BSW Program School of Social Work University of North Carolina at Wilmington Onslow Campus Spring, 2017

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1 BSW Program School of Social Work University of North Carolina at Wilmington Onslow Campus Spring, Instructor: Debbie Jackson, LCSW jacksond@uncw.edu Office Hours: TBA SWK 497 SEMINAR FOR SOCIAL WORK PRACTICUM II Thursday, 10-12pm Camp Lejeune Learning Center, 301 Catalogue Description: SWK Field Practicum II, Credits: 6 Prerequisites: SWK 496, SWK 396, SWK 321, SWK 341, SWK 355; co-requisites: SWK 407, SWK 443, permission of instructor and 2.4 overall GPA. Development and application of skills used in social work practice. Supervision of student field experience in a community social service setting. Analysis and discussion of field experiences in a series of field seminars to be arranged by the field liaison. Course Description: This seminar is the second in a two-semester sequence which is completed in conjunction with field practice. The integrated seminar is intended to provide a forum for students to recognize and explore alternative techniques of practice and management, identify professional boundaries essential for effective practice, discuss ethical dilemmas encountered in the practice setting, integrate social work theory with practice, and concerns, and share new insights. By listening respectfully and reflecting on the information or experiences shared, the students will utilize the group for mutual aid. Through this process, students will learn about alternatives that enhance practice while gaining experience in collaborating with peers. Given the range of student field placement settings, the seminar will also provide an opportunity for students to examine diverse organizational structures and supervisory styles as experienced by the student participants. The field seminar meets weekly for two hours. Attendance is expected in order to effectively utilize the seminar and develop a safe environment for sharing and discussion. Effective field performance is dependent on successful completion of all seminar assignments as well as a positive evaluation of the student's learning in the practicum experience. This evaluation of student field performance is conducted through the use of a collaborative model that recognizes the importance of the strengths perspective, involving the student, the agency based field instructor, and the UNCW faculty liaison. The evaluation tool for the field practicum is the revised learning contract and performance evaluation form, with the evaluation conducted in a collaborative manner involving the student, the field instructor and the faculty liaison, similar to the fall semester evaluation. Prerequisites: SWK 235 Introduction to the Social Welfare System SWK 240 Basic Working Relationship Skills SWK 240L Lab for Basic Relationship Skills SWK 320 & 321 Human Behavior and the Social Environment SWK 335 Social Welfare Policies

2 SWK 341 Generalist Social Work Practice with Individuals and Families SWK 355 Issues in Diversity for Generalist Practice SWK 396 Pre-field Seminar SWK 406 Research Methods I for Social Work Practice SWK 442 Generalist Social Work Practice with Groups SWK 496 Field Practicum I 2 Co-requisites:SWK 407: Research Methods II for Social Work Practice SWK 443 Social Work Practice with Communities and Organizations Course Objectives: Upon completion of two semesters of Field Education (including both the practicum and the seminar), the student is expected to exhibit knowledge, skills, and values that are consistent with beginning undergraduate generalist practice which includes: 1. Articulate the fundamentals of generalist social work intervention that include working with individuals, families, groups and communities (BSW Program Objectives: 1, 2, 4, 6.) (EPAS: 2,9,10/ Related assignments: Learning Contract, Field Seminar discussion, Journal, Case/Project Presentation.) 2. Implement alternative techniques for data gathering, assessment, and documentation (BSW Program Objectives: 1, 2, 7.) (EPAS: 2, 3, 6, 10 / Related Assignments: Learning Contract, Documentation sample.) 3. Discuss the interplay of biological, psychological, sociological, spiritual, political, and economic influences that impact the lives of persons seeking social work assistance (BSW Program Objectives: 1, 2, 3, 4.) ( EPAS: 3, 4, 7, 9 / Related Assignments: Learning Contract, Field Seminar discussion.) 4. Articulate issues of oppression and racism as they impact lives of those with whom the student is working, both clients and co-workers, and advocate for change (BSW Program Objectives: 1, 2, 3, 6.) (EPAS: 1, 2, 4, 5, 7, 9 / Related Assignments: Learning Contract, Field Seminar discussion, Ethical Dilemma Paper.) 5. Recognize personal values and beliefs and the cultural, socioeconomic, and political views that contribute to the development of social problems, utilizing a social systems perspective (BSW Program Objectives: 1, 2, 3, 5.) (EPAS: 1, 2, 4, 5, 7, 9, / Related Assignments: Learning Contract, Field Seminar discussion, Journal, Final Reflection Paper.) 6. Recognize the multifaceted aspects of social, socioeconomic and political influences on the structure and policies of social agencies and institutions and their implication for practice implementation (BSW Program Objectives: 2, 3, 4, 7.) (EPAS: 2, 3, 4, 5, 7, 8, 9, / Related Assignments: Learning Contract, Field Seminar Discussion, Journal, Ethical Dilemma Paper.) 7. Assume personal responsibility for successfully enhancing the learning process. (Program Objectives: 1, 2, 5.) (EPAS: 1, 2, 3, 9 / Related Assignments: Learning Contract, Field Seminar discussion, Journal, Adherence to assignment protocols.)

