FIELD EDUCATION MANUAL

Transcription

1 SOCIAL WORK PROGRAM FIELD EDUCATION MANUAL School of Social Work Southern Adventist University Collegedale, Tennessee (423)

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3 FOREWORD This manual is dedicated to the numerous agencies and field instructors who collaborate with us each year to develop quality field placements for our social work students. These individuals have graciously and generously given their time, expertise, and wisdom. Without these agencies and individuals, the field placement experience would be greatly diminished. This manual has been prepared for the purpose of assisting students, faculty, and field instructors understand the objectives, policies, and procedures governing field instruction for the Bachelor of Social Work degree at Southern Adventist University. Evie Nogales Baker, MSSW, LMSW Field Director

4 TABLE OF CONTENTS Introduction...1 Non-discrimination Policy...1 Program Location...1 Contact Information...1 BSW Program Mission Statement...2 I. THE ROLE OF FIELD EDUCATION IN THE SOCIAL WORK CURRICULUM Overview of Baccalaureate Social Work Practice and Education...3 Rationale...3 Getting Field Ready...4 Field Education Prerequisites...5 Field Education Requirements...6 Field Education Mission Statement...6 School of Social Work: Program Goals...6 Field Education Competencies...8 Field Education Placement...9 II. THE FIELD LEARNING PLAN General Information...10 III. EVALUATING STUDENT PERFORMANCE General Information...11 The Field Education Evaluation Process...11 Social Work Field Education Non-Academic Dismissal Policy...12 Evaluation/Grading...13 Incomplete Field Hours...13 IV. ROLES AND RESPONSIBILITIES School of Social Work...14 Field Agency...14 Field Director...15 Field Instructor...15 Field Liaison...17 Task Supervisor...17 Student...19 Confidentiality...20 Safety...20 Social Work Program/Agency Responsibilities...20 Sexual Harassment...21 Funded Practicum...21 International Practicum...21

5 V. SPECIAL SITUATIONS Change in Field Education Placement...22 Procedure for Field Placement Change...23 Field Placements in Employment Settings...23 APPENDIX Generalist Practicum Site Selection Form...25 Field Agency Agreement...28 BSW Field Ready Checklist...31 Student Ethical Contract...32 Field Placement in Employment Contract...33 Confidentiality Agreement...35 BSW Learning Plan-Fall...36 BSW Learning Plan-Winter...43 Time Log-Fall...50 Field Placement Analysis/Supervision Log-Fall...51 Time Log-Winter...52 Field Placement Analysis/Supervision Log-Winter...53 Field Instructor Evaluation...54 Student Field Placement Evaluation...56 Safety Issues and Field Education...60 Summary of Major Principles of the NASW Code of Ethics...63

6 INTRODUCTION This manual is designed to assist social work faculty, field education agencies, field instructors, and social work students in understanding the rationale and requirements for the field education experience. It summarizes the current educational policies and procedures for the BSW program at Southern Adventist University. It provides guidelines and instructions for field placement assignments. NON-DISCRIMINATION POLICY It is the policy of the Social Work Program at Southern Adventist University that all aspects of the BSW program will be conducted without discrimination on the basis of race, color, creed, ethnic or national origin, gender, age, physical or mental disability, political persuasion, sexual orientation, or religious affiliation. The Social Work Program and its faculty fully adhere to the NASW Code of Ethics. We welcome students of different backgrounds, celebrating the United States and the world. PROGRAM LOCATION The Social Work Program is located on the main floor of Daniells Hall, 4891 Jones Drive, on the campus of Southern Adventist University. Parking is available in an adjacent parking lot. Both the parking lot and Daniells Hall are handicapped accessible. MAILING ADDRESS: Southern Adventist University School of Social Work PO Box 370 Collegedale, TN PHONE NUMBER: (423) FAX NUMBER: (423) WEBSITE: The office staff is available 8:30am-noon, 1:00pm - 5:00pm, Monday-Thursday and 8:30amnoon, Friday. 1

7 SOCIAL WORK PROGRAM MISSION STATEMENT The mission of Southern Adventist University s Social Work Program is to prepare students within a Christian learning environment for service and excellence in generalist, evidencebased social work practice. 2

8 I. THE ROLE OF FIELD EDUCATION IN THE SOCIAL WORK CURRICULUM OVERVIEW OF BACCALAUREATE SOCIAL WORK PRACTICE AND EDUCATION The Council on Social Work Education standards for accredited baccalaureate programs identify a professional foundation of social work which builds on a liberal arts base with content in the following specific areas: social work practice, social welfare policy and services, human behavior and the social environment, and research. Because licensure and certification requirements exist for social workers in all fifty states to assure professional competency, a BSW degree from an accredited program is crucial to licensure and professional work opportunities. RATIONALE The intent of field education is to connect the theoretical and conceptual contribution of the classroom with the practical world of the practice setting. Field education is systematically designed, supervised, coordinated, and evaluated on the basis of criteria by which students demonstrate the achievement of program competencies (CSWE Educational Policy and Accreditation Standards, 2008). Field education instruction is an integral component of social work education and is the culminating application and analysis portion of the social work curriculum. Field education teaching is conducted by professional practitioners with an accredited bachelor s or master s degree in social work selected by the agency and approved by the Social Work Program. The field education requires a minimum of 400 clock hours in which the student applies theoretical knowledge within a social work agency context. (The student commits to work in the agency from the first week of September until the third week in April regardless of how many hours have accrued over the minimum.) There will be no BSW summer field placements. Certain underlying assumptions guide the organization and the development and implementation of the field education. They provide a framework of social work knowledge and values for the student and faculty involved with the Social Work Program. The underlying assumptions are as follows: a. The field education experience is necessary to effectively translate the connections of social work knowledge into practice skills and competencies. b. Agencies and the university share a commitment to social work education and provide generalist practice opportunities for students through field education sites and supervision. c. The student, the university, and the agency share a common commitment to education as the primary purpose of the field experience. Service to the agency, its clientele, and the community are secondary purposes and result from the student s involvement in field practice. 3

9 d. Field education supervision takes a variety of forms, ranging from traditional direct supervision in agency settings to innovative tutorial and laboratory approaches. e. The field education provides students with intensive preparation in one or more specific areas of social work practice and should present students with opportunities to engage in a variety of practice activities. f. The field education presents opportunities for students to become knowledgeable about social welfare practice within the larger community and include opportunities to become sensitive to broad issues and trends within social welfare services. g. The field instructor models social work values. The Social Work Program employs a social systems perspective of social work practice that incorporates the bio-psycho-social (ecological client-in-environment) system to understand human problems. The student will actively engage in testing and applying knowledge from all foundation areas of the social work curriculum during the field experience. The field education experience plays a critical role in providing the beginning social work student with hands on experience integrating social work theory with applied practice. Social Work Practicum (SOCW 428, 429) comprises a 400-clock hour (8 credit hours) field education experience designed to produce an entry-level generalist social worker who can: bring adequate knowledge to practice situations; select an appropriate intervention; be knowledgeable enough with necessary intervention help techniques to perform them with confidence and evaluate the outcome. Faculty, field instructors, and students must take equal responsibility for planning and implementing the field education experience. Success will result when the student is able to practice as a competent entry-level generalist practitioner. GETTING FIELD READY In the winter semester of the junior year, following the completion of most required prerequisite courses, students begin the application process for the social work field education, which is a requirement for graduation with a BSW degree. All students entering the field education must have a GPA of 2.5 or higher in order to be considered academically eligible for the field education. Since the primary purpose of social work education is to prepare students for entry-level social work positions, quality field placements are essential. The placements are designed to provide students with a chance to put into practice the theories and skills they have learned in the classroom. Several mechanisms are employed to assure that social work majors are field ready. This begins in Introduction to Social Work (SOCW 211) where students acquire their first taste of an agency atmosphere. As part of SOCW 211 students are required to complete 20 hours of volunteer work at a social services agency and 5 hours at a university-related outreach event. This experience offers them orientation into the functioning of social service agencies and promotes the spirit of volunteerism (which is part of the SAU Mission Statement). In Social Welfare as an Institution (SOCW 212), students complete an agency report and an additional 20 volunteer hours. 4

10 Social Work Practice I (SOCW 310) is where students have their first experience working one-on-one with a client. They are required to complete a Psychosocial Assessment and Intervention Plan and a bio-psycho-social case study. Often this experience helps facilitate the field setting selection process. The Junior Field Practicum course (SOCW 391) introduces students to the role of the human service professional in the community setting. Students participate in an observational learning experience in a social service agency for 40 hours during the semester. Total immersion in the agency environment gives students a chance to expand their understanding of how human needs are met by families and the social service agencies that work with them. In Social Work Practice II (SOCW 319), students are required to conduct psycho-educational groups in an agency setting where they work with a group for six weeks. Human Behavior in the Social Environment I and II (SOCW 311 and 312) lay the theoretical foundation and provide empirical information for practice interventions. Thus, prior to beginning the field education sequence, students are thoroughly oriented to the expectations facing them. FIELD EDUCATION PREREQUISITES The mechanism assuring students are field ready are the field work prerequisites. Students cannot take Social Work Practicum until the core knowledge and practice courses have been completed and/or the student is concurrently completing the last of the following courses: Prerequisites: SOCW 211 Introduction to Social Work SOCW 212 Social Welfare as an Institution SOCW 213 Interviewing Skills SOCW 311 Human Behavior and the Social Environment I SOCW 312 Human Behavior and the Social Environment II SOCW 310 Social Work Practice I SOCW 319 Social Work Practice II SOCW 391 Junior Field Practicum Acceptance into the Social Work Program Acceptance with Field Program Required Cognates: BIOL 103 Principles of Biology PSYC 122 General Psychology SOCI 125 Intro to Sociology PLSC 254 American National and State Government OR ECON 213 Survey of Economics Concurrent Co-requisites: NRSG 316 Applied Statistics for Health Professionals SOCW 433 Social Work Practice III SOCW 434 Social Welfare Issues and Policies SOCW 441 Integrative Seminar I 5

