THE UNIVERSITY OF NORTH TEXAS & TEXAS WOMAN’S UNIVERSITY

Social Work Field Practicum & SeminarSOWK 4870 & 4875 (UNT), SOWK 4463 & 4469 (TWU)

Spring 2016Class Schedule TBA

Professor: Cassidy Baker, MSW, LCSW-S Michele Bland, MSSW, LMSWE-mail: Cassidy.Baker@unt.edu mbland@twu.eduOffice: Chilton 238C Old Main, 200DTelephone: 940-565-2687 940-898-2075Cell: 940-594-2366 817-368-8341Hours: By appointment

Please note that the Professor for this course has the option to revise or alter the course syllabus at any time.

COURSE DESCRIPTION

The Field Practicum courses SOWK 4870 and SOWK 4875 (UNT) and SOWK 4463 and SOWK 4469 (TWU) offer you the opportunity to begin to put into action the skills, practice principles, and ethics you have learned in the classroom. This is where you begin to work in the real world of social work practice. This is a big step for you. Congratulations! Along with this opportunity comes a great deal of responsibility. You will be working in a real agency with real people who have real problems. This is the final step to becoming a professional social worker with the Baccalaureate in Social Work Degree and eligible to sit for the licensing exam in the State of Texas. Your admission into the field practicum indicates that the UNT and TWU faculty has confidence that you are prepared to make the transition from student to beginning generalist social work professional.

COMPETENCIES & PRACTICE BEHAVIORS The core competencies listed are in accordance with the CSWE-Educational Policy and Accreditation Standards 2015. Upon completion of the course, students will demonstrate the core competencies indicated below. The course objectives reflect the expected CSWE Practice Behaviors (PB) students will attain.

Core Competency Course ObjectivesStudents will

Assessment

Demonstrate Ethical and Professional Behavior

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;

2. use reflection and self-regulation to manage personal values and maintain professionalism in

Final Evaluation by FI

Self-Assessment

Integrative Paper (UNT)

practice situations;3. demonstrate professional demeanor in behavior;

appearance; and oral, written, and electronic communication;

4. use technology ethically and appropriately to facilitate practice outcomes; and

5. use supervision and consultation to guide professional judgment and behavior.

orResearch Paper

(TWU)

Engage Diversity and Difference in Practice

6. apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels;

7. present themselves as learners and engage clients and constituencies as experts of their own experiences; and

8. apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies.

Final Evaluation by FI

Self-Assessment

Integrative Paper (UNT)

orResearch Paper

(TWU)

Advance Human Rights and Social, Economic, and Environmental Justice

9. apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels; and

10. engage in practices that advance social, economic, and environmental justice.

Final Evaluation by FI

Self-Assessment

Integrative Paper (UNT)

orResearch Paper

(TWU)Engage in Practice-Informed Research and Research-Informed Practice

11. use practice experience and theory to inform scientific inquiry and research;

12. apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings; and

13. use and translate research evidence to inform and improve practice, policy, and service delivery.

Final Evaluation by FI

Self-Assessment

Integrative Paper (UNT)

orResearch Paper

(TWU)Engage in Policy Practice 14. Identify social policy at the local, state, and

federal level that impacts well-being, service delivery, and access to social services;

15. assess how social welfare and economic policies impact the delivery of and access to social services;

16. apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice.

Final Evaluation by FI

Self-Assessment

Integrative Paper (UNT)

orResearch Paper

(TWU)Engage Individuals, Families, Groups, Organizations, and Communities

17. apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies; and

18. use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies.

Final Evaluation by FI

Self-Assessment

Integrative Paper (UNT)

orResearch Paper

(TWU)Assess Individuals, Families, Groups, Organizations, and Communities

19. collect and organize data, and apply critical thinking to interpret information from clients and constituencies;

20. 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;

21. develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs, and challenges within clients and constituencies; and

22. select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies.

Final Evaluation by FI

Self-Assessment

Integrative Paper (UNT)

orResearch Paper

(TWU)

Intervene with Individuals, Families, Groups, Organizations, and Communities

23. critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies;

24. apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies;

25. use inter-professional collaboration as appropriate to achieve beneficial practice outcomes;

26. negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies; and

27. facilitate effective transitions and endings that advance mutually agreed-on goals.