3 3 8. Use basic relationship skills to develop empowering working relationships, engaging collaboratively with diverse clients and colleagues (both at the agency and in the classroom). (BSW Program Objectives: 1, 2, 6.) (EPAS: 1, 3, 4, 10 / Related Assignments: Learning Contract, Field Seminar discussion, Journal.) 9. Work with clients with increasing independence under the supervision and collaboration of the field instructor (BSW Program Objectives: 1, 2, 3, 4, 5.) (EPAS: 1, 2, 3, 9 / Related Assignments: Learning Contract, Field Seminar discussion, Journal.) 10. Identify the strengths and concerns of clients, using the generalist perspective in assessment, planning, and goal setting, interventions, and evaluation; (BSW Program Objectives: 1, 2, 3, 4, 7.) (EPAS: 2, 3, 4, 7, 10 / Related Assignments: Learning Contract, Field Seminar discussion, Journal.) 11. Participate in the creation of a safe environment that fosters honest, yet respectful, expression of perspectives, concerns, and questions. (BSW Program Objectives: 1, 2, 3, 4, 5.) (EPAS: 1, 2, 3, 5, 10 / Related Assignments: Learning Contract, Field Seminar discussion, Journal, Case/Project Presentation.) 12. Address the complexity of social problems through a variety of planned interventions, advocating for change. (BSW Program Objectives: 1, 2, 3, 4, 5.) (EPAS: 1, 2, 3, 5, 7, 10 / Related Assignments: Learning Contract, Field Seminar discussion, Journal, Ethical Dilemma Paper.) 13. Demonstrate skills to evaluate practice, program, and policy effectiveness. (BSW Program Objectives: 1, 2, 7.) (EPAS: 1, 2, 3, 5, 6, 9, 10 / Related Assignments: Learning Contract, Field Seminar discussion, Journal, Ethical Dilemma Paper, Case / Project Presentation.) 14. Recognize one s own biases and values that impact practice effectiveness, including assessment of one s own practice effectiveness. (BSW Program Objectives: 2, 5, 7.) (EPAS: 1, 2, 3, 6, 9, 10 / Related Assignments: Learning Contract, Field Seminar discussion, Journal, Ethical Dilemma Paper.) 15. Gain self-confidence in presenting and discussing case material and planned interventions in a confidential manner in order to facilitate professional consultation. (BSW Program Objectives: 1, 2, 3, 5.) (EPAS: 1, 2, 3, 7, 10 / Learning Contract, Field Seminar discussion, Journal, Case / Project Presentation.) 16. Write measurable criteria to facilitate learning and evaluate the development of practice skills. (BSW Program Objectives: 1, 2, 5.) (EPAS: 3, 6 / Related Assignments: Learning Contract.) 17. Adhere to professional standards of competent, ethical behaviors, as set forth in the NASW Code of Ethics. (BSW Program Objectives: 2, 5.) (EPAS: 1, 2, 5, 10 / Related Assignments: Learning Contract, Field Seminar discussion, Journal, Ethical Dilemma Paper.)

