzo (family and small groups), and macro levels (community and organizations). Generalist social workers are skilled to practice in a variety of settings including, but not limiting to: health systems, education, child welfare, housing, substance abuse, migration, and corrections. Generalist social work practitioners are capable of fulfilling many roles which include, but certainly are not limited to: advocate, teacher, mediator, enabler, and broker. Generalist social work interns are expected to demonstrate their ability to apply the seven steps of the GIM: engagement, assessment, planning, implementation, evaluation, termination, and follow up with individuals and families. They can practice a variety of skills in assisting clients including: case management, resource referral and 4

5 development, group facilitation, and working with organizations and communities. Clients are seen as partners during the process of working towards mutually agreed upon goals rooted in ethical social work practice, and the Strengths Perspective. While the foundation placement at the MSSW level provides opportunities for generalist social work practice experience, the advanced MSSW placement offers opportunities to apply a wide range of skills in clinical assessment, intervention, and evaluation. Building on the professional generalist foundation, field education in the MSSW concentration is firmly anchored in the program s goal of preparing students as advanced practitioners who apply the knowledge and skills of advanced family focused practice with Latino individuals and families (micro concentration), or in administration and community practice (macro concentration) As foundation MSSW interns, students will learn how and when to utilize field supervision from more experienced social work staff. They are expected to practice in an ethical manner within the agency and in the community. They should also demonstrate the same respect for diversity among colleagues as they do with clients. They are committed to serving oppressed populations-at- risk as they seek to influence systems toward a more just and humane responsive manner. The generalist model will provide interns with the needed foundation for further advancement opportunities in the MSSW graduate program. The advanced social work interns, on the other hand, are expected to analyze, intervene, and evaluate in ways that are highly differentiated, discriminating, and self-critical. Graduates synthesize and apply a broad range of knowledge and skills with a high degree of autonomy and proficiency. They refine and advance the quality of their practice and that of the larger social work profession. Curriculum The MSSW handbook should be reviewed for further details regarding the specific degree plan and courses required of MSSW students, as you also determine your interest and focus of your concentration graduate education. What is important to note is that the curriculum will reflect knowledge related to social work, the profession s values and ethics, social and economic justice, diversity, and populations-at-risk which is integrated throughout all of the coursework. The MSSW Program Foundation Curricula The MSSW Program Foundation Curricula are organized into five discrete content areas and sequences: 1) Practice, 2) Human Behavior and the Social Environment (HBSE), 3) Research, 4) Policy, 5

6 and 5) Field Education (Refer to the courses as listed in the table below). The foundation area requires a minimum of 400 hundred hours minimum of field internship which focuses on the generalist intervention practice. After completion of the Foundation Curriculum, students in the 60-hour MSSW degree program are academically ready and experientially equipped to proceed into the concentration of their choice; either focus on micro or macro social work practice. Content Area MSSW PROGRAM FOUNDATION CURRICULA MSSW Foundation Program SOCW 6311 Social Work Profession Social Work as a Profession Human Behavior and the Social SOCW 6300 HBSE I Environment SOCW 6301 HBSE II Social Work Practice SOCW 6321 Generalist SW Practice I SOCW 6322 Generalist SW Practice II SOCW 6323 Generalist SW Practice III Research SOCW 6381 Research Designs and Applications Welfare Policy and Services SOCW 6302 Social Welfare Policy Field Education SOCW 6370 and 6371 Field Practicum I (400 hours) OR SOCW 6370 Field Practicum (200 hours) SOCW 6371 Field Practicum (200 hours) MSSW Advance Concentration Curriculum The MSSW Program s concentration curriculum prepares advanced practitioners for family focused practice with Latino individuals, families and groups, and for work with administration and community practice. The concentration curriculum consists of theory and methods courses, one elective course, and a 500-hour field internship which focuses on the delivery of psychotherapeutic services to Latinos and other populations-at-risk or in macro practice. Students enter the concentration as either MSSW graduate students who have completed the MSSW foundation curriculum or as individuals with a BSW degree who are admitted to the MSSW program as advanced standing students. 6