Final Evaluation by FI

Self-Assessment

Integrative Paper (UNT)

orResearch Paper

(TWU)

Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities

28. select and use appropriate methods for evaluation of outcomes;

29. apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes;

30. critically analyze, monitor, and evaluate intervention and program processes and outcomes; and

31. apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro

Final Evaluation by FI

Self-Assessment

Integrative Paper (UNT)

orResearch Paper

(TWU)

levels.

ACADEMIC INTEGRITY

Students are expected to conduct themselves in a manner consistent with the University's status as an institution of higher education. In the class setting, students shall follow their instructors’ directions and observe all academic standards and requirements published in course syllabi and other course materials. A student is responsible for responding to an academic dishonesty report issued by an instructor or other University authority. If a student fails to respond after proper attempt at notification, the University may take appropriate academic actions in the absence of the student.

If a student disagrees with an instructor’s determination of academic dishonesty or with an academic penalty that is calculated into the course grade, the student may appeal to the chair of the instructor’s department within three (3) days of receiving the instructor’s written decision. The student’s written request for appeal must detail: (1) whether the student is requesting appeal of the finding of academic dishonesty or the instructor’s academic penalty, or both; (2) the specific basis for the appeal; and (3) any factual information in support of the student’s case, including any specific evidence. To see the full university policy, consult Student Standards of Academic Integrity #18.1.16.

ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES

The University of North Texas and Texas Woman’s University comply with Section 504 of the 1973 Rehabilitation Act and with the Americans with Disabilities Act of 1990. The Universities provide academic adjustments and auxiliary aids to individuals with disabilities, as defined under the law. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring accommodation, please see the instructor and/or contact the Office of Disability Accommodation at 940-565-4323 (UNT) during the first week of class.

Texas Woman’s University seeks to provide appropriate academic adjustments for all individuals with disabilities. The University will comply with all applicable federal, state and local laws, regulations and guidelines, specifically section 504 of the Rehabilitation Act of 1973 and the American with Disability Act (ADA) with respect to providing appropriate academic adjustments to afford equal education opportunity. It is the responsibility of the student to register with and provide medical verification. And Academic schedules to Disability Support Services (DSS) at the beginning of each semester and no later than the second week of school unless otherwise determined by the coordinator. The student must also contact the faculty member in a timely manner to arrange for appropriate academic adjustments. For further information regarding DSS or to register for assistance, please contact the office at 898-3835 (voice), 898-3830 (TDD) or visit CFO 105.

CLASS POLICIES

STANDARDS OF CONDUCT (UNT)(TWU)

Professional responsibility, ethical behavior, and integrity are central principles of the social work profession. Therefore, students are expected to conduct themselves in accordance with the standards of the Program, the University, and the National Association of Social Workers. These standards are outlined in detail in, the UNT Student Handbook, the TWU Student Handbook and the NASW Code of Ethics; it is advisable for students to familiarize themselves with this information and to follow these guidelines accordingly.

The Academic Honor Code of UNT is based on the premise that each student has the responsibility (1) to uphold the highest standards of academic integrity in the student’s own work, (2) to refuse to tolerate violations of academic integrity in the University community, and (3) to foster a high sense of integrity and social responsibility on the part of the University community. Any student whose words or acts demonstrate a lack of respect for state and federal laws, Board of Regents’ rules or policies, the rights of others, or the health, safety, or welfare of members of the community shall be subject to disciplinary action by the University. Students who violate academic standards through plagiarism and other actions will be disciplined according to the procedures noted in the UNT catalog. Cheating, plagiarism, or other forms of academic dishonesty will not be tolerated and will result in appropriate sanctions that may include failing an assignment, failing the class, or being suspended or expelled. Title IV-E academic dishonesty could result in failing the course, being expelled from the field practicum at the Agency, and in student being required to repay the stipend.

Honesty in completing assignments is essential to the mission of Texas Woman’s University and to the development of the personal integrity of the student. Cheating, plagiarism, or other forms of academic dishonesty will not be tolerated and will result in appropriate sanctions that may include failing an assignment, failing the class, or being suspended or expelled. Title IV-E academic dishonesty could result in failing the course, being expelled from the field practicum at the Agency, and in student being required to repay the stipend. Suspected cases in this course may be reported to Student Life. The specific disciplinary process for academic dishonesty is found in the TWU Student Handbook. Tools to help you avoid plagiarism are available through TWU libraries”, Quick Links” under ”Research Help”. (http://www.twu.edu/literacy/index.htm).

