SOWK 7055 LINIAL PRATIUM (Semester redits: 6) SYLLABUS INSTRUTOR: OFFIE HOURS: PHONE: EMAIL: OURSE DESRIPTION: Based on the ecological perspective, the concentration practicum emphasizes multi-systems assessments and multi-model interventions. Structured classroom learning opportunities encourage students to explore reflectively the interrelationships between human behavior, social policy, research and practice content at the advanced level. Students identify ways in which their social work practice can be evaluated for its effectiveness, for its congruence with the ethical context of the profession, and competence in serving diverse client groups. The goals of concentration practicum are to ensure students independently monitor and apply knowledge of self as a cultural being in assessment, treatment, consultation, and evaluation to improve effectiveness as a professional social worker. OURSE FORMAT: The concentration practicum affords students an opportunity for experiential learning. Students apply social work knowledge and skills gained in the classroom in a variety of actual practice settings. Minimally, students meet weekly for one hour with their field instructor for guidance and supervision. An individualized Learning Plan, developed jointly with the field instructor and with input from the faculty field liaison, structures the student s learning experiences. LINIAL PRATIE BEHAVIORS: All students must develop with their field instructor a Learning Plan for each semester specifying how they will demonstrate the following linical Practice Behaviors: 1. Identify opportunities for clinical social work involvement in the enhancement and maintenance of psychosocial functioning 2. Maintain professional boundaries, roles, and demeanor in clinical social work practice 3. Utilize professional resources, i.e. supervision, self-reflection, self-developed learning plans to improve professional clinical social work practice. 4. Apply ethical decision-making principles and frameworks to issues specific to clinical social work practice 5. Apply problem-solving techniques based on informed discernment within clinical social work practice 6. ommunicate effectively with a variety of stakeholders, i.e. diverse clientele and multidisciplinary colleagues
7. Identify and apply appropriate clinical social work models with diverse client populations for engagement, assessment, intervention, and evaluation 8. Advocate on behalf of people to secure basic human rights, including the availability and accessibility of psychosocial services 9. Inform and empower people to advocate on their own behalf for their basic human rights, including the availability and accessibility of biopsychosocial and/or entitlement services 10. Identify, select, and evaluate strategies for maintaining and enhancing psychosocial functioning 11. Work collaboratively with agency personnel or faculty member to assess and improve intervention effectiveness 12. Relate theories, models, and evidence-based knowledge to the maintenance and enhancement of people s psychosocial functioning 13. Apply policy practice skills, including education and advocacy to work with clients 14. Adapt clinical social work practices in response to contextual events and advances in knowledge 15. Utilize interpersonal and contracting skills to engage members of divers groups in interventions aimed toward increased psychosocial functioning 16. onduct a comprehensive biopsychosocial assessment of a client in the context of the clinical practice environment 17. Use empathy and sensitive interviewing skills to facilitate clients identification of their strengths and problems 18. Accurately assess biopsychosocial needs and/or diagnose psychopathology using relevant assessment protocols 19. reate an appropriate and mutually agreed upon treatment plan aimed at improving psychosocial needs identified through assessment 20. Select and apply strategies aimed toward effective prevention of psychosocial dysfunction adapting them for relevance to target populations 21. Select and apply effective clinical social work interventions to improve clients psychosocial functioning 22. Apply practice evaluation methods to assess biopsychosocial intervention effectiveness 23. ommunicate and disseminate practice evaluation results to clients, supervisors, administrators and/or in the classroom setting REQUIRED TEXT No text is required. Based on the students individual learning needs and interests, reading materials may be required/suggested by the faculty field liaison or the field instructor. ASSIGNMENTS Learning Plan With input from the field instructor and assistance as needed from the faculty field liaison, each student will develop an individualized Learning Plan that outlines tasks/activities the student will complete to demonstrate competency in each of the practice behaviors listed above. A template for the Learning Plan is located online. The Learning Plan also specifies outcomes and how outcomes will be evaluated/measured. The Learning Plan should be
completed and submitted to the faculty field liaison by the third week of each semester. The student should retain a copy for him/herself and provide a copy for the field instructor. In addition to the activities specified in the Learning Plan, the following assignments are required for all students. The purpose of the assignments is to allow the faculty field liaison to evaluate the student s performance on the associated practice behaviors. The faculty liaison and field instructor work together to avoid duplication and redundancy in assignments, yet assure that the practice behaviors are demonstrated. Required Assignments Fall Semester Assignment % of Final Grade Due Date Agency Study 10% 9-27-13 Process Recording 5% 10-25-13 Biopsychosocial Assessment 10% 11-29-13 Spring Semester: Assignment % of Final Grade Due Date Reflective Episode 5% 1-31-14 ase Plan 10% 2-28-14 Process Recording 10% 3-28-14 ontinuing Education/Professional No Growth Plan Grade 4-30-14 Location in Field Manual I Location in Field Manual I Associated Practice Behaviors #1, #2, #3, #7, #12, #13, #22 #1, #2, #5, #6, #7, #9, #10, #12, #15 - #17, #20, #21 #3, #4, #7, #5 Associated Practice Behaviors #5, #7, #10, #12, #13, #14, #15 - #21 #1, #2, #5, #6, #7, #9, #10, #12, #15 - #17, #20, #21 #3, #4, #7, #5 #1, #3, #14 Additional assignments for this course may be made at the discretion of each individual faculty liaison and field instructor. Penalty for Late Submission Determined by each faculty liaison.
