Maximizing the Field Practicum I

Maximizing the Field

Practicum IDepartment of Social Work – August 2013

Paul G. Clark, PhD, MSW / Molly E. Davis, EdD, MSW /

Stacey D. Hardy, Ph.D., J.D., L.C.S.W

IntroductionsNameAgency RepresentedYour role thereFirst time teaching field instructor? First time with GMU?A positive characteristic of your favorite FI when you were an MSW student.

Workshop GoalEnhance and enrich the partnership between the university field education program and community-based agencies toward producing competent, conscientious and compassionate social work professionals.

Workshop ObjectivesParticipants will:Understand the philosophy and purpose of the field practicum experience in the context of social work education.Explore the tools needed to direct high-impact learning experiences of social work students (e.g. critical thinking and ethical decision making).Understand Council on Social Work Education (CSWE) competencies and how to translate these into experiential learning activities.

Workshop Objectives (cont.)

Learn techniques and strategies to strengthen the agency-based field program.Understand the layers of university support and how to utilize university resources to prevent and address field issues.Examine the field experience from beginning to end in terms of student, school and agency roles.Value the role field education plays in defining the quality and nature of our profession.

AgendaOverview of Social Work at GMUThe Field PhilosophyField TrainingCultural CompetenceWho’s Who - roles and responsibilities

AgendaDocumentation, Forms and the ipt system (software/technology)The Field Practicum from Beginning to End

The Application, Matching and Referral processSupervision - Clinical, Legal and Ethical FactorsTrouble-shooting and Problem ResolutionEvaluation and Transition

Overview of Social Work at GMU

Characteristics we Hope to Cultivate in Students and Future SW Colleagues:

Strong identity as a social worker (versus a “role” or “job”)Social work core values-driven practiceAbility to problem solve and think critically and creativelySocial workers with initiative, collaborative skills, and the ability to integrate various contexts in any given situation

SW at GMU: How we get them there

BSW (junior and senior years)MSW FoundationMSW Concentration

Generalist Practice Foundation

BSWIntroduction to Social WorkInterpersonal CommunicationMethods of Intervention (individuals, groups, families, communities)Human Behavior (life course and macro systems)Social Policy, Social Justice, and Policy Analysis/AdvocacyResearch & StatisticsSenior year: 450 hours in the field

Generalist Practice Foundation

MSW Foundation YearCommunication and Technology for SW PracticeDirect Social Work PracticeHuman Behavior & Social SystemsSocial Policies, Programs, and Services and Social Policy AdvocacyResearch MethodsFoundation year: 450 hours in the field

MSW Concentration: Clinical Practice

Core:Advanced Clinical PracticeCommunity-Centered Clinical PracticePsychopathologyAdvanced Research in SW

MSW Concentration: Clinical Practice (cont.)

Advanced Clinical Practice & Policy:

Forensic SW PracticeFamily TherapyTrauma and RecoveryMilitary Social WorkSubstance Abuse InterventionsClinical Practice with Older AdultsImmigration PolicySocial Policy for Children and YouthAging Programs and Policies

Electives

Clinical Practicum: 600 hours in the field

MSW Concentration: Social Change

Core:Social Work and the LawOrganizational Leadership for Social WorkersEmpowering Communities for ChangeAdvanced Research in SW

MSW Concentration: Social Change (cont.)

Advanced Policy Courses:Immigration PolicySocial Policy for Children and YouthAging Programs and Policies

ElectivesSocial Change Practicum: 600 hours in the field

The Field Philosophy

Field Instruction as an Investmentin the studentin the agencyin the profession

Field Instruction as Community Servicegiving backpassing the torch to the “next generation”

Field Instruction as Professional Growth

Field Training

Council on Social Work Education (CSWE) GuidelinesEducational Policy and Accreditation Standards (EPAS, 2008)

Educational Policy 2.3 Signature Pedagogy: Field Education:

“Signature pedagogy represents the forms of instruction and learning in which a profession socializes its students to

perform the role of practitioner…in social work, the signature pedagogy is field education.”

CSWE Competencies

CSWE Competencies (At all program levels – BSW and MSW)1. Identify with the social work profession and behave

professionally.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 practice5. Promote human rights and social justice.

CSWE Competencies (cont.)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 deliver effective social work

services.9. Respond to and shape an ever-changing professional context.10. Engage, assess, intervene, and evaluate with individuals,

families, groups, organizations and communities.

Cultural Competence – Working with People who have been Marginalized

Encourage cultural competence in training and supervisionBe mindful of cultural aspects of the organization or agency, service delivery and within the supervisory relationship

ageSES/educational backgroundgenderethnicity/racereligionsexual natureothers

Field-based Learning across the CurriculaBSW Junior Year Human Service Experience Requirements

60 hours in human service context

BSW (Senior Year) and Foundation (1st year) MSW

Parallel curriculaBSW- 225 hours per semester*MSW 1st year - 225 hours per semester*

MSW (2nd year) Concentration year Clinical AFI must be 3 years post masters (all other practicum levels require AFI to be 2 years post masters)300 hours per semester*

* minimum requirement and does not include time required to attend field seminars

Who’s Who - Roles and Responsibilities

Field Director Associate Field Director Field Coordinator Faculty Field Liaisons Agency Field Instructors Task Supervisors

Task Supervisors

MSW or Non-MSW field supervisorsassigned by the Agency Field Instructor to provide specialized instructionreports to the Agency Field Instructor regularly regarding all matters related to the student’s performanceAgency Field Instructor maintains primary legal and supervisory responsibility for the student and related documentation

Documentation

All forms are found in the Field Manual, available online at:http://chhs.gmu.edu/sw/fieldeducation Format of documents may change to better reflect curriculum goals and professional competenciesIpt system – Intern Placement Trackinghttp://www.runiptca.com/web/login.php