According to the TWU Student Handbook: “Academic dishonesty includes cheating, plagiarism, falsifying academic records, and other acts intentionally designed to provide unfair advantage to the student or the attempt to commit such acts. Cheating includes, but is not limited to intentionally giving or receiving unauthorized aid or notes on examinations, papers or class assignments, intended to be individually completed. Cheating also includes the unauthorized copying of tests or any other deceit or fraud related to the student’s academic conduct. Plagiarism occurs when a student obtains someone else’s works and presents those ideas or words as her or his own academic work. In the event of academic dishonesty the following courses of action are available to the University, based upon the severity of the violation:Verbal reprimand, assignment of a lower grade on the test/paper/project in question, with an explanation from the instructor, assignment of a grade F in the course;, expulsion from the course with the assignment of a passing grade (W), expulsion from the course with an assignment of a failing grade (WF)”; and with Title IV-E expulsion from the Agency and possible repayment of the stipend.

CLASS DEMEANOR (UNT), (TWU)

The Department of Community and Professional Programs puts an extremely high value on its rapport with students, in part because it is our main task to prepare them for careers in human service professions. The goal of PACS’ academic programs is to prepare students for ethically and socially responsible leadership roles in public and community service careers within an increasingly diverse and complex world. As a faculty member, it is my responsibility to maintain the order and fairness in class and sometimes, if necessary remind students of appropriate behavior in the classroom. This is necessary because problematic behaviors can set the stage for serious problems in obtaining and retaining professional employment after graduation and there is the potential to disrupt and interfere with other students’ learning. Therefore, the following behaviors will not be tolerated in class: Sleeping; Cross-talk, or carrying on private conversations during lectures and discussions; Wandering in and out of classes that

are in progress; Taking or making cell phone calls or texts during class; Inappropriate use of laptops in class; Expectations that classes will be canceled when professors cannot be present and/or on days adjacent to holiday (this is a policy violation taken seriously by our accreditation boards); and Surliness and flippancy in communicating with faculty, staff and other students. Students may be asked to leave class at my discretion.

In addition to learning the knowledge, theories, values, and ethics of the social work profession and demonstrating effective social work practice skills, social work students are also expected to demonstrate an appropriate level of professional demeanor. Social work students will be assessed and/or evaluated along several dimensions of professional demeanor. Some examples of these include but are not limited to attendance in class and field: punctuality; timeliness in submitting required work in class or field; proper notification and/ or documentation provided if class and/or field will be missed; ability to accept supervision and /or critical feedback; demonstrate respect for and appropriate interaction with professors, instructors and supervisors,; appropriate interaction with other students; ability to be a team player and cooperate with others; appropriate behavior in the classroom, meetings and/ or field; writing ability; neatness in material presented; willingness to participate in remedial work(e.g. working with the writing lab); ethical behavior(including academic dishonesty); assertiveness; attitude, proper attire, how one handles adversity; personal hygiene; taking responsibility for one’s own behavior; motivation, emotional maturity; and originality.Sources of information concerning professional demeanor and/or deportment include, but are not limited to formal and informal interactions with professors, other students, and in the field-field instructors, co-workers and clients; written work, telephone conversations; e mails; information provided on forms; behavior in classes; behavior in meetings; body language; tone of voice, oral presentation and so on. Students should assume that every aspect of their academic performance and professional presentation of self as being evaluated, as is the case for all job applicants, graduate school applicants and employees in the real world.

The professors and instructors at TWU have decades of social work practice experience, employee and/or student evaluative experience, and social work education experience with which to form our assessments and/or evaluation. Students’ professional behavior will be assessed using this experience along with feedback from the student, the field, and in the Agency. A main purpose of evaluating the student’s professional behavior is to help them be better professional social workers that are employable and who can remain employed.

ASSIGNMENTS POLICY

Promptness in completing assigned tasks and readings is required for this course. Assignments are due at the start of class on the day they are due. After that time, they will be considered late. A late paper will receive a maximum grade of “B” The paper will then be graded minus two points for each day the paper is late. If students have circumstances that they feel warrant additional time for an assignment, contact with the instructor must occur well in advance. This does not mean the day before the assignment is due.

