Senior Field Experience and Seminar B – SOWK 477

CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 01/28/2022

Course Description

Senior Field Experience provides students with the opportunity to develop competency and perform in the role of a social work practitioner under the supervision of an experienced master's level social worker. SOWK 475 and SOWK 477 offer students the opportunity to complete 400 hours of placement over two consecutive semesters instead of the standard one semester timeframe in SOWK 470. Students will also meet for two hours weekly in a synchronous seminar to receive support and mentoring from peers and professor and to integrate the theoretical concepts learned in the classroom with the practical experiences in field placement. SOWK 475 must be completed successfully and then followed immediately by SOWK 477 the next semester.

For information regarding prerequisites for this course, please refer to the Academic Course Catalog.

Rationale

Field education is a central component of the instruction and training that the student receives to prepare them for a professional career in social work. While receiving supervised practice experience in an agency setting, the student will participate in a seminar course that offers them the opportunity to process their 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 their development as professional social workers.

Measurable Learning Outcomes

As a program accredited by the Council on Social Work Education, the program is governed by the Council’s Education and Policy Standards (EPAS).  Upon successful completion of this course, the student will be able to demonstrate the following competencies at a BSW level.

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; and
  • 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; and
  • 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; and
  • 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; and
  • 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; and
  • 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; and
  • 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

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.

Quiz: Syllabus and Course Schedule

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.

Journal Assignments (16)

The purpose of the Journal Assignments is for the student to reflect on the field activities participated in and how core competencies were observed and applied.  The student will engage in self-assessment and self-correction.

Timesheet and Supervisory Agenda Assignments (16)

The purpose of the Timesheet and Supervisory Agenda Assignments is to document the hours completed during your field experience each Module: Week, and to serve as a guide for hour-long supervision between you and the Field Instructor each Module: Week. This will include one hour of supervision from the Timesheet and Supervisory Agenda Assignments.

Quiz: Field Experience Confirmation

This quiz will confirm that there have not been any changes to the student's field experience. 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 be obtained for any deviation from the original plan regarding hours or duration of the placement.

The course is designed for students to complete 1 full day or 2 half days per week for the duration of the term (approximately 100 hours).

Quizzes: Seminar Participation (13)

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 with audio and video both engaged, 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 (https://www.socialworkers.org/About/Ethics/Code-of-Ethics and https://www.cswe.org/getattachment/Accreditation/Accreditation-Process/2015-EPAS/2015EPAS_Web_FINAL.pdf.aspx). Culturally diverse perspectives are welcome. After seminar, student are required to complete the quizzes that will assess:

a) Where you on time and present for the entire length of the seminar class?

b) Did you have video and audio on during the entire seminar time, while observing appropriate web etiquette and minimal distractions?

c) Where you attentive and interactive during the entire seminar time, demonstrating good active listening and participation when prompted?

d) the extent of your seminar participation (active, inactive, level of contribution to the discussion, etc.)

e) one "takeaway" from the seminar discussion (i.e. an insight or practical skill that will be helpful to you in your future social work practice)

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

Learning Contract: Draft Assignment

The student will complete the Learning Contract: Draft Assignment that details key learning goals and objectives to achieve during the field experience.

Field Orientation Training Assignment

As students begin Field Seminar, it is important that all individuals understand the many different components of this course.  Completing this training will provide an in-depth overview and understanding of the requirements needed for this course.

The student will upload a signed acknowledgment upon completion.

Quiz: Agency Orientation Checklist

The purpose of this assignment is to ensure that the student is provided a thorough orientation to the agency where the student will be completing the field experience.

Learning Contract: Final Assignment

The student will update the Learning Contract: Draft Assignment that details key learning goals and objectives to achieve during the field experience.

Evaluation: Mid-Semester Assignment

The Evaluation: Mid-Semester Assignment will assess student performance, learning experiences, and the role of supervision and instruction. This meeting will allow for an in-depth discussion on areas of strength and areas of growth.

Evaluation: Self-Assessment Assignment

The Evaluation: Self-Assessment Assignment will provide the student with an opportunity for self-reflection, critical thinking, and personal/professional development.

Evaluation: Final Assignment

The Evaluation: Final Assignment will serve as a highly valuable exercise in each student’s education. It will provide critical feedback to individual students to assist in their development as professionals.

Professional Development Plan Assignment

In order to continue to grow in the field of Social Work, students will need to consistently hone their skills, identify areas of growth, and develop plans to consistently provide high-quality professional services as a Generalist Social Work practitioner. The student will develop a plan to address areas of growth in preparation for the senior field placement.

Case Presentation Assignment

The purpose of this assignment is to provide students an opportunity to integrate theory into practice, develop a case presentation specific to a client and/or client system in which the student is working, and facilitate a discussion to identify strengths, areas of growth, interventions, and discussion question to elicit feedback from classmates.