11 SOCW 442 Integrative Seminar II SOCW 497 Research Methods FIELD EDUCATION REQUIREMENTS Students wishing to enter field education must meet the following requirements: 1. Complete all prerequisites for Social Work Practicum. 2. Achieve a 2.5 overall grade point average. 3. Participate in the annual Field Fair. 4. Submit a completed Field Education Application and résumé to the Field Director. 5. Interview with the Field Director and Dr. Drumm. FIELD EDUCATION MISSION STATEMENT The overall objective of the field education is to prepare students for beginning generalist social work practice focusing on a social systems perspective. Students should have a beginning ability to use a broad range of modalities in a variety of settings. This exposure and ability will be developed in harmony with the student s future plans namely, beginning professional social work practice or graduate studies in social work. The Social Work Program desires to prepare students for knowledgeable and competent service with individuals, families, groups, communities, and organizations. SCHOOL OF SOCIAL WORK: PROGRAM GOALS Each of the goals listed below corresponds to one of the components of the program s mission statement: the Christian learning environment, service, excellence in generalist practice, and excellence in evidence-based practice. The goals of Southern Adventist University s Social Work Program are: 1. To effectively integrate the context of the program s Adventist Christian environment with the explicit and implicit curricula so that the program has an atmosphere where faith and learning can be experienced as complementary, thereby reinforcing the connection between the shared purpose and values of social work and the Christian faith. This goal will manifest itself in both the explicit and implicit curriculum of the program as the Christian learning environment impacts course content as well as the larger setting of the university s educational system. Because the Christian context inherently supports the values of the social work profession, 6

12 the blending of faith and learning will result in visible expressions of respect for all people, service, social justice, and integrity throughout the program s environment. As faith and learning inform each other, regard for human diversity, including cultural, ideological, and spiritual diversity, will be strengthened. 2. To provide students with quality experiences within the Social Work Program s implicit and explicit curricula for the development of knowledge, value, and skills in the area of service to individuals and communities. These service experiences will take place through the classroom, through the field experience, through observation and mentoring, and through participation in volunteer service activities. This goal will find expression throughout the university educational context as student learning is enriched through encouragement of the value of service and opportunities for participation in service activities. Both formal and informal service experiences will cultivate the attitude of service to others. Service is a leader among the values; when the spirit of service is internalized, it becomes a motivation to carry out social work s other values and purpose in personal and professional life. 3. To design, implement, and regularly evaluate an explicit social work foundation curriculum that is grounded in the liberal arts and the person and environment construct, and which ensures mastery of defined competencies that constitute excellence in generalist practice within the social work profession. This goal demonstrates the program s intention to ensure that the formal educational structure of the explicit curriculum will provide the framework for learning the practice behaviors that define superior generalist practice. Through an intentional design, thoughtful teaching, field placement, supervision, and continual assessment, the program will provide students with the tools they need to succeed in promoting and achieving human and community well-being as future social workers. 4. To ensure that the program s explicit curriculum and the university context offer sufficient exposure to high-quality research and its methods, evidence-informed prevention and intervention efforts, and processes for evaluating practice, in order to prepare students for excellence in evidence-based practice. Engaging in evidence-based practice signifies a commitment to competence, accountability, and integrity. Through this goal, the program asserts its intention to create and maintain an environment where critical thinking and scientific inquiry are advocated, practiced, and learned. Social work s purpose will be best served by generalist practitioners who bring reasoned discernment to their efforts with individuals, groups, and communities. 7

13 FIELD EDUCATION COMPETENCIES The specific educational competencies focus on generalist social work practice with the development of a systems perspective and related practice skills. The Social Work Program defines a generalist practitioner as one who has the ability to work with diverse populations in a variety of practice settings. The student will utilize a broad base of general social work skills demonstrating knowledge of persons and environments. The student will show a commitment to the values and ethics of the profession. Students are expected to take responsibility for learning, professional development, and conduct. Bachelor of Social Work practitioners need to function professionally in a society that is characterized by diverse political, economic, cultural, and ethnic systems. They need to recognize and confront the pervasive negative forces of racism, sexism, and ageism that impinge on human development and functioning. Program competencies can be identified by ten learning outcomes based on a strong Judeo- Christian service orientation. To achieve this end, students will be required to systematically develop field education competencies consistent with the foundation content. 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 practice-informed research. 7. Apply knowledge of human behavior and the social environment. 8. Engage in policy practice to advance social and economic well-being 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. 8

14 FIELD EDUCATION PLACEMENT The approval of field placements for social work students is an educational decision made by the Field Director with careful consideration of student preferences. Entering students typically do not have the time to search for field placements, especially when they may not be familiar with the geographical area. In addition, entering students often have a circumscribed experience of the social work field, limited social work foundation knowledge, and often unclear career objectives. Students who do come with these competencies as well as advanced field students are given additional latitude in selecting their placements. Final approval of a particular field site for a student is made by the Field Director using the following criteria: A. The student s perceived learning needs and preferences; B. The Field Director s assessment of the student s learning needs, which includes feedback from the social work faculty; and C. The general availability of placements. The School does not guarantee the student a field placement site which satisfies the student s geographical preference. Students are notified of placement approval via confirmation letter from the Field Office. Under no circumstances is a student to begin a field placement until after the field placement site has been confirmed by letter. Unless this letter has been sent, the School does not consider the placement as confirmed. The unconfirmed field student may not be covered with liability insurance. Students who begin working in field agencies prior to confirmation may not be permitted to use those hours to complete their field work requirements. Field placement in employment Under certain circumstances, it may be possible 9

15 II. The Field Learning Plan GENERAL INFORMATION The Field Learning Plan is designed to help the student and field instructor identify individual learning objectives and experiences or activities that will meet those objectives. It serves as a framework from which to select participatory activities that will benefit the student. The field instructor can use the Field Learning Plan to decide which of the agency s educational opportunities (cases, projects, meetings, etc.) is most appropriate for the student s current objectives and professional skills. The Field Learning Plan can be modified as objectives are achieved, new needs emerge, or additional field education experiences become available. Developed by the student and the field instructor in consultation with the Field Director, the Field Learning Plan makes explicit what the student s learning focus will be. Thus, it is a major tool for evaluating the student s progress toward meeting his/her learning objectives. 10

16 III. EVALUATING STUDENT PERFORMANCE GENERAL INFORMATION The ongoing evaluation of a student s performance is an integral part of the field instructor s responsibilities. During weekly conferences, the field instructor can help the student (1) identify performance strengths and weaknesses, (2) evaluate progress towards achieving learning objectives, and (3) demonstrate professional responsibility. It is the student s responsibility to initiate scheduling the weekly conference. At the completion of the supervisory conference/meeting, both field instructor and student are required to sign the Field Log. The student is to share what was discussed and turn it in to the Field Director during the weekly Integrative Seminar class. The formal evaluation conference at the end of the term, which may also include the Field Director, is used to summarize the student s performance in relationship to the Field Learning Plan. It should also provide the student with a clear sense of the direction for future learning activities related to the social work profession in general. It is of utmost importance that as areas of needed growth or correction on the part of the student may emerge that the field instructor clearly discusses, in a timely manner, the areas needing improvement. Thus, the student is not faced with unexpected negative feedback at the end of the field education when there is no time to grow and improve in these areas. The field instructor also evaluates the student s progress in the Field Education Evaluation Form. When this evaluation is complete, it is signed by the field instructor, the student, and the Field Director. A copy will be placed in the student s academic file. This is a very important document since the evaluation may be the basis of future graduate school and job recommendations given by the social work faculty. No grade is assigned until the field education evaluations are received. The field instructor/task supervisor provides a numeric score for the mid-term and final grades using the Field Education Evaluation Form (See Appendix). The Field Director assigns the final grades for Social Work Practicum I & II. This score, combined with the student s self-evaluation and grades from other assignments, constitutes the official grade. THE FIELD EDUCATION EVALUATION PROCESS Agency Site Visits: The Field Director or faculty member liaison will make several agency site visits during the course of the semester to assess the student s learning and to provide guidance and direction for the field instructor. To address concerns in the field placement, site visits and telephone conferences may also be scheduled at the student s or field instructor s request. 11

17 SOCIAL WORK FIELD EDUCATION NON-ACADEMIC DISMISSAL POLICY This policy addresses non-academic dismissal from field education and is separate from academic standing. A student may be dismissed for failure to comply with non-academic standards, even though the student is in good academic standing. The Social Work Program at Southern Adventist University will use the NASW Code of Ethics as standards for professional social work conduct in field placements. Prior to beginning their field placements, each student is required to sign a statement stating their understanding of and commitment to the NASW Code of Ethics. Adherence to NASW Code of Ethics standards will be measured by the criteria outlined in the student performance evaluation instrument found in the Social Work Program Field Education Manual. Consistent failure to demonstrate compliance with these values, ethics, and/or professional behavior will warrant non-academic dismissal from field placement. Non-academic dismissal from the field will also result in dismissal from the Social Work Program. Reasons for non-academic dismissal from the field include but are not limited to: a. Lack of concern and sensitivity for human needs, inflexibility, inappropriate attitudes toward diversity, or lack of social consciousness. b. Lack of professional responsibility to placement agency. c. Inability to demonstrate appropriate control of emotional involvement. 4. Inability to demonstrate professional assertiveness. 5. Inability to work as part of a collegial network. 6. Inability to recognize and resolve ethical conflicts and dilemmas within the social work practice. 7. Inability to prioritize duties or responsibilities. 8. Inability to establish appropriate boundaries between personal and professional life. 9. Advocating change in non-productive manner or outside of agency structure. A student s right to appeal non-academic field education dismissal will be granted through the standard procedure outlined in the Social Work Program Student Handbook. 12

18 EVALUATION While there may be general agreement that performance ratings are useful, there is little consensus about what kind of rating scale to use or what standard of measure to use for assigning values. The standard of measures in the scale reflects the student s progress toward self-directed practice behaviors and is not a definitive measure. The Field Learning plan has a built in assessment section that is to be used for mid-term and final evaluation. The Field Instructor should complete the assessment section of the Learning Plan and review the results with the student. This is accomplished on the electronic version of the Field Learning Plan that was submitted at the beginning of the semester. It is the student s responsibility to supply this for the Field Instructor. Practice Behavior Rating Scale Exceptional Professional Standard Beginner Unsafe For each of the practice behaviors identify Unsafe, Beginner, Standard, Professional, or Exceptional. Below each competency in the Feedback section, provide a brief narrative. Once the Learning Plan is assessed it should be printed, reviewed with the student and a new signature page signed. It is the student s responsibility to submit a hard copy to the Field Director Unsatisfactory Performance. The field instructor plays a major role in identifying unsatisfactory performance early and should discuss any areas of concern with the student as soon as they are identified. Liaison visits should be scheduled so that appropriate interventions can be implemented. If the student cannot demonstrate measureable growth in the identified area s within a reasonable period of time, the Field Director should be notified. A joint meeting with the student, Field Instructor, Liaison and Field Director should then be convened to develop strategies for remediation. INCOMPLETE FIELD HOURS Students that do not complete the 200 hours required for the first semester of field education will receive an incomplete ( I ) grade until the 200 hours are complete. In the second semester, those students who do not complete the 200 hours required for field education will receive an incomplete ( I ) grade and will make arrangements (individualized contract with specific dates for completion of hours) with the Field Director. 13

19 IV. ROLES AND RESPONSIBILITIES SCHOOL OF SOCIAL WORK a. Maintain a field instruction program, which meets the accreditation requirements of the Council on Social Work Education. b. Provide each student with field experience in an agency with professional practices based upon the NASW Code of Ethics. c. Evaluate the ability of field agencies to meet the educational needs of the students and to add or remove agencies and students based on the evaluation. d. Ensure an integration of the student s field learning with their academic learning. e. Provide adequate school personnel to oversee the field experience for each student. f. Ensure field placements provide student opportunities to work with diverse populations. g. Provide field instruction training to field instructors/supervisors. h. Provide field agency personnel the opportunities to participate in the development of field and curriculum policies and to participate in the accreditation reviews of the School of Social Work. FIELD AGENCY In order to provide students with a range of diverse and quality field placement settings, the School of Social Work has established general policies and guidelines for selection and affiliation of field placement agencies. Agencies may become affiliated as field placement sites by initiating the affiliation process themselves by contacting the School of Social Work, being invited to participate or by being recommended to the School by a potential field student. Students who desire to recommend a field agency. A. Field Agency Affiliation Process Agencies being considered as field sites are sent a set of agency affiliation forms that are to be completed and returned to the Field Director. These forms gather information on the agency itself, the potential field instructor, and the range of learning experiences that are available to the student in the agency. If the Director of Field Instruction approves the agency, a letter is sent confirming the agency as an affiliated field instruction placement site. B. Agency Affiliation Criteria Agencies which are affiliated with the School of Social Work s field instruction program need to be committed to a professional social work education which meets the standards of the Council of Social Work Education. 14

20 Field agencies must meet the following criteria to become affiliated with the School: 1.) Employ qualified agency personnel to adequately staff its basic programs without reliance upon field students. 2.) Operate out of a clearly delineated organizational structure, which allows the agency to pursue its mission. 3.) Engage in agency practice, which incorporates the ethical standards of the social work profession as enumerated in the NASW Code of Ethics. 4.) Have the staff resources to provide a qualified field instructor who has the time to meet weekly with the student. 5.) Have a service program large and varied enough to insure a continued supply of learning experiences appropriate to the educational needs of the student. 6.) Be able to develop an appropriate plan for the selection of service tasks to be assigned to the student. 7.) Follows non-discriminatory practices with field students and agency clients in terms of race, class, age, gender, disability, religion, and sexual orientation. 8.) Have suitable physical space, equipment and supplies for the student. FIELD DIRECTOR The Field Director is a faculty member of the Southern Adventist University School of Social Work who reports to the dean of the School of Social Work and is responsible for the overall coordination of field education instruction within the framework of curriculum developed by the program. FIELD INSTRUCTOR Field instructors are in nearly all cases professional practitioners holding a BSW or MSW degree from an accredited school of social work. Field instructors holding a BSW must have two years work experience post-undergraduate and are required to attend field training sessions provided by the Social Work Program. In the majority of instances, field instructors are employed by an agency. Field education instruction is to be supplied on a consultative basis, a responsibility of the agency, if an agency lacks a qualified professional. The emphasis of field education instruction is on the development of a sound educational experience. In working toward this, the field instructor must be an administrator, educator, and model. 15

21 Administrative functions include: 1. Assign tasks that will best meet the educational needs of the individual student and that can be developed in terms of the student s capacity to carry out the function of the agency. 2. Meet program requirements, conferring with the Field Director, attending meetings for field instructors including the mandatory annual Field Instructor Orientation, writing evaluations on student performance, and signing field-related papers. 3. Keep the Field Director informed about the student s progress. 4. Provide feedback to the Field Director about various components of the curriculum and the appropriateness of the placement; helping plan the future use of the placement. 5. Advocate for the student to gain access to learning experience within the agency and the professional community. Educational functions include: 1. Assume on-site responsibility for the student s educational experience. 2. Collaboratively assess the learning and educational needs of the student within the context of the program and field education outcomes. 3. Establish with the student and Field Director learning objectives and activities. 4. Make available to the student appropriate learning experiences in relation to the educational assessment. 5. Help the student to integrate theoretical knowledge and knowledge from previous experiences along with the student s present practice. 6. Provide an educational climate that challenges the student to expand professional skills, knowledge, and values. 7. Provide weekly scheduled supervision conferences with the student as protected time for teaching, educational support, and administrative supervision. 8. Provide input on evaluation and grading procedures, including a written evaluation of the student s performance at the end of each term. Provide regular feedback to the student about his/her performance. i. Provide frequent collaboration with task supervisor regarding the student s progress. 16

22 Field Instructor training is offered annually and as need by the Field Instructor. These trainings are designed to assist field instructor in understanding the school s academic program, the competencies, and the policies and procedures related to the field instruction program including the evaluation of student performance. Topics may also include new developments which impact social work practice. FIELD LIAISON Each student and field instructor is assigned an adjunct faculty member from the School of Social Work, who serves as a field liaison. Field liaison responsibilities include: 1.) Interpret and explain the School s objectives, policies, and curriculum to field instructors and other appropriate agency staff. 2.) At the beginning of the placement, make an introductory visit with the field instructor and the student. Maintain close communication with the field instructor on the progress of the field student with a minimum of at least one telephone contact each semester and one student meeting each semester. 3.) Consult with the field instructor to maximize the learning experience for the student. 4.) Confer with the student regarding their progress and/or any problems in relation to field instruction. 5.) Evaluate the student s progress and performances as reflected in the student s recordings. 6.) Evaluate the student s ability to work within the framework of the agency. 7.) Keep the Director of the BSW or MSW program informed of any issue which arise in the field experience. 8.) Keep the Field Director apprised of student s progress and the quality of field instruction. TASK SUPERVISOR Task supervisors must have at least one year of social work experience and are required to attend field/task supervisor training sessions provided by the Social Work Program. Task Supervisor functions include: (Role performed by a non BSW/MSW worker) a. Orienting the student to the agency, its history, function, policies and procedures, target populations, and informing student about the strengths and weaknesses of the agency and the community s services delivery system. 17

23 b. Working closely with student in the actual delivery of services. c. Integrating the student s work with that of agency personnel. d. Scheduling the student s work assignments and assisting the student in meeting professional standards of decorum in the workplace. e. Frequent collaboration between task supervisor and field instructor regarding the student s progress. Benefits of field supervision: An implicit benefit, and perhaps the most significant one, is the provision of continuity and enhancement of professional social work education through field instruction. Field instructors are an integral part of the Social Work Program. Without their services and expertise, the program could not operate. As a token of our appreciation, the following benefits will be accorded to field instructors during the semester(s) they supervise social work students: 1. Library Use. Field instructors who wish to obtain an SAU library card may contact the Field Director. 2. Free Workshops/Seminars. The Social Work Program sponsors educational events for the community, alumni, and its own students. Attendance requires a registration fee. Field instructors will be notified of these educational events and may attend free of charge. 3. Use of Recreational Facilities. The university has a wide array of recreational facilities including a swimming pool, weight room, racquetball and tennis courts, and gymnasium. These are open to the community for a minimal charge. 4. Lyceum Series. Every year the university schedules entertainment and cultural events for its students. The Field Director will all field instructors information of upcoming events that may be of interest. 5. Health Assessment. Every year the university offers a free health assessment to all faculty and staff. This event is usually scheduled a week prior to classes starting. Participants are given a thorough health assessment and recommendations for improving health issues. 6. CEUs. Six to eight training/seminar sessions are held during the year with CEUs given for participation. These credits are given according to the standards set forth by the Department of Health Board of Social Worker Certification and Licensure Continuing Education and are free to field instructors. 18

24 7. Southern ID Cards and Parking Decals 9. Eligibility for volunteer of the year 10. Campus activities Insurance Coverage Southern Adventist University covers insurance for students. STUDENT The Social Work Program regards the student as an adult learner, capable of identifying his/her learning needs and shaping the educational process. The field education experience is a bridge from the student role to the professional role. During the experience, the relationship with faculty and field instructor progressively moves from that of student to colleague. This philosophy is exemplified by the student s growing responsibilities within a field education assignment. The student s responsibilities include the following: 1. Use the field education experience as an opportunity to enrich and extend the whole curriculum. 2. Assume professional responsibility and appropriate accountability for assigned client services and other agency activities. 3. Prepare a Field Learning Plan with the field instructor s input, revising as necessary. d. Participate in weekly supervisory conferences with the field instructor (BSW or MSW), preparing an agenda, selecting, recording, or presenting material representative of work, sharing reactions to and questions about the field education experience, advising the field instructor of new learning needs. 5. Participate in selected agency activities (e.g., staff meetings, conferences, in-service training, and committee work), when these are not in conflict with campus-based courses, seminars, or other commitments. 6. Obtain agency approval for the use of any case material or records outside of the agency while maintaining accepted standards of confidentiality. 7. Inform the field instructor of classroom assignments that relate to field instruction, sharing material when relevant. 8. Confer periodically with the Field Director about learning experiences and any problems and/or concerns related to the field education assignment. 19

25 9. Provide or arrange for their transportation to and from the field education placement. 10. Provide payment for screening fees and mileage that the agency does not cover. CONFIDENTIALITY The NASW Code of Ethics serves as our guide for confidentiality in all aspects of the field experience. Students are required to sign a Confidentiality Agreement (found on page 35). Students are also bound by the Code of Ethics pertaining to confidentiality in matters relating to clients, both in contacts as part of the agency and in contacts within the educational setting, including the Integrative Seminar. A breach in confidentiality can be grounds for termination and could even be grounds for reporting professional malpractice. Students are required to know and abide by the agency s policies regarding confidentiality, specifically with regard to documentation, clients records, and informed consent to make referrals and release information. Within the educational context, there will be discussion regarding clients and the practicum students practice. The intern is expected to protect the client s identity in those discussions and on process recordings by disguising names and situations, not revealing information that is not pertinent to the discussion, and following agency policy regarding documentation. Additionally, seminar participants are expected to protect client information discussed during the processing portion of the seminar. SAFETY The School of Social Work is committed to preparing social work students for potential dangers they may encounter in the agency, field, or home environments. In keeping with this commitment, the School will provide an overview of primary safety concerns as a part of the content of social work practice courses. The agency is strongly encouraged to review safety procedures with students, especially those who may be unique to the agency and its clientele. An outline of safety procedures can be found in the Appendix. SOCIAL WORK PROGRAM/AGENCY RESPONSIBILITIES In addition to these specific roles, the Social Work Program and the agency have special responsibilities toward each other. The Social Work Program s responsibilities to the agency: 1. Consult on the assignment of students to the agency to ensure appropriate learning opportunities for students that also fit the agency s service functions. 2. Provide the field instructor with information about the student, the curriculum, and school policies, assisting the field instructor through consultation and conferences. 3. Designate a member of the faculty to serve as liaison to the agency, as needed. 20