4 18. Recognize the diversity of ethnic, racial, gender, and cultural perspectives impacting practice. (BSW Program Objectives: 2, 3, 5.) (EPAS: 2, 4, 7, 9, / Related Assignments: Learning Contract, Field Seminar discussion, Journal, Ethical Dilemma Paper.) Respond professionally and personally with sensitivity to client and colleague views and concerns. (BSW Program Objectives: 1, 2, 4, 6.) (EPAS: 1, 2, 3, 4, 10 / Related Assignments: Learning Contract, Field Seminar discussion, Journal, Ethical Dilemma Paper.) 20. Recognize the importance of contributing to the knowledge base that guides practice and contributes to the general welfare of society. (BSW Program Objectives: 1, 2, 5, 7.) (EPAS: 5, 6, 9 / Related Assignments: Learning Contract, Field Seminar discussion, Case / Project Presentation.) 21. Recognize the importance of collaboration and consultation as mechanisms to endorse the basic principles of respectful generalist social work practice. (BSW Program Objectives: 1, 2, 5.) (EPAS: 1, 9 / Related Assignments: Learning Contract, Field Seminar discussion, Field Instructor Supervision.) 22. Demonstrate sensitivity for cultural diversity within the seminar and the agency, demonstrating an appreciation for diverse viewpoints and concerns. (BSW Program Objectives: 2, 3, 5.) (EPAS: 1, 2, 4, 5, 7 / Related Assignments: Learning Contract, Field Seminar discussion, Ethical Dilemma Paper, Final Reflection Paper.) STUDENT PROFICIENCY IN MEETING THESE OBJECTIVES WILL BE REFLECTED IN THE STUDENTS REVISED LEARNING CONTRACT AND PERFORMANCE EVALUATION. Prerequisites: Co-requisites: SWK 235 Introduction to the Social Welfare System SWK 240 Basic Working Relationship Skills and SWK 240L Skills Lab SWK 320 & 321 Human Behavior and the Social Environment I & II SWK 335 Social Welfare Policies SWK 341 Generalist Social Work Practice with Individuals and Families SWK 355 Issues in Diversity for Generalist Practice SWK 396 Pre-field Seminar SWK 406 Research Methods for Social Work Practice I SWK 442 Generalist Social Work Practice with Groups Required Texts, Materials, and Websites: Berg-Weger, M. & Birkenmaier, J. (2007) The practicum companion for social work: Integrating class and field work. Needham Heights, MA: Allyn & Bacon. Coelho, Paulo. (1993) The Alchemist. New York: Harper Perennial. (any edition will be acceptable!) Vandenberg, A. and Dugan, L (2016) BSW Social Work Field Education Manual. Unpublished manuscript. Department of Social Work, University of North Carolina at Wilmington. (available on the

5 School of Social Work home page) 5 Recommended Resources Grobman, L. (2002) The field placement survival guide. Harrisburg, PA: White Hat Communications. (text from pre-field) NASW Code of Ethics (1996 Revision) NASW North Carolina Website: (Check this web site for the ethical dilemma of the month which changes monthly.) NASW (national) NAMI National Association for the Mentally Ill: Office Hours: Hours are to be announced in class. Please me at jacksond@uncw.edu when you need to reach me as I am readily available to you ACADEMIC INTEGRITY All members of UNCW s community are expected to follow the academic Honor Code. Please read the UNCW Honor Code carefully (as covered in the UNCW Student Handbook). Academic dishonesty in any form will not be tolerated in the class. Please be especially familiar with UCNW s position on plagiarism as outlined in the UNCW Student Handbook. Plagiarism is a form of academic dishonesty in which you take someone else s ideas and represent them as your own. Here are some examples of plagiarism: a. You write about someone else s work in your paper and do not give them credit for it by referencing them. b. You give a presentation and use someone else s ideas and do not state that the ideas are the other person s. c. You get facts from your textbook or some other reference material and do not reference that material. ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES I am more than happy to make appropriate accommodations for students with disabilities. Students with diagnosed disabilities should contact the Office of Disability Services ( ). Please give me a copy of the letter you receive from Office of Disability Services detailing class accommodations you may need. If you require accommodation for test-taking please make sure I have the documentation letter no less than three days before the test. VIOLENCE AND HARASSMENT UNCW practices a zero tolerance policy for any kind of violent or harassing behavior. If you are experiencing an emergency of this type contact the police at 911 or UNCW CARE at Resources for individuals concerned with violent or harassing situation can be located at UNCW STUDENT GENDER-BASED/SEXUAL MISCONDUCT POLICY