7 The tables below lists the course numbers, titles, and descriptions for all concentration courses except the electives. CONCENTRATION CURRICULUM FOR MICRO PRACTICE Course Number and Name SOCW 6330 Advanced Family Practice I SOCW 6331 Advanced Family Practice II SOCW 6332 Social Work Practice with Latinos SOCW 6335 Advanced Clinical Assessment SOCW 6342 Advanced Policy Analysis and Development Catalog Course Description This course is the first of two family practice courses, focuses on theories and evidenced-based practice models for working with populations at-risk. Family practice models are critiqued with respect to their efficacy for work with Latinos. The course builds on a generalist foundation which includes a theoretical framework for working with families. This course is taken concurrently with the concentration internship and focuses on the application of evidence-based family practice models with populations at-risk. This entails formulating family assessments, developing treatment plans, establishing therapeutic relationships, applying intervention strategies, and evaluating outcomes using relevant family therapy approaches that can also be adapted for work with couples and individual clients. The course will analyze distinctive practice in engagement, communication, and service with Latino clients, differential modalities and helping processes for clinical and macro practice with this population. This course examines diverse ways to assess mental health functioning with an emphasis on understanding, analyzing, and assessing mental disorders and formulating treatment plans according to the empirically-based Diagnostic and statistical manual of mental disorders (DSM-5). Attention is given to the significance of gender, race and ethnicity, age, sexual orientation, and culture in assessing mental health and mental disorders. Assessment models are analyzed in terms of their consideration of biological, psychological, social, cultural and spiritual aspects of human behavior. Coping strategies, adaptation, and resiliency are addressed in the assessment process and a strengths based perspective is used in formulating treatment plans. Attention is also given to the role of psychopharmacology in treatment. Criticisms and debates regarding the DSM 5 are addressed. Prerequisites: Completion of foundation curriculum or admission into advanced standing program. This course provides advanced skills in policy formulation, analysis, evaluation, advocacy, social marketing, lobbying, international development policy, and social action mobilization. 7

8 CONCENTRATION CURRICULUM FOR MICRO PRACTICE Course Number and Name SOCW 6350 Advanced Social Work Practice with Individuals SOCW 6351 Advanced Social Work Practice with Groups Catalog Course Description Prerequisite: Completion of foundation curriculum or admission into advanced standing. This course focuses on knowledge and skills needed for advanced clinical social work practice with individual clients. Emphasis is given to the therapeutic process, empowerment and strengths perspectives, and clinical strategies for change. A variety of therapeutic models are examined with attention given to their efficacy for work with Latinos and vulnerable and at-risk populations. Prerequisite: completion of foundation curriculum or admission into advanced standing. This course provides emphasis on the use of group dynamics and techniques to treat mental, emotional, and behavioral disorders, conditions and addictions. CONCENTRATION CURRICULUM FOR MACRO PRACTICE Course number and name SOCW 6315 Social Work with Diverse Populations SOCW 6332-SW Practice with Latinos Catalog Course Description This course prepares students for effective professional intervention in a diverse world, and provides an understanding of how discrimination and oppression operate to limit the life opportunities of members of minority, vulnerable, at risk, and disenfranchised groups. A conceptual framework for understanding diversity, discrimination, and oppression is presented and used to understand discrimination based on factors such as race, ethnicity, social class, gender, and sexual orientation. Selected theoretical perspectives are used to critically analyze the manifestations of discrimination and oppression and their impact on affected populations. Social work s responses to discrimination and inequality, including strategies for intervention, are also examined. The course will analyze distinctive practice in engagement, communication, and service with Latino clients, differential modalities and helping processes for clinical and macro practice 8

9 CONCENTRATION CURRICULUM FOR MACRO PRACTICE Course number and name SOCW Advanced Macro Assessment SOCW 6340 Advanced Social Work Practice with Organizations SOCW 6341-Advanced Social Work Practice with Communities SOCW 6342 Advanced Policy Analysis and Development SOCW 6380 Accountability and Evaluation in Macro Practice Catalog Course Description with this population. This course focuses on methods to assess communities and organizations within the context of social work values and ethics. The methods used in needs assessment research, including focus groups, community forums, surveys, and unobtrusive measures, are explored. Emphasis is given to the application of participatory action research in assessing organizations and communities. Following a major disaster, responding volunteers who provide fire and medical services will not be able to meet the demand for these services. Factors as number of victims, communication failures, and road blockages will prevent people from accessing emergency services they have come to expect at a moment's notice through 911. People will have to rely on each other for help in order to meet life sustaining and emotional well-being needs. This course prepares social and human services professionals to respond during disasters. Students gain advanced skills in community organizing and social advocacy. Community assessment, volunteer management, fund raising, campaign management, networking and project management are addressed. Students will continue to explore their use of self as they further develop the leadership skills necessary to strengthen at-risk Latino community groups in the Border Region of South Texas and beyond. This course provides advanced skills in policy formulation, analysis, evaluation, advocacy, social marketing, lobbying, international development policy, and social action mobilization. Prerequisite: Completion of foundation curriculum or admission into advanced standing. This second graduate research course focuses on the knowledge and skills emphasizing and rationale for practice and program evaluation, the application of skills in data collection and design methods, the use of single systems designs and other research procedures to evaluate practice and programs, and dissemination and presentation of findings. 9