INCOMPLETE POLICY

A grade of Incomplete or “I” will not be given unless the student contacts the instructor and makes special arrangements for making up the required work. Only emergency situations that prohibit a student from completing the course warrant a grade of “I”. Therefore, it will not be given automatically.

COURSE REQUIREMENTS

The Social Work Field Practicum courses have a number of requirements and expectations. Some of the expectations for practicum include:

Hours Required: Students must complete and document a minimum of 480 (UNT), 416 (TWU) hours in the field. Students are expected to be in their agencies approximately 35-40 hours per week, while meeting all the requirements of the DFPS Training Academy. These are minimum requirements for the successful completion of field practicum, and most students put in more hours than are required. Failure to complete at least 480 (UNT), 416 (TWU) hours during the semester will result in the student receiving a failing grade or an incomplete (I) for the course grade. Falsification of work records could result in receiving an F in the course, and / or expulsion from the social work program, and / or expulsion from the university (see catalog or website for a discussion of Student Conduct and Discipline). You may not finish your practicum early.

Weekly Supervision: Students must attend weekly supervision meetings with their practicum instructor during BSD and OJT weeks. If the student cancels or misses more than one supervision session, the student is to notify the practicum instructor. Failure to attend supervision could result in the student failing the course.

Seminar Attendance Policy: Students are expected to attend all scheduled field seminar meetings held either on TDFPS property or on other designated sites. Students who miss more than 1 scheduled seminar meetings during the semester may receive a failing grade. Missing any part of the seminar meeting counts as an absence.

Class will meet each Friday, from 12:00 PM until 1:00 PM while students are at the Training Academy in Arlington, and unless otherwise specified, class will be held at the Lewisville CPS office, 198 Civic Circle, Lewisville, Texas, from 1:00 PM until 3:00 PM, while students are in their field units.

Class Processing/Discussion: Students will participate each week in the discussion/processing portion of the class. The discussion should always end with an opportunity for members to discuss current problems or successes with the practicum. Students should participate in class discussions.

Class Presentations and Other Class Assignments: Each student will be responsible for presenting a case or research to the seminar class. Specific dates for these presentations will be negotiated early in the semester. Students will facilitate a group discussion of their case/research. Each student will maintain a folder in which a copy of the weekly journal, evaluations, agency exploration papers and other assignments are kept.

Integrative Project (UNT): See Attached Description

Research Paper (TWU): See Attached Description

Evaluation: Students will prepare a thorough and objective evaluation of themselves and their performance in the agency at the completion of the practicum, as well as evaluations of the agency and the social work program.

Performance Evaluations: Students will submit performance evaluations at mid-term and at the end of each semester (Mid-term and Final Evaluations).

Travel: It is the responsibility of students to arrange transportation to and from the agency and to provide their own transportation when travel is required in the course of their work activities. All students are required to have basic automobile insurance and students' cars must meet Texas State safety requirements. Travel expenses are the responsibility of the student, except in those instances where the student can be reimbursed. Travel to and from the agency at the beginning and end of the day, time spent traveling to and from the field seminar, and time spent on campus do not count toward the hours needed to complete the field practicum. Students are NOT allowed to provide client transportation during this practicum! It is quite possible that your field instructor will not remember this; it is your responsibility to remind him/her that your University does not allow this.

Holidays: Students will observe the holiday schedule set by TDFPS.

Adherence to Agency Policies and Procedures: Students are required to adhere to all agency policies and procedures as well as all University student policies. Being an effective social worker entails more than knowledge of and experienced practice of social work skills and ethics. Students are also considered employees of their practicum sites. Violation of agency policy and procedures may result in the student being removed from the agency, termination from the Title IV-E field practicum, possible repayment of the Title IV-E stipend and/ or failing the course.

The Learning Contract: The learning contract is an agreement that is negotiated between the student and the agency. The learning contract will contain information about the structure of the practicum (work hours, total hours, duration, supervision time, etc.) and goals and objectives for the practicum. The objectives should be concrete, measurable, and attainable. The learning contract will be signed by both the student and the field instructor and turned in to your University practicum instructor by the second seminar meeting, unless another date is specified. If, during the practicum, the student’s responsibