WELCOME TO FIELD ORIENTATION FOR FIELD INSTRUCTORS AND ON-SITE SUPERVISORS

Transcription

1 WELCOME TO FIELD ORIENTATION FOR FIELD INSTRUCTORS AND ON-SITE SUPERVISORS CSU School of Social Work

2 Introductions Agency you represent Year of your students BSW or MSW Is this your first orientation? If not, when were you last here? Your expectations for orientation

3 Field Team Sue Tungate Field Education Program Director Liz Davis Field Education Program Associate Director Theresa Morris Field Education Program Coordinator Kelly Maycumber Field Education Program Coordinator Keli Murray Field Program Administrator

4 Why an internship?

5 Signature Pedagogy Socialize students to the profession think, perform and act ethically and with integrity. Integrate theory and concepts in class with the practical world of practice. Classroom AND Field are of equal importance in curriculum. Field systematically designed, supervised, coordinated and evaluated by student demonstration of Competencies.

6 Generalist and Advanced Generalist Practice Systems and person in environment perspectives Aim at mastering essential social work skills and the application of skills across many levels of service. Applicable to a range of clients, client systems, and communities Strength-based Cultural inclusion / sensitivity / humility/ justice

7 Field Education Program Information Field Hours BSW students hours MSW Foundation hours MSW Concentration hours Program Forms Agency Affiliation Agreement Acceptance Contract Student Initiated Forms Learning Plan Progress Report Final Evaluation Website Tour Field Forms and Calendars

8 Program Information: Important Dates for Field Placements Spring Semester 2018 January 16 th Spring semester Field Placements begin February 16 th Learning plans DUE to Field Liaison March 20 th Progress Reports DUE to Field Liaison for BSW placements May 4 th Progress Reports DUE to Field Liaison for multi-semester placements May 4 th Final Evaluations DUE to Field Liaison for completed placements May 11 th Last day Field Placements Spring Semester May 14 th Summer Semester begins

9 Field Manuals Policies Core Competencies NASW Code of Ethics Curriculum Information Behavioral expectations and policies Leave Drug and Alcohol Social Media Conflicts of interest Field Placement disruption or termination CSU Student Code of Conduct

10 Program Information: Worker s Compensation and Liability Insurance Workers Compensation: Provided by CSU for interns in unpaid placements An exception is students in a placement at CSU. They are not covered by workers compensation. Professional Liability Insurance: Unless notified otherwise, CSU covers all interns from their first day in the field through their last day.

11 Students Employed by Field Agency Prior to placement: Students request approval and submit an additional worksheet to request an internship at the place of employment. Students must demonstrate new learning assignments for the field education hours. Work supervisors and Field Instructors must be different.

12 Students Employed by Field Agency If the agency decides to employ the student during the course of the field placement, the above requirements apply. The placement may also be designated as a paid internship, where the student role is maintained for all activities, but the student receives a stipend. The stipend amount must then be reported.

13 Field Education Program Roles

14 Field Education Roles - Student Engage as a professional student learner representing CSU School of Social Work. Collaborate, communicate with Field Instructor - supervision, learning assignments and all required forms. Adhere to NASW Code of Ethics and agency policies and practices. Initiate all required forms to Field Liaison by due dates. Track field hours. Maintain communication with Field Liaison. Build professional relationships for the future.

15 Field Education Roles: Field Instructor and On-Site Supervisor Field Instructors: Provide professional supervision MSW, 2 yrs. post-degree exp. Partner with students to provide engaging learning experiences. Collaborate with Student, On-site Supervisor and Field Liaison to develop Learning Plan. Evaluate student progress - Progress Reports and Final Evaluations and sign documents via DocuSign. On-site Supervisors (may or may not be the same as Field Instructor): Provide oversight and management for day-to-day tasks. Often different professional background. Partner with students to support engaging learning experiences. Provide input on Progress Report and Final Evaluation and sign documents via DocuSign.

16 Field Education Roles: Field Liaison Field Liaison SSW faculty and are consultants to the field placement throughout duration. Partner with teams to ensure student is learning, making progress and that agency and student needs are being met. Assist as needed with development and completion of all internship forms. Are the first go-to person in the event that concerns or difficulties arise during the placement from the student or for the agency. Sign and review all internship forms via DocuSign.

17 Field Education Roles: Field Liaison 1. Initial visit - First month of placement, Answer? s, learning goals, expectations. 2. Mid-Point- Check in 3. Final visit - Final weeks Reflection and wrap up.

18 Field Education Roles: CSU Field Team Field Directors and Field Coordinators Overall direction of the Field Education Program Assigning placements for students Assigning final grades Final approvals for Incomplete grades (time extensions) Mediating serious problems/concerns Establishing field education policy and procedures Field Education Administrative Staff are responsible for: Receiving all field forms from Field Liaisons Administration of Field Program database and documentation

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20 Required Field Education Forms Program Forms Academic Affiliation Agreement Acceptance Contract Student Initiated Forms Learning Plan Progress Report Final Evaluation *DocuSign and routing forms

21 Learning Plan Field Forms page, SOWK 588 First link 588 Learning Plan Instructions Second link 588 Learning Plan DocuSign Final 588 Learning Plan Worksheet Word Document Due Date February 16 th Learning plans DUE to Field Liaison