26 4. Plan periodic meetings of field instructors and faculty to integrate field instruction with the total curriculum. 5. Inform field instructors of their privileges within the University community (e.g. library use). The agency s responsibilities to the Social Work Program: 1. Accept students in field education without regard to race, color, gender, age, religion, ethnic or national origin, political, or sexual orientation. 2. Recognize students as developing professionals who should not be assigned to inappropriate tasks. 3. Provide a qualified field instructor who has sufficient time and resources to develop student learning experiences, preparing and conducting individual student conferences, attending college-sponsored meetings, and preparing student evaluations. 4. Provide adequate facilities and equipment appropriate to the student s needs. Each agency that accepts a student for field placement enters into an agreement with SAU School of Social that is documented and signs the Agency Agreement Form. Additionally the assigned field instructor will supply us with a current CV or résumé each academic year a student is in placement. SEXUAL HARASSMENT The School of Social Work endorses the Southern Adventist University policy prohibiting sexual harassment and expects that the Field environment will be free from sexual harassment. Interns are encouraged to examine policy within the agency regarding sexual harassment and should notify the faculty Field Liaison and the Director of Graduate Field Education immediately in the event there is any incident which appears to involve sexual harassment. FUNDED PRACTICUM Compensated or subsidized internships are the exception rather than the rule in this program. Students needing a funded practicum are encouraged to negotiate with individual agencies regarding this matter. INTERNATIONAL PRACTICUM Students desiring an international field practicum experience must petition the Field Director. All policies, procedures and educational requirements pertaining to state side field practicum must be met in order for an international practicum to be arranged. 21

27 V. SPECIAL SITUATIONS CHANGE IN FIELD EDUCATION PLACEMENT Any student enrolled in the BSW program may seek a change in his/her field placement when problems unrelated to the student s performance make the continuation in the field placement an issue. It is the function of the student s Field Director to determine whether the problem is performance or non-performance related. Examples of some non-performance problems are the following: 1. Inadequate agency resources to support field education. For example, lack of student office space, lack of clients for student cases, insufficient supervisory time, loss of field instructor due to illness, change of jobs, etc. 2. Learning experiences in agency are too narrow. For example, with direct service, students lack of opportunities to work with individuals, families, and groups or to assume multiple intervention roles: counselor, broker, or advocate. 3. Misplacement error based on paper credentials of students and field education. For example, agency learning experiences are too advanced for the student or the converse. It is more a problem of an unanticipated mismatch than a difficulty in student performance. 4. Agency reorganization. During the academic year the agency substantially changes its administrative structure that creates a chaotic situation for the student and adversely affects available learning opportunities. 5. Personality or ideological clash between field instructor and student. Sometimes this problem is intertwined with difficulties in student performance. However, in other instances the student and field instructor don t get along or don t see things the same way, and neither one is willing or able to make the necessary compromises. One may be able to identify other non-performance types of field placement problems, but the above is a sampling of the common difficulties that may occur. 22

28 PROCEDURE FOR FIELD PLACEMENT CHANGE Field Director and student discuss the problem. Also, the student may prefer discussing the problem with his/her advisor (or another member of the faculty) if the matter is delicate. Field Director, student, and field instructor discuss the problem and explore alternative solutions. The Field Director informs the Program Director of the difficulties. If a solution is not found within the agency, a decision to terminate the placement is then made by the Field Director in consultation with the Social Work Program faculty. Every effort is made to resolve the problem before replacement of a student is implemented. Student, Field Director, and Social Work Program faculty explore options of other placements and a decision to place the student is made. FIELD PLACEMENTS IN EMPLOYMENT SETTINGS The focus of the Southern Adventist University School of Social Work is on quality educational outcomes. To that end we strive to provide each student with the highest possible level of learning experiences wherever they may found. It is possible that some work environments can provide the appropriate level of learning experiences to meet that standard. In order to secure their current work site as an appropriate field practicum agency, students must petition the Field Director and initiate an assessment of the agency to determine if the agency meets the criteria to be a practicum site. This includes the ability of the agency to provide the necessary learning experiences that lead to practice and mastery of some or allof the educational competencies outlined on the Field Learning Plan. Final approval will be made by the Field Director. 23