6 6 UNCW takes all forms of interpersonal violence very seriously. When students disclose, first or thirdhand, to faculty or staff about sexual misconduct, domestic violence, dating violence and/or stalking, this information must be reported to the administration in order to ensure that student s rights are protected, appropriate resources are offered, and the need for further investigation is explored to maintain campus safety. There are three confidential resources who do not need to report interpersonal violence: UNCW CARE, the Student Health Center, and the Counseling Center. If you want to speak to someone in confidence, these resources are available, including CARE s 24-hour crisis line ( ). For more information, please visit or CAMPUS RESPECT COMPACT UNCW is committed to a civil community, characterized by mutual respect. Individuals wanting more information about the Respect Compact can contact the Office of Institutional Diversity and Inclusion. USE OF PERSONAL ELECTRONICS The use of electronic equipment is permitted in class when used in a respectful manner (i.e.: to take notes, assist with looking up course material). However, should use of such equipment be perceived as disrespectful, disruptive, or interfering in the learning for other students, as well as the instructor, students will be asked to discontinue use. ATTENDANCE Students are expected to attend each scheduled class meeting and to be prepared. Attendance includes not only being present, but being on time and staying for the duration of the course. Attendance will be taken each class session. Students may miss up to two class sessions without penalty. If the student misses three or more times, their final grade will be deducted by five points per absence. If you have extenuating circumstances affecting your absence please notify me to discuss arrangements. CAMPUS ASSISTANCE FOR THIS COURSE Much assistance is available on campus to help you succeed in this course. The Randall librarian assigned to the School of Social Work is Mr. John Osinski. You can him at osinskij@uncw.edu. The Writing Place is available to you for paper-writing assistance. LEARNING ASSISTANCE Any student wishing to have accommodations to enhance learning is encouraged to work through the University Office of Disability Services. Please contact that office to gain access to special resources and services. In addition, the Learning Center is available to assist all students with writing skills, including APA formatting. Methods to Successfully Achieve Objectives The primary learning format is the engagement in interactive learning which includes discussion of the assigned readings and classroom activities. Seminar sessions are based on the understanding that all readings assigned for that seminar topic have been completed prior to seminar. In addition, each student has personal experiences and points of reference that will enhance seminar discussion. The seminar is built upon a philosophy of shared leadership which requires all students to contribute to the discussion in a respectful, professional manner. Therefore, students are expected to attend seminar to facilitate learning and the acquisition of skills in professional communication. Finally, all assignments are due on the designated due date (see schedule of assignments); inability to meet a designated due date requires negotiation with the instructor PRIOR to the DUE DATE!

7 Academic Honor Code: As beginning professionals in social work, with a commitment to social work values and ethics, it is assumed that you will comply with the University s Academic Honor Code. Failure to do so can result in a report to the Dean of Students and could result in academic dismissal from UNCW. Obviously plagiarism has no place in professional studies and is not compatible with the NASW Code of Ethics. Computer Proficiency: UNCW has a computer competency requirement for all undergraduate students which require demonstration of beginning skills in computer competency to include: word processing (which includes grammar and spelling check), , searching the web, an electronic search for library resources, and power point. These skills will be demonstrated by completing required seminar assignments and will be factored into the field seminar grade. Each assignment that includes the use of the word processing skills will also be examined for use of grammar and spell check. Such criteria should also be included in the revisions of the learning contract, the ethical dilemma paper and the student presentation (power point). Course Objectives: 2, 7. Course Assignments: All assignments, whether graded or not, must be completed to receive credit for this professional seminar. Each student will be expected to complete the following assignments with due dates indicated in the schedule of assignments. 7 Assignments: Revised Learning Contract: As discussed during the first semester of field education, the quality of your field experience depends upon the clarity of your focus and effective use of time management as you engage in the learning process. Consequently, you are required to revise your learning contract to reflect the additions and/or revisions of the learning tasks and evaluation criteria that you hope to accomplish during the second semester of field practice. BE SURE TO INCLUDE YOUR PROJECTS AND ASSIGNMENTS FROM YOUR SPRING SEMESTER COURSES SWK 497, SWK 407, AND SWK 443. When you submit your revised learning contract, you must clearly mark the changes and additions with highlighter or change in font and/or color, so that your faculty liaison can easily identify your revisions. If the changes are not specifically marked the Learning Contract will be returned to you for correction. Be sure your contract reflects what you need to know, as well as what you want to learn, from your practice experience. If you changed placements or work assignments, your learning contract for this semester will need to be more extensive in order to address the learning opportunities in the new placement. The format of the learning contract is the same as that used first semester. SWK 497 Course objectives: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22. Student Journals: Each student is expected to submit typed journal entries that address significant experiences, issues, anecdotes, impressions, and concerns encountered in the practicum and reflect upon these events or experiences (with professional candor). The journal entries will be reviewed by the faculty liaison with comments made to assist you in your learning process, including when issues need to be discussed with your field instructor, when additional resources might be helpful, etc. This assignment is intended to heighten self-awareness and practice skills while fostering dialogue between the student and the faculty liaison. Be sure to follow the format from last semester when completing this assignment. See the schedule of assignments for the specific due dates for your journals. Course Objectives: 1, 2, 3, 4, 5, 9, 10, 11, 14, 15, 17, 18, 19, 21, 22.