10 FIELD PRACTICUM GUIDELINES Eligibility for field placement Students are eligible to register the field practicum courses after been admitted to the Masters Social Work Program and completion of the following requirements: 1) have a degree plan on file with the Department of Social Work, 2) an overall GPA of 3.0 or above, and 3) NO incomplete grades. For Foundation Field Practicum approval students must have completed 15 hours of social work core courses. SOCW 6323, Generalist Social Work Practice III, must be taken concurrently with the Foundation Field Practicum course. If completing a split placement, this course is taken during the second part of the practicum. Approval for Advance Micro Field Practicum (SOCW ) will be granted after completion of all course work (18 hours) except for SOCW 6331, Advanced Family Practice II, which is taken concurrently with practicum. If completing a split placement, this course is taken during the second part of the practicum. Advance Macro Field Practicum (SOCW ) approval, on the other hand, requires completion of all course work (18 hours) except for SOCW 6380, Accountability and Evaluation in Macro Practice, which is taken concurrently with practicum. If completing a split placement, this course is taken during the second part of the practicum. Curriculum related to field Education Foundation Field Practicum SOCW 6370 and SOCW 6371 Field education in the MSSW Foundation is firmly anchored in the program's mission and goals focusing on preparing competent generalist social work professionals who are committed to the purposes of the profession and apply social work values and ethics in practice. A 400 hour field internship is required and may not be waived. Graduate students completing the foundation field practicum have the option of either completing a block placement which is completing the 400 hours in one semester or having a split placement or completing 200 hours per semester. The syllabus for SOCW 6370 and 6371 Foundation Field Practicum should be reviewed for further understanding of expectations of this field course (Refer to Appendix A SOCW 6370 and 6371). Table A describes the 10

11 course numbers, titles, and descriptions for the two Foundation Field education courses. Table A FOUNDATION FIELD EDUCATION COURSES. Course number and Titles Description SOCW 6370 and 6371 Foundation Field Practicum SOCW 6370 Field Practicum SOCW 6371 Field Practicum The Foundation Field Practicum course requires completion of 400 clock hours in an approved field setting which prepares students for generalist social work practice. Prerequisites: Approval by the Office of Field Education and completion of SOCW 6321, 6300, 6301, 6302, 6381, 6311, and SOCW 6323 must be taken concurrently with this course. This course, which is the first of a split foundation internship, requires completion of 200 clock hours in an approved field setting which prepares students for generalist social work practice. Prerequisites: Approval by the Office of Field Education and completion of SOCW 6321, 6300, & This course is a continuation of the split internship experience. It requires completion of the remaining 200 clock hours in the same field setting in which the student completed SOCW This course is taken concurrently with SOCW Prerequisites: Completion of SOCW 6321, 6300, 6301, 6302, 6381, 6311, and Advance Micro Field Practicum SOCW 6376 and SOCW 6377 This course reinforces the program objective of preparing advanced practitioners to work with Latino individuals, families, and groups. Through the integration of empirical and practice-based knowledge from their coursework, students are required to use empirically-based assessment tools and evaluation instruments with families they serve during their internship. During their concentration internship, students are also required to demonstrate an understanding of how the cultural context of the Texas-Mexico border region, including the dynamics of immigration, the international political economy, and high rates of poverty, affects the delivery of family practice services. A 500 hour field internship is required and may not be waived. The syllabus for SOCW 6376 and SOCW 6377 Advance Micro Field Practicum should be reviewed for further understanding of expectations of the field course (Refer to Appendix B SOCW 6376 and 6377). 11

