Junior Field Experience and Seminar – SOWK 370

CG • Section • 11/10/2019 to 04/18/2020 • Modified 07/28/2020

Course Description

Junior field experience provides students with the opportunity to perform in the role of a social work practitioner under the supervision of an experienced social worker. In one semester, students will have experienced a minimum of 100 field hours in a setting, which employs social workers. Students will meet synchronously for seminar weekly to discuss the theoretical and conceptual concepts learned in the classroom with the practical experiences in field placement.

Prerequisites

SOWK 101 and SOWK 135 and SOWK 270 and SOWK 355

Rationale

Field education is a central component of the instruction and training that the student receives to prepare him or her for a professional career in social work. While receiving supervised practice experience in an agency setting, the student will participate in weekly web seminars that offer the opportunity to process his or her field experiences and engage in further learning. The integration of classroom and field activities provides the student with a unique and comprehensive learning experience to support his or her development as a professional social worker.

Measurable Learning Outcomes

Upon successful completion of this course, the student will be able to:

A.  Demonstrate Ethical and Professional Behavior (Competency 1)

  • make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context
  • use reflection and self-regulation to manage personal values and maintain professionalism in practice situations
  • demonstrate professional demeanor in behavior, appearance, and oral, written and electronic communication
  • use technology ethically and appropriately to facilitate practice outcomes
  • use supervision and consultation to guide professional judgment and behavior

B.  Engage Diversity and Difference in Practice (Competency 2)

  • apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels
  • present themselves as learners and engage clients and constituencies as experts of their own experiences
  • apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies

C.  Advance Human Rights and Social, Economic and Environmental Justice (Competency 3)

  • apply their understanding of social, economic and environmental justice to advocate for human rights at the individual and system levels
  • engage in practices that advance social, economic and environmental justice

D.  Engage in Practice-informed Research and Research-Informed Practice (Competency 4)

  • use practice experience and theory to inform scientific inquiry and research
  • apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings
  • use and translate research evidence to inform and improve practice, policy, and service delivery

E.  Engage in Policy Practice (Competency 5)

  • identify social policy at the local, state and federal level that impacts well-being, service delivery and access to social services
  • assess how social welfare and economic policies impact the delivery of and access to social services
  • apply critical thinking to analyze, formulate and advocate for policies that advance human rights and social, economic and environmental justice

F.  Engage with Individuals, Families, Groups, Organizations, and Communities (Competency 6)

  • apply knowledge of human behavior and the social environment, person-in-environment and other multidisciplinary theoretical frameworks to engage with clients and constituencies
  • use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies

G.  Assess Individuals, Families, Groups, Organizations, and Communities (Competency 7)

  • collect and organize data and apply critical thinking to interpret information from clients and constituencies
  • apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies
  • develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs, and challenges within clients and constituencies
  • select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies

H.  Intervene with Individuals, Families, Groups, Organizations, and Communities(Competency 8)

  • critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies
  • apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies
  • use inter-professional collaboration as appropriate to achieve beneficial practice outcomes
  • negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies
  • facilitate effective transitions and endings that advance mutually agreed-on goals

I.  Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities (Competency 9)

  • select and use appropriate methods for evaluation of outcomes
  • apply knowledge of human behavior and social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes
  • critically analyze, monitor, and evaluate intervention and program processes and outcomes; and apply evaluation findings to improve practice effectiveness at the micro, mezzo and macro levels

Course Assignment

Quality of Seminar Participation

For the web seminar sessions, the student will meet online weekly with his or her instructor and peers. (Please note attendance policy, as penalties for missing this class may apply.) The student will share his or her field experiences during the seminar and discuss how these experiences relate to the theories and practices learned in social work courses. The student is expected to be on time, attend the entire session, and actively participate in order to earn full points. An active participant is one who attends the seminar web sessions, actively listens, reacts to information shared, asks pertinent questions, shows signs of understanding, shares relevant insights, and contributes to the general learning of the class. Students should come to class prepared to share their field experience and how they are applying what they learned in the classroom in their field placement. To help facilitate the discussion, students should have the NASW Code of Ethics Document and the LU Social Work Competencies and Practice Behaviors Document available during the seminar. Culturally diverse perspectives are welcome. Measures Competencies #1-9 (dimensions of knowledge, skills, values, cognitive & affective processes)