8 8 Time Sheets: As you did during fall semester, you will be required to record your work hours for each week and maintain a cumulative record of your field hours. You are required to obtain your field instructor s signature on your weekly hours to minimize any confusion you and your field instructor might have regarding the exact number of hours worked for the semester. There will be additional opportunities for field hours, by attending lectures, visiting other agencies, etc. again this semester. Should you choose to take advantage of these alternative learning opportunities, you must include an entry in your journal that describes the event and your learning experience. Please see class assignments for due dates; any exceptions in meeting this deadline must be negotiated with the faculty liaison prior to this due date. Course Objectives: 16, 17. Presentation: Each student will do a senior presentation in seminar. The presentation may be a case, community project, or program related to your field placement. All topics must be approved by the faculty liaison before proceeding with the assignment. Each presentation must include: A PowerPoint overview of the case, project, or theory; examples or illustrations of techniques found to be effective in working with particular clients or groups a handout of case or theory highlights with a bibliography (which must include a minimum of 4 articles and 3 web sites relevant to the topic), are also required; (please make enough copies to distribute to your classmates as well as the instructor.) This assignment will be discussed further in seminar with a sign-up sheet provided to schedule presentations. Course Objectives: 1, 2, 3, 4, 5, 6, 7, 10, 15, 17, 19. Ethical Dilemma: Each student is expected to identify an ethical dilemma that she has encountered in the field setting and analyze it in a paper (5-6 pages). This paper is NOT intended to be a critique of the agency. Rather, there are daily occurrences where social workers are faced with conflicting expectations and mandates for practice. Therefore you are asked to write about an ethical dilemma you encountered in field practice. The following elements should be included in your analysis: What is/was the ethical dilemma? Be sure to distinguish between personal, professional, agency, legal, and client values and/or mandates. What individuals or groups are impacted by the dilemma? Clients? Staff? Others? What diverse perspectives need to be considered and how this information was acquired to facilitate your assessment and assist you in developing a plan of action? Se sure to attach copies of documentation cited to support your discussion--i.e., copy of law, agency policy, etc. What groups or resources would/did you consult to assist in clarifying the dilemma and deciding on a course of action? Within the agency? Outside the agency? What standards of the NASW Code of Ethics apply to your discussion? What action would you pursue or recommend? Support your answer. Check your assignment sheet for the specific due date. APA FORMAT IS EXPECTED! Course Objectives: 1, 5, 6, 7, 8, 11, 12, 13, 14, 17, 18. Alchemist Discussion & Collage: The Alchemist is an allegory that describes the shepherd s journey and suggests many parallels for the field journey; it is also an enjoyable read! Describe the sections that were most meaningful to you and discuss their importance to you. Identify the teachers (this does not mean your faculty specifically, rather anyone who has taught you important lessons, including clients and coworkers, etc.) that you have encountered along your journey; identify the thieves and beggars as well. Be sure to include challenges and new learning that you have encountered in your field journey. What new

9 9 adventures do you anticipate as you continue your professional journey? You will be tasked with creating a collage; electronic or paper to describe your own personal field journey. Be prepared to present your collage on the assigned due date on the schedule. Course Objectives: 3, 4, 7, 8, 11, 14, 18, 22. Reading Assignments: Each student will be responsible for the assigned course readings found under the specific units of study as identified on the schedule of assignments. Readings may vary as the course progresses, and if so, students will be advised of changes in time to prepare for class discussion. Assigned readings are included in your SWK 496/497 text or will be placed on electronic reserve in the UNCW library. Class Participation: Each student is expected to contribute to class discussion and participate in class activities. Class participation provides a practice arena where the student can begin to exhibit the skills necessary for professional interaction. Through active participation you will gain confidence in articulating your position on specific issues, question practice techniques, and explore alternatives for practice with your peers and colleagues. In order to effectively participate in seminar, attendance is essential and indicative of your commitment to the professional learning process. In addition, each student is expected to identify case examples and/or field situations that are relevant to the topic of discussion. Course Objectives: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 17, 18, 19, 21, 22. ******Extra Credit Opportunity-5 points to overall grade! You may chose to attend the Free Grant Writing Course offered through Coastal Carolina Community College (Small Business Center) on Tuesday January 10, 2017 from 4:00-8:00pm in S104 A/B. Please contact to register. Grades: The grade for field education combines the student's work in the agency with performance in the field seminar. All assignments are evaluated for quality and timeliness and must be completed for course credit. If you are experiencing difficulty meeting an expected assignment deadline, be sure to negotiate this in advance of the deadline to determine if an extension is possible. As in the previous semester, the performance evaluation for the field practicum will utilize the revised learning contract which transforms to an evaluation form. Again there will be collaboration and discussion involving the student, the field instructor, and the faculty liaison to evaluate field performance and again each student is expected to evaluate his/her practice performance, along with the field instructor, in order to enhance self-awareness and assertiveness regarding issues surrounding the evaluation process. The faculty liaison will evaluate the student s seminar performance. These two components are combined to develop a comprehensive grade for field performance. A final letter grade based on 150 points of the completed course assignments and exams will be given at the completion of the course. Grades are based on a 10-point scale, with no exceptions:

10 Letter Numerical Score Grade A pts A pts B pts B pts B pts C pts C F I pts 69 pts & below Incomplete 10 Practicum and Revised Learning Contract - 50 points Seminar Class Assignments- * Journal entries/timesheets-40 points(10 each) * Presentation-20 points * Ethical Dilemma-20 Points * Class participation, student led discussions-10 points * Alchemist Allegorical Collage-10 points The following sequence and assignments are subject to change as we move through the course. It is important that we do what needs to be done so that the whole class grasps the ideas and are able to demonstrate this in practice. We go at a pace and make changes to enhance that learning. This syllabus is NOT meant to be a set in stone as is how the nature of social work! Schedule of Assignments Spring, /12/17 Overview & Re-engagement Placement updates Comments on Revised Learning Contract 1/19/17 Mutual Aid, Assertiveness, & Conflict Resolution Learning advocacy skills Addressing conflict constructively Revisiting the seminar guidelines

11 11 Required Reading: Steinberg, D. (1997) The role of conflict in a mutual-aid system. The mutual aid approach to working with groups. Northvale, NJ: Jason Aronson, Inc., 155+ TED TALK 1/26/17 Compartmentalizing Definition How to do it! In Class Activity DUE: Revised Learning Contract by 5:00 pm 2/2/17 Solution Focused Brief Therapy Review students need to be prepared to discuss how they are using SFBT in their practicum SFBT Role Plays for Groups DUE: Presentation Topic DUE: Journal 1 and Timesheet 2/9/17 Class will not be seated; online assignment. Time to work on presentations. 2/16/17 Student Senior Project Presentations 2/23/17 Adult Protective Services (APS) Definition of abuse When to report Guardianship Guest Speaker: TBA Required Reading: Atkinson, V. & Nelson, G. (1995) Adult protective services. Adult services social work practice and administration. Washington, D.C.: NASW Press, Atkinson, V. & Nelson, G. (1995) Guardianship. Adult services social work practice and administration. Washington, D.C.: NASW Press, /2/17 Student Senior Project Presentations DUE: Mid Semester Evaluations DUE: Journal #2 and Timesheet

12 12 3/9/16 Spring Break-No class 3/16/17 Ethical Dilemmas-A Better Understanding Discuss individual dilemma proposals Class exercise Boundaries with Clients and Co-workers how to explain what a boundary is conflicts of interest 3/23/17 Student Senior Project Presentations 3/24/17-NASW Ethics Conference 3/30/17 Secondary trauma and self-care prevention of burn-out & compassion fatigue agency factors to address Required Reading: Bramhall, M & Ezell, S How Burned Out are You? Public Welfare. 39(1): Endings & Transitions discussion with clients closure with staff validation of strengths & growth Berkenmaier, J. & Berg-Weger, M. (2007) Termination. The practicum companion for social work: Integrating class and field work DUE: ETHICAL DILEMMA PAPER April-Senior/FI Field Luncheon TBA 4/6/17 Allegory Discussion identify your treasure book discussion Required Reading: Coelho, P. The alchemist

13 DUE: Allegorical Reflection Collage/Presentations 13 DUE: Journal #3 and Timesheet 4/10/17 SITE VISITS BEGIN 4/13/17 No Class-Easter Holiday 4/20/17 LAST DAY OF CLASS Finish Allegorical Reflection Collages/Presentations Wrap-up Evaluation of Field Experience Scaling 4/26/17 Final Timesheet and Journal 4 Due DUE: Journal #4 & timesheet