12 Advanced level students must complete a 500-hour field practicum. The practicum can be completed either as a block placement (SOCW 6376 & 6377) or as a split placement over two consecutive semesters with each placement requiring completion of 250 hours. Students who select the split placement complete their placement in the same field setting. When enrolled in either SOCW 6377 or SOCW 6376 & 6377, students must be enrolled concurrently in SOCW 6331 Advanced Family II. This course is scheduled concurrently with field courses to provide the opportunity for students to integrate the knowledge gained through the course with the skills developed in their field practicum. Table B describes the course numbers, titles, and descriptions for the advance level courses. Table B ADVANCE MICRO FIELD EDUCATION COURSES Course number and Titles SOCW 6376 and 6377 Advance Micro Field Practicum Description This concentration internship course requires completion of 500 clock hours in an approved field setting which prepares students for family focused practice with Latino individuals and families. Course is taken currently with SOCW Prerequisites: Approval by the Office of Field Education; completion of SOCW 6330, 6332 and As this course serves as the last course prior to graduation, any outstanding courses must be taken concurrently with this course. Advance Macro Field Practicum SOCW 6378 and SOCW 6379 This course reinforces the program objective of preparing advanced practitioners to focus their work in administration and community practice. Through the integration of empirical and practicebased knowledge from their coursework, students are required to apply the knowledge and skills in their assessment and interventions with organizations and communities. A 500 hour field internship is required and may not be waived. The syllabus for SOCW 6378 and SOCW 6379 Advance Macro Field Practicum should be reviewed for further understanding of expectations of the field course (Refer to Appendix C SOCW 6378 and 6379). Students enrolled in either SOCW 6378 or SOCW 6378 & 6379, must be concurrently enrolled in SOCW 6380, Accountability and Evaluation in Macro Practice Table C describes the course numbers, titles, and descriptions for the advance level courses. 12

13 Table C ADVANCE MACRO FIELD EDUCATION COURSES Course number and Titles SOCW 6378 and 6379 Advance Macro Field Practicum Description This concentration internship course requires completion of 500 clock hours in an approved field setting which prepares students for administration and community practice. Course is taken currently with SOCW Prerequisites: Approval by the Office of Field Education; completion of SOCW 6315, 6332, 6336, and 6340, 6341, and As this course serves as the last course prior to graduation, any outstanding courses must be taken concurrently with this course. Process for Field Placement The semester before students are expecting to complete their field placement, students are expected to follow the process outlined in the Field Placement Process Flowchart (See Appendix D - Field Placement Process Flowchart). The first step of the process is to attend a Mandatory Preparation Meeting. Students should register for the meeting they want to attend once the registration period starts. Flyers announcing these meetings and the registration period will be posted on the Field Education Bulletin Board few weeks prior to the meetings as well as on the Field Education Web Site. Important dates for Field Education are also available in the Field Education Academic Year Calendar posted on the Field Education Web Site. A hard copy of this calendar is also posted on the Field Education Bulletin Board. Deadlines will be enforced. Preparation Meetings Preparation Meetings serve as pre-orientation where the students meet the Field Education Director and review the field placement process and other details including but not limiting to: admission criteria and expectations. Students are also informed of the different roles of the partners in field, including Field Instructor, Faculty Liaison, Seminar Instructor, and their own. They also get the opportunity to ask questions about field placement. It is at this meeting that students are provided with the MSSW Student Application for Field Placement (See Appendix E - MSSW Student Application for Field Placement), the Faculty Advising Form for Field Placement MSSW (See Appendix F - Faculty Advising Form for Field Placement MSSW), and would start completing the Notes on Individual Meeting for Field Placement form (See Appendix G - Notes on Individual Meeting for Field Placement). 13