Agency & Case Presentations

The students will make a professional presentation to the seminar class that facilitates application of key social work competencies. This presentation will provide the substance for a significant portion of the designated class time. Students will prepare a PowerPoint presentation according to the format provided on Blackboard, and will be responsible for facilitating class discussion addressing the pertinent issues. Professional attire is required. To support the integration of theory and practice, students will incorporate into each presentation at least one academic reference. A detailed guide is provided on Blackboard. During the first week of seminar, the professor will develop the schedule for presentations. Each students presentation must be completed on the designated date to receive credit).Measures Competencies #1-9 (dimensions of knowledge, skills, values, cognitive & affective processes)

Professional Development Plan

Upon completion of the field placement, and participation in the final evaluation process, receiving feedback from the Agency Task Supervisor and Field Instructor, the student will develop a plan to address areas for growth in preparation for the senior field placement and the student;s future career. The format is provided on Blackboard.

FIELD PLACEMENT – APPROX 45% OF COURSE GRADE

Beginning Contract for Field Experience

This form is first completed and signed during the field enrollment process, with support from the Agency Task Supervisor and/or Field Instructor. The same completed form will be uploaded for this course for documentation purposes and Faculty Liaison review. It is important to alert the Faculty Field Liaison if any changes have occurred since the first submission. Please note that permission from the Chair of Field Education must obtained for any deviation from the original plan regarding hours or duration of the placement. The course is designed for students to complete 32 hours per week for 14 weeks.

Learning Contract

Draft

The student will complete a draft of the Learning Contract form with input and support from his or her Agency Task Supervisor and Field Instructor, and/or Faculty Field Liaison.

Meeting

The student will arrange and participate in a web or telephone conference with his or her Agency Task Supervisor, Field Instructor, and Faculty Field Liaison, to discuss the learning contract draft.

Final

The student will make revisions according to input received at the conference, secure the appropriate signatures on the form prior to submission, and resubmit his/her Learning Contract in finalized form.

Agency Orientation Checklist

The student will cover the items in the checklist with the Agency Task Supervisor and/or Field Instructor to support the student’s orientation to the agency.

Mid-Semester Evaluation and Meeting

The student will schedule and participate in a telephone or web conference with the Faculty Field Liaison, Agency Task Supervisor and Field Instructor to discuss his/her progress at the field placement site. The student will prepare for the meeting by reviewing the Learning Contract and will come prepared to share responses to each item on the Mid-Semester Evaluation form. Student will provide all parties with a copy of the Learning Contract for review and will participate in discussion with Field Instructor,Agency Task Supervisor, and Faculty Field Liaison in order to address tasks, responsibilities, supervision, development of competencies in all areas included in the Learning Contract. Another purpose is to provide an opportunity to secure feedback regarding student performance and possibly re-contract with the agency to complete tasks needed to address each area of competency. A corrective action plan will be discussed as needed for any areas of concern identified. Measures Competencies #1-9 (dimensions of knowledge, skills, values, cognitive & affective processes)

Final Field Evaluation of Learning and Performance in the Field

The field evaluation is a highly valuable exercise in each student’s education. It provides critical feedback to individual students to assist in their development as professionals. It also provides helpful information for the Social Work Department as we serve students individually and as we seek to continually improve our program content and methods to equip our students to become excellent compassionate social workers.

1. Student Self-Evaluation

The student will complete a self-evaluation of his/her performance practicing behaviors associated with the social work core competencies. As an opportunity for self-reflection and self-correction, the student will complete this evaluation, identifying both strengths and areas for future development. A completed evaluation is one that has a rating for each practice behavior and includes justification of student ratings. To receive full credit this should demonstrate thoughtful consideration and differentiation between strengths and concerns.