GRADES AND EVALUATION The concentration student s letter grade for field education incorporates a suggested grade for field placement given by the field instructor and a grade given by the faculty liaison of the final grade is determined by the student s performance in the field and 25% of the final grade is determined by the student s performance on assignments given by the faculty liaison. Assigning and reporting the final grade is the responsibility of the faculty liaison. Although the final grade represents a 75/25 split between fieldwork and liaison assignments, the faculty liaison has the discretion to lower a student s final grade for: (1) failure to submit the completed Learning Plan, assignments, or any additional course requirements on designated dates; (2) failure to complete any assignment or a course requirement; and (3) failure to complete the minimum of 360 field placement hours per semester for two consecutive semesters. MSW students must earn a B or better in the first semester practicum in order to continue on to second semester practicum. Students who fall below the minimum standards set forth by the School of Social Work may be subject to an academic review. If a student receives a grade of less than a B, they must repeat concentration practicum as determined by MSW program policy. An I (incomplete) may be granted to a student with extenuating circumstances other than performance, as approved by the faculty liaison. A student who is failing field education may not receive an I grade. FIELD INSTRUTOR S EVALUATION OF STUDENT Evaluation of the student is an on-going process. A student continually receives feedback on his/her performance from the field instructor, task supervisor (where appropriate), and assigned faculty liaison. SITE VISITS BY FAUTY LIAISON The faculty liaison will make an on site visit with the field instructor and student around the fourth week of the first semester to review the learning plan and discuss the student s initial progress. There is no written evaluation required for the first visit. A second site visit will be made by the faculty liaison around the fourteenth week of the semester to: (1) Review with the student and the field instructor the student s progress toward all competencies/practice behaviors; (2) provide the student with feedback regarding strengths and areas of performance that require improvement; (3) discuss the student s final grade for the semester; and (4) discuss modification in the student s learning plan for the second semester. Field instructors are required to complete a written final evaluation at the end of each semester (forms provided in this appendix). The field instructor is responsible for completing each written evaluation in a timely manner, discussing the completed instrument with the student and obtaining the student s signature on the final page. It is the student s responsibility to inform the field instructor of the due dates listed in their practicum course syllabus. The faculty liaison is responsible for contacting the field instructor for a final on-site evaluation with the student and field instructor to review the written evaluation.
The field instructor is asked to suggest a grade for the student on field performance as part of the end-of-semester final evaluation. The field instructor s grade accounts for 75% of the overall grade for the semester. A 90-100 (4.0) + 74-76 (2.3) A- 87-89 (3.7) 70-73 (2.0) B+ 84-86 (3.3) - 67-69 (1.7) B 80-83 (3.0) D 60-66 (1.0) B- 77-79 (2.7) F Less than 59 (0.0) FAULTY LIAISON S EVALUATION OF STUDENT The faculty liaison is responsible for assigning the grade earned by the student. This grade takes into consideration the field instructor s evaluation (75%) and the faculty liaison s evaluation on student s performance on assignments (25%). REOMMENDED ADDITIONAL READINGS Boyle, S.W., Hull, G.H., Mather, J.H., Smith, L.L., & Farley, O.W. (2006). Direct practice in social work. NY: Pearson Education, Inc. orcoran, J. (2005). Building strengths and skills: A collaborative approach to working with clients. Oxford: University Press. Thomlison, B., & orcoran, K. (eds.) (2008). The evidence-based internship: A field manual. NY: Oxford University Press. ADA Statement In accordance with the Americans with Disabilities Act (1990), the University of Georgia, School of Social Work seeks to provide equal access to individuals with disabilities. Students who have a disability and need specific accommodations and support to facilitate full inclusion of all aspects of the course should make an appointment with the instructor during the first week of the term. To register for services, students may contact Disability Services located at lark Howell Hall (706-542-8719, TTY 706-542-8778, www.dissvcs.uga.edu). Academic Honesty All academic work must meet the standards contained in A ulture of Honesty. Students are responsible for informing themselves about those standards before performing any academic work. The link to more detailed information about academic honesty can be found at: http://www.uga.edu/ovpi/honesty/acadhon.htm Ethics and onfidentiality The NASW ode of Ethics is intended to serve as a guide to the everyday professional conduct of social workers. You are expected to be familiar with its contents. The ode can be found online at: http://www.socialworkers.org/pubs/code.asp. Please Note: The course syllabus is a general plan for the course; deviations announced to the class by the instructor may be necessary.