14 Faculty Advising In preparation for field placement, a preliminary academic assessment of the student s readiness for field education is completed by the faculty member assigned as the student s advisor. Students are responsible to set up a meeting with their advisors and to bring with them the Faculty Advising form provided at the Preparation Meeting as well as their Field Application already completed. The Faculty Advisor is expected to review the student s degree plan to ensure that their course work is completed or will be completed before the student begins their practicum; also, they verify that the student meets the minimum GPA required for field education. In case the student is missing some of the requirements for field, the student (with assistance from the Faculty Advisor) would come with a plan to accomplish completion of the MSSW program in a timely manner. Field Education Fair A Field Education Fair is held during each semester to facilitate the process of determining students field placement selections. The fairs have proven to be a good way to inform students of available placement settings and introduce them to prospective field instructors, coordinators and/or current student interns. Although a small group of these agencies are able to attend the fair, students have expressed their excitement about the endless possibilities of opportunities available to them. Usually, they also feel more comfortable in the process of arranging individual interviews with prospective field instructors in the agency settings. On their way out from the Field Education Fair, students will have the schedules available to set up their individual meetings with the Director of Field. Individual Meeting Besides serving to confirm that the student is ready for placement, the individual meeting allows the Director of Field Education to address the student s field interests and special needs. At this meeting, students select three agencies/organizations where they may wish to do their internship. The Director of Field Education reviews the availability of those agencies or may refer student to other agencies based on their interests and need. Contact information for the prospective field instructors or coordinator for each one of the selected agencies is given to the student. Students then complete the Notes on Individual Meeting form and both student and Director of Field sign and date the form. A copy of the Notes on Individual Meeting goes in the student s field education file and the student keeps the original. Students get the Understanding of Field Placement Agreement form at this point (See Appendix H Understanding of Field Placement Agreement). 14

15 Face to Face Interviews with Prospective Field Instructors At this stage students are responsible for contacting the prospective field instructors or field practicum coordinators in order to schedule face to face interviews with them. A completed Application for Field Placement, signed by the student and the Director of Field Education should be brought to the affiliated agency at the moment of their interview. The signed application serves as evidence of student s readiness for field. Understanding of Field Placement Agreement The selection of placement is finalized when students find their best fit, and the prospective Field Instructor or Agency s Representative completes and signs the Understanding of Field Placement Agreement form. Some agencies, however, may ask for additional requirements such as: immunization, TB test, criminal background check, drug testing, hepatitis immunization, site orientation or other before the placement agreement is finalized. In such cases, students must comply with requirements, but students won t be considered as having a placement site until the signed Understanding of Field Placement Agreement form is returned to the Office of Field Education. After completion of this process, the student will receive an with the appropriate CRN number for registration. Field Education Orientation The week before the semester starts, students and field instructors are required to attend a Field Education Orientation delivered by the Office of Field Education (see Field Education Calendar for schedule). At this meeting, interns will assemble with other Student Interns and Field Instructors, which serves as a good opportunity for professional networking. It is at this meeting that students get copies of their Field Education Syllabus, Educational Agreement and Evaluation forms (See Appendix I & J SOCW 6370 & 6371 Educational Agreement and Evaluation, Appendix K & L SOCW 6376 & 6377 Educational Agreement and Evaluation, and Appendix M & N SOCW 6378 & 6379 Educational Agreement and Evaluation), Hours and Activities Log (See Appendix O Weekly Hours and Activities Log) and other pertinent documents for field education. Roles and expectations of Partners in Field, use of technology in social work field, among other topics are reviewed at this meeting. The second component of the Field Education Orientation consists of the initial meeting with Student, Field Instructor and Field Liaison where they ll establish their personal agreements and schedules. Students are responsible for informing the prospective field instructor about this meeting 15

16 ahead of time so they can schedule it on their calendars. The time spent in this orientation will count as the first hours accumulated towards field placement. Students/Interns Partners in Field Roles and Responsibilities Student interns are those who meet the requisites established by the MSSW Program for field education enrollment. Students must have completed the process for field placement, provided a signed Understanding of Field Placement Agreement, and registered at the appropriate session. Some of the responsibilities of the student interns include but are not limited to: Follow the Social Work Department s guidelines and process for placement. Behavior in placement and in the community should be in accordance with the social work profession's standards of ethical performance (See Appendix P NASW Code of Ethics) Close observance of and adherence to agency policies and procedures, including but not limited to dress code and notification of absences. Therefore, interns should become familiar with agency policies and procedures as soon as possible. Maintain agency standards and practice guidelines, including respect for client s confidentiality, follow up, and reporting laws. Be pro-active in their role as learner: identify learning needs and seek to meet them; ask questions and seek answers. Complete all assignments on time. Be open to constructive feedback. Share concerns/issues/questions promptly with the field instructor, task supervisors, and/or faculty field liaison. If asked, complete and submit process recordings or journals on time. Be self-reflective; take time to process feelings, thoughts, and actions. Attend and actively participate in Integrative Field Placement Seminar. Attendance and participation is a major requirement of the field education course. Students must complete the minimum of clock hours for on a weekly basis as stated in the Educational Agreement. o Although each agency may have their own attendance log and procedures, students are required to complete the official log of hours and activities that will be provided at the Field Education Orientation. Copies of these logs would be handed to the field liaison at mid-term and final evaluation. o Be on time for placement, field instruction orientations, and field seminars. 16