Documentation (continued)

Weekly Journals components:

Summary of field activitiesHighlights and ChallengesCompetencies demonstratedEthics / Values IssuesWhat would improve your learning; Learning objectives for next week

Used to document professional growth and skill developmentProcess Recordings (2 per semester or more)

Documentation (continued)

Time Log of Field Hoursshould be submitted and signed weekly –helps to identify if the student is on-track for completing requirements on schedule

Are there excessive absences?Do activities reflect goals outlined in the learning agreement?Do activities match what the student should be doing at that point in the semester?Is supervision happening regularly

RISK MANAGMENT

Learning Agreement

Field Practicum from Beginning to EndPlacement Process:

Field Practicum from Beginning to End

The InterviewIdentification of appropriate candidates

agency or student may decline opportunity for interview

Interview Strategy: Use of vignettes best and worst case scenariosinformation about skills and weaknessesissues that may interfere with service delivery

Field Practicum from Beginning to End

The Interview – (cont.)Interview Strategy: Review background

to match student to activitiesto guide orientation and supervision

Interview Strategy: Introduction to organizational structure and agency functions

Field Practicum from Beginning to End

Making the Offer:Adapting employee policies

Background checks, drug testing, medical clearance, etcIdentifying an agency field coordinator

Functions as primary contact to GMU Field ProgramSecure Offer for Internship

Is ALWAYS the agency’s decision to accept/fail to accept a studentStudent follows up by completing electronic confirmation form and provides significant information regarding placement location and field instructor contact information

Field Practicum from Beginning to End

Issue: Employment with/by Internship Setting – Generally not permitted

Petition for employment must be submitted AND approved before credit can be obtained for practicumNever offer students employment in the middle of the practicum

this drastically changes their status with the agency and the practicum component of the Department of Social Workconsider a stipend as an alternativeany changes in the student’s status must be reviewed by the Field Liaison and Field Director

Field Practicum from Beginning to End

SupervisionRequired - 1 hour of clinical and/or administrative supervision weekly by the Agency Field Instructor (MSW) with access to AFI or preceptor daily

plan for AFI/task supervisor availability (i.e., vacations)Frequent and regular communication with task supervisor

critical for evaluation and problem-solvingPreparation for supervision

use agendas, learning agreements and journalsAccountability

document, document, document Mandating student accountability for hours, assignments, quality/ethically based work

Legal issues: Vicarious Liability & Risk Management

Field Practicum from Beginning to End

Trouble-shooting and Problem Resolution

Student or Agency Field Instructor may initiate this processStep One: monitor and document problem areas

verbally address with the studentestablish plan for improvementexplore clinical and ethical concernsconsider a “Memo of Concern”

Step Two: contact Field Liaison for a meeting

Corrective Action Plan formevaluation of progress toward problem resolution

Step Three: contact Field Director

evaluation for further intervention or field practicum termination or change

Field Practicum from Beginning to End

Evaluation and Transition

Evaluation should be a continuous processevaluation competencies should be reviewed in the beginningthere should be no “surprises” on the evaluation formforms should be ACCURATELY reflect student competencies relative to level in the training program by semester

“grade” or reluctance to put information “on the record” should not interfere with ratings or narrativestudents evaluate practicum experience and Agency Field Instructor as feedback to University and Field Education Program

Field Practicum from Beginning to End

Transitionbegin early to prepare the student for transition with clients, the agency and “role” as student “endings as beginnings”

A Final Thought

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it deosn't mttaer in waht oredr the ltteers in a wrod are,

the olny iprmoetnt tihng is taht the frist and lsat ltteer be at the rghit pclae.

The rset can be a toatl mses and you can sitll raed it wouthit porbelm.

Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe.

A few more?....

A vheclie epxledod at a plocie cehckipont near the UN haduqertares in Bagahdd on Mnoday kilinlg the bmober and an Irqai polcie offceir

Big ccunoil tax ineesacrs tihs yaer hvae seezueqd the inmcoes of mnay pneosenirs

A dootcr has aimttded the magltheuansr of a tageene ceacnr pintaet who deid aetfr a hatospil durg blender

Documentation (continued)The Learning Agreement

a “contract” for the semestertool to identify core competencies (BSW, MSW)2nd semester - should reflect increased autonomy and responsibilityused to evaluate progress and problemsmicro, mezzo and macro activities as appropriateprotects the student, the agency and the schoolan addendum can be submitted at any time to reflect changes to activities

Documentation (continued)The Learning Agreement (continued)

S.M.A.R.T. GoalsSpecificMeasurableAchievable/AccountabilityRealistic & RelevantTimeline

Documentation (continued)What Students Need to Submit to the Field Program

Learning Agreementcolumn (1) of LA/Eval documentapproximately 3rd week of semester (to be kept in file at school)

Midterm column (2) of LA/Eval document; the mid-term evaluation, reviewed with the student (and task supervisor, if appropriate) and signed by the AFI and studentjournal entries for the first half of semester should be completed in IPTtime logs for first half of semester should be completed in IPT

Documentation (continued)Evaluation Forms

includes both numerical ratings and narratives the evaluation comprises 30% of the total grade at finalitems reflect CSWE identified competenciesmidterm evaluations should reflect the student’s progress toward competencies - excessive “5” ratings at midterm raise the question of the quality of experience for the second half of the semester, i.e., what are students gaining from the rest of practicum?A pattern of excessive “1” ratings reflects significant underperformance

Essentially…Students should be evaluated on how they are performing AT THEIR LEVEL, i.e., a first semester BSW student, second semester concentration MSW, etc. & over the semester time period.problem areas and strengths should be clearly documented