2. Final Field Instructor Evaluation of Student Learning and Performance in the Field

The Agency Task Supervisor and Field Instructor will collaborate and complete a final field evaluation to assess the student’s demonstration of the practice behaviors associated with the core competencies identified by the Council on Social Work Education as essential to generalist social work practice, to determine whether the student has met learning contract goals and to provide a suggested grade for the field experience part of the course. Once complete, the Agency Task Supervisor and Field Instructor will meet with the student in person (or by WebEx) to provide feedback on his/her rating of student performance and discuss student progress, highlighting both strengths and areas for improvement as well as recommendations for further development. The Faculty Field Liaison will review the evaluation, participate in the meeting as needed, and will assign a grade based on the evaluation.

Measures Competencies #1-9 (dimensions of knowledge, skills, values, cognitive & affective processes)

Professional Behavior and Adherence to Field Manual Policies/Procedures

As emerging professionals, students are expected to conduct themselves accordingly. All communication with faculty, University staff and agency staff should be conducted in an ethical manner, demonstrating professional demeanor in behavior, appearance, oral, written and electronic communication. Additionally they will use reflection and self-regulation to manage personal values and maintain professionalism in all agency and university matters.

Students must adhere to the policies and procedures described in the Field Manual throughout the duration of the course. This includes, but is not limited to, adhering to the Codes of Ethics and other policies detailed in the manual related to how students should conduct themselves, student roles and responsibilities, agency placement and interviewing procedures, and procedures for handling field-related challenges. Students must participate in all conference calls and in-person meetings with the field instructor and Department field staff and conduct themselves in a professional manner.

DOCUMENTATION AND REFLECTION – APPROX 25% OF COURSE GRADE

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in Module/Week 1.

Syllabus and Course Schedule Quiz

This quiz will cover the content of the Course Syllabus and Course Schedule. The quiz will be open-notes, contain multiple-choice questions, and have a 15-minute time limit.

Acknowledgment of Field Orientation-Appendix J Field Manual

The student will review the field orientation training video and the provided forms. The student will then sign and upload the acknowledgement form.

Weekly Time Sheets

The student will document field hours completed each week of field experience using a time sheet and secure the appropriate signatures on the form prior to submission. Timesheets that are turned in later than the due date will be subject to a late penalty. Timesheets turned in more than 7 days late will not receive points but must still be submitted to confirm completion of field hours and receive credit for the course.

Weekly Supervisory Agendas

The student will complete the Supervisory Agenda form each week to document the weekly supervision session with his or her Field Instructor. The student will also secure the appropriate signatures on the form prior to submission. Agendas that are turned in later than the due date will be subject to a late penalty. Agendas turned in more than 7 days late will not receive points but must still be submitted to confirm completion of the required weekly supervision and receive credit for the course. If students meet with a separate Agency Task Supervisor, they are highly encouraged to develop a written agenda for those supervisions as well, as this facilitates best practice in supervision. However, submission on Blackboard is not required.

Weekly Journals of Field Experience

Weekly journal summaries offer students the opportunity to reflect on the field activities they participated in, their experience and learning, and how they observed or applied the core competencies. The summaries also offer students the opportunity to engage in a process of self-assessment and self-correction, and support the integration of theory and practice, as students are encouraged to reference previous learning, courses and texts in specified prompts. Students should use the journal template provided on Blackboard. To receive full credit, a complete response must be made for each prompt. Each journal submission must be submitted on Blackboard. During the first week of seminar, the professor will identify the specific submission date and time. Journals that are turned in later than the due date will be subject to a late penalty. Journals turned in more than 7 days late will not receive points but must still be submitted to confirm completion of field hours and receive credit for the course.Measures Competencies #1-9 (dimensions of knowledge, skills, values, cognitive & affective processes)

Student Feedback on Field Experience and Agency

The student will complete an evaluation of his/her placement, the seminar course, and the field experience as a whole. Completing this evaluation will assist the Department in assessing the quality of the field experience provided.