22 Learning Plan Exercise What are some learning experiences your student(s) will work on at your agency?

23 Council on Social Work Education (CSWE) - Core Competencies The Council on Social Work Education (CSWE) sets the Educational Policy and Accreditation Standards (EPAS) for the School of Social Work Competency based education.the ability to integrate and apply social work knowledge, values, and skills to practice situations in a purposeful, intentional, and professional manner to promote human and community wellbeing. CSWE Competency Based Education.informed by knowledge, values, skills, and cognitive and affective processes that include.critical thinking, affective reactions, and exercise of judgment in regard to unique practice situations. CSWE Competency Based Education

24 CSWE 2008 Core Competencies 1 - Identify as a professional social worker and conduct oneself accordingly 2 - Apply social work ethical principles to guide professional practice 3 -Apply critical thinking to inform and communicate professional judgments 4 -Engage diversity and difference in practice 5 - Advance human rights and social and economic justice 6 - Engage in research-informed practice and practiceinformed research 7 - Apply knowledge of human behavior and the social environment 8 - Engage in policy practice to advance social and economic wellbeing and to deliver effective social work services 9 - Respond to contexts that shape practice 10 - Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities

25 Learning Plan Exercise Learning experiences, Internship Activities/Tasks Competency Areas

26 Required Field Education Forms Program Forms Academic Affiliation Agreement Acceptance Contract Student Initiated Forms Learning Plan Progress Report Final Evaluation S/U *DocuSign and routing forms

27 Evaluation Forms Progress Reports Measuring progress, strengths and areas for growth. Due approximately mid-term of placement or DUE at the end of the semester in a multi-semester placement. Review calendar for Due Dates. Final Evaluations Final measurement of progress on Competency Areas - Learning Plan. Nine point scale. Due within two weeks of final day of placement. Final meeting with field liaison, field instructor, on-site supervisor and student. *Note Grades are due at the end of each semester, all form required in order to enter grade student. Remember to follow all due dates.

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29 DocuSign Important Information Learning Plan, Progress Report and Final Evaluation are routed by the student through the Field Instructor, Site Supervisor and Field Liaison for signatures via DocuSign. Initiating Forms - Save Access Code to finish later. Click FINISH on all your signatures or the document will not route to the next person. Check your junk mail or spam if you don t see the document. Collaboration should occur prior to filling out the DocuSign document 3 weeks ahead of time. Instructions - Field Forms page of the website. DocuSign questions -Keli Murray Keli.Murray@colostate.edu

30 Evaluation Forms Program Evaluations End of semester Feedback on Field Liaison and Agency

31 Toolbox Orientation Materials Learning Plan Tools: APIE Form, LP Assignment Worksheet, Supervision Verification Form Theories Developmental Stages Link* Field Hours and Supervision Log *Stage Charts: Developmental Stages of an Internship (DSI-2), The Successful Internship: Personal, Professional, and Civic Development in Experiential Learning (4 th Ed), Sweitzer & King, Books/Cole 2014

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33 Student Orientation to the Agency 1. Supervision 2. Communication 3. Agency 4. Safety

34 Supervision Who - Field Instructor vs. Site Supervisor What Group vs. individual 1 hr. per week Content discuss expectations of student and supervisor roles Where & When - Intentional plan schedule weekly How - Time off - vacation, sick, snow, holidays, create plan to track hours

35 Communication Content Questions vs. critical information Frequency Critical Information Form , phone, in person, text Guided by intent to teach/mentor Helping student find their professional voice Respectful, Open and Honest

36 Agency Assessment environment, relationships, culture, climate, systems, policies Standards and policies Formal vs. Informal Safety, professional behavior and performance, NASW Code of Ethics Dress code, agency standards -returning phone calls and s Other Building access, codes/keys, mailboxes, workspace, phone, computer access Building relationships

37 Safety Safety Resources NASW Guidelines for Social Worker Safety in the Workplace (2013) Link to NASW s Safety Resource Guides ety1006/default.asp

38 Stage Charts: Developmental Stages of an Internship (DSI-2) -The Successful Internship: Personal, Professional, and Civic Development in Experiential Learning (4 th Ed.), Sweitzer & King, 2014 Developmental Stages of an Internship Anticipation Exploration Competence Culmination

39 If Difficulties Arise in Field The vast majority of the time, the field placement is a wonderful, if challenging, experience. Occasionally there are bumps or challenges that might need some attention or support.

40 If Difficulties Arise in Field Discussion: What kinds of challenges might you see and experience during an internship?

41 If Difficulties Arise in Field Potential challenges Lack of appropriate range and depth of learning assignments Not busy enough with meaningful activities Too busy for comfort level Lack of regular supervision time/not enough time Conflict of style/personality Lack of interest in practice area/agency Professional Behavior Ethical Dilemmas

42 If Difficulties are Serious or Persistent: Work directly with Field Instructor, Site Supervisor. If additional intervention is needed, contact your Field Liaison. Field liaisons will involve the Field Coordinators or Directors as needed. Placement Termination: Considered a last resort if efforts to resolve challenges are not successful Can be initiated by the agency, the field education program, or the student.

43 Student Reflections My field Instructor and Supervisor fostered my growth as a social worker and helped me to critically examine my personal beliefs and grow as a social worker. The dynamic, supportive relationship of the agency professionals they allowed me to be a student yet challenged me to think and act like a professional. I was able to observe and learn from the professionals and when I felt ready, was able to take on the practitioner role and learn first-hand. It was an incredible experience at all levels.

44 Our Field Education Partners You play a crucial role in the professional development of our social work students. Research consistently indicates the crucial role of the field instructor relationship in student learning and development.

45 Questions?

46 Thank you! Questions/Discussion