17 Field Instructors The Field Instructor is a community person who meets the selection criteria discussed further below in this handbook. The field instructors voluntarily serve as teachers, role models, evaluators, mentors and supervisors for students in field. The field instructor may elicit the assistance of other professional staff within the agency, known as Task Supervisors, to help students learn specific tasks, e.g., intake, staffing, recording, procedures, etc.; however, the field instructor has the overall responsibility for planning, monitoring, and evaluating the student s learning. Some of the responsibilities of the Field Instructors are as follow: Provide work space, equipment, and materials to interns. Introduce interns to the agency and staff. Provide or make arrangements for orientation regarding agency s policies and procedures within the first two weeks of field placement. They should also provide orientation regarding the organizational structure, functions of the agency and the student s unit, client referral and funding sources o An Orientation Checklist (See Appendix Q - Orientation Checklist), will be provided at Field Placement Orientation which should be completed and signed within the first two weeks of placement, and attached to the first two pages of the educational agreement that will be provided to the field liaison. Work with students on developing an educational agreement that includes planning and evaluation of activities throughout field placement. Be available to evaluate the student s accomplishment of tasks, and provide constructive feedback on a regular basis. Deliver a minimum of one hour per week of private one-on-one professional feedback and direction to the student regarding performance in order to enhance the student s learning experience. o The following are seen as key elements for effective supervision: Reciprocity Honest feedback Respect for the level of awareness that the student brings Openness to conflict Safety (emotional and physical) Willingness to collaborate with the student Attend required field orientations and training sessions, and when possible, participation in workshops, seminars and symposia on field instruction and other social work practice related subjects. 17

18 Offer accessibility to students, including interim or contingency plans for providing such accessibility when not available, and enforce safety procedures. Assist students with linking theory to practice by assuring sufficient number and variety of cases/assignments to student at the micro, mezzo, and macro level as possible within the agency context. Assign learning experiences in accordance with the course syllabus, students Educational Agreement, and Competencies. This may include but is not limited to: o Reading/researching about the agency, relevant social policies, client populations, and needs. o Reviewing records and other recordings o Assigning primary responsibility for a caseload, group and/or community intervention. o Participation with other professionals. o Making referrals and home visits o Visiting/contacting other social service agencies. o Keeping a professional journal. o Developing and discussing Process Recordings. o Following-up on student s questions/concerns in a timely fashion. Maintain and promote an environment in which students are treated with respect throughout interactions in the office and the community. Complete mid-term and final written evaluations, and meet with field liaison to provide feedback regarding student s performance. Be punctual in meeting with students for regularly scheduled field instruction, and in meeting with the Faculty Field Liaison. Task Supervisors (also referred to as Preceptor or Ancillary Field Supervisors) At times field instructors use other agency personnel to supervise social work interns. The type and quality of this ancillary supervision varies by sites. Under direction of the field instructor, the ancillary field supervisors may take part in the following tasks: Provision of an additional practitioner role model/work relationship. Teaching a specific expertise, skill, and function. Meeting with student regularly for on-the-job assistance. On-site task focused supervision. Feedback to student and field instructor regarding assignment and work progress. Teaching interns how to conduct intakes. Delivering basic social services (information & referral). Teaching interns how to perform case documentation. Teaching the agency s policies and procedures. 18

19 Field Liaisons The Faculty Field Liaison is a member of the social work faculty who coordinates, monitors, and evaluates the field education experience to ensure that conditions are present to encourage optimal learning and professional development. The faculty field liaison will visit with the field instructor and the student two to-three times during the semester. The first visit usually takes place during the Field Education Orientation, or is otherwise scheduled early in the semester. The purpose of the initial visit is to clarify expectations of the agency, the students, and the school, to identify areas for personal and professional growth, and set goals for future placement experiences. A different faculty field liaison may be assigned to the student for each semester when they select to do the split placement. The Faculty Field Liaison is responsible for assigning and recording the final Pass or Fail grade. Some other responsibilities of the Faculty Field Liaisons are as follow: Assist with the development of a Field Educational Agreement in order to structure the internship to address objectives, competencies, practice behaviors, and student s educational goals. Interpret field curriculum competencies to Field Instructors, and clarify expectations regarding internship competencies and appropriate field experiences to students and Field Instructors. Monitor the level of supervision/instruction provided to students and appropriateness of assignments. Monitor the internship through liaison visits, student and field instructor feedback and faculty consultation. Ensure completion of Educational Agreements, Mid-Term and Final Evaluation, and bring the signed appropriate forms to the Office of Field Education in a timely fashion. Mediate between student and field instructor to address issues of concern that may impact the learning process and to facilitate problem solving. Mediate when there s conflict in the field practicum/agency and request the intervention of the Director of Field Education when a solution cannot be achieved at that level. Monitor students progress in the field internships and provide alternatives for improvement in field. Depending upon student and Field Instructor needs, the Faculty Field Liaison may assist Field Instructors in the identification of student s learning style and planning learning experiences to fit this style. Assist Field Instructors in the development of supervisory and teaching skills. Evaluate field placement agencies and provide feedback to the Director of Field Education. 19

20 Director of Field Education The Director of Field Education carries full responsibility for the administration of the Field Education Office at the UTRGV Dept. of Social Work. Some of the responsibilities of the Director of Field Education are as follow: Coordinates and evaluates every aspect of field education including but not limited to Preparation Meetings, Individual Meetings with students, Field Education Fairs, and Field Placement Orientations. Responsible for securing field placement for students and for referring students to appropriate field placements based on their program of study. Student s preferences and special needs will be accommodated contingent to availability. Intervene as last resource if an issue in field placement cannot be resolved by student/field instructor/field liaison involvement. Decide, in consultation with faculty and Field Education Committee, which agencies will be used for field instruction in the different programs and to negotiate affiliation and program agreements with them. Maintains continuing evaluation of the agencies and field instructors Provides a training seminar for all Field Instructors designed to acquaint, instruct and provide learning opportunities for Field Instruction and student learning. Provides Field Instructors and agencies educational material that delineate time schedules, University and Social Work policies and educational responsibilities. Identify specific educational objectives and competencies which the student must meet during their placement process. Design and implement an evaluation to ensure that field instruction objectives and competencies are being met. Maintains open communication and support with Field Liaisons. Educational Agreement EDUCATIONAL AGREEMENT & STUDENT EVALUATIONS The Educational Agreement is a tool that the partners in field use to establish a set of practice behaviors that will evidence the proficiency of the competency to be met by the intern. The educational agreement is to be completed primarily by the field instructor in conjunction with the student, and then presented to the faculty field liaison for feedback and approval. The process of completing the agreement provides an opportunity for the field instructor to delineate tasks that are expected of the student. Likewise, in order to make appropriate selection of learning experiences, the field instructor needs to establish his/her own assessment of the student's educational needs, experiences, interests and degree of motivation to learn. The student's acceptance of the agreement 20

21 signals his/her willingness to carry out those detailed practice behaviors. The agreement becomes the tool from which the mid-term and final evaluation will be prepared. Changes may be made to the educational agreement during the course of the semester if it becomes clear that a different assignment would better fulfill the learning needs and goals of the student and agency; however, it must be approved and signed by the student, field instructor and field liaison. In order to maximize the student's learning, the Educational Agreement needs to be completed within the first two weeks of placement. A fully signed copy of the Educational Agreement is given to the field instructor and the faculty field liaison; the student keeps the original until completion of the practicum. Faculty Field Liaisons will provide the signed copy of the first two pages of the Educational Agreement to the Office of Field Education within the first three weeks of the semester. This copy will be placed in the student s field education file. Interns are not allowed to continue accumulating internship hours in absence of the completed and signed Educational Agreement. Field Instructors who utilize other agency staff members to assist students in completing major learning tasks need to include these learning strategies in the completed and signed educational agreement. Educational Opportunity Expectations The MSSW student might be initially quite dependent upon the field instructor as s/he begins to learn about the agency, the clients, and his or her own professional role expectations. The successful field placement is one where learning experiences are structured to take into account both this initial dependency and the student s desire and growing ability to function as a competent and independent professional. The pace at which new experiences and independent assignments are introduced must be geared to the needs of the individual student. Field instructors should consult with the faculty field liaison if for any reason this pacing seems difficult or problematic. By the end of the placement, the foundation student is expected to be able to function as independently as is expected of an entry-level social work employee in any agency setting. Foundation students are expected to have the opportunity to observe interviews, and then develop relationship skills through ongoing contact with client systems for which the student has primary care responsibility. Students are expected to begin to have supervised/observed client contact by the end of the first month of placement, and unless there are extenuating circumstances, directly interview clients. Home visits, when part of the agency procedures, are encouraged as well. Students are expected to practice problem-solving techniques to agree upon problem areas and set appropriate goals with the client systems. Interns should have the opportunity to complete written summaries of regular case recording, and to complete process and summarized recording of interviews, with the field instructor s feedback. They should also demonstrate ethical practice based 21

22 on social work values including respect for the clients right to confidentiality, self-determination, understanding of and respect for diversity, and understanding of the need for social and economic justice for the at-risk populations which constitute their client systems. An effort should be made to have contact with micro, mezzo, and macro client systems, i.e., individuals, family, groups, organization, and community. Students should spend a minimum of fifty percent of their field placement time in direct contact with client systems. This may include short term or crisis intervention contact, as well as community or organizational contact with the community or other organizations. Students should only complete agency work that contributes directly to their learning experience and in providing client services. Advance standing students must demonstrate improvement on previously developed skills and professional behavior. They should be able to practice therapy interventions or administrative duties, depending on their advance level concentration. They should be able to manage more complex responsibilities and caseload than their counterparts. Student Evaluations Field instructors will complete two written evaluations of the student, one at mid-term and the second at the end of the semester. These evaluations are performed using the educational agreement previously signed by the partners in field. Students must have some assignments/tasks under each competency in the educational agreement. From the list provided for each competency, field instructors will select the practice behaviors that the student is expected to perform in order to demonstrate meeting the competency. Field instructors may add any relevant behavior that may not be listed in the form. Each one of the initially selected practice behaviors for all ten competencies will be rated on a five point scale that is part of the Educational Agreement. Overall ratings for each competency should be calculated and recorded on each page. The overall passing rate is 3 or above. The mid-term evaluation provides an opportunity for the student and field instructor to assess the degree to which the student is maintaining integrity with the terms of the educational agreement. It will be completed by the seventh week in field, and is completed by both the field instructor and the student. The evaluation will be eventually discussed with the faculty field liaison during his/her midterm visit to the agency. The purpose of the mid-term evaluation is to provide the students with feedback of their progress in field and of any concerns regarding their functioning or professional behavior. When needed, a written performance improvement or enhancement plan will be developed at this meeting and documented in the area provided for comments in the evaluation form. A signed 22

23 copy of the evaluation including the improvement plan will be placed in the student s file. A copy will be provided to the faculty liaison, original to the student and a copy to field instructor. Weekly conferences held with student should also address the performance plan. The final evaluation, on the other hand, provides an opportunity for the student and field instructor to assess continuation of integrity with the terms of the educational agreement, as well as of any performance improvement from the mid-term evaluation. It also serves as a tool to measure the degree to which the agency has provided a supportive experience for learning. The final field placement evaluation consists of a Pass or Fail grade. Although the faculty field liaison is responsible for assigning and recording the grade, it is based on the evaluation performed by the field instructor. At the end of the semester, the original educational agreement and evaluations will be placed in the student s file kept by the Office of Field Education. The social work licensing bodies sometimes request copies of these evaluations, however they will only be forward if previous consent by students is received. ADMINISTRATION OF THE FIELD PRACTICUM The Social Work Program and the Office of Field Education recognizes that field education represents a partnership between the University, the Field Instruction Agency, and the Student. This partnership entails specific procedures for administration of the field education that are shown below. Affiliated Agencies The Office of Field Education currently has over three hundred affiliations with agencies/institutions in the Texas-Mexico Border including but not limited to the Rio Grande Valley, Brownsville, and Laredo. We also have some available agencies in San Antonio, and Corpus Christi (See the agency list on the Field Education Web Page). Nevertheless, the availability for placement at those agencies may change each semester, so placement within those agencies is not guaranteed by the Office of Field. Agency Affiliation Process Agencies serving as field placement for the Department of Social Work must have a current affiliation with the UTRGV College of Health Affairs (COHA). Agency affiliation can be initiated in several ways. An agency who desires to have social work interns can contact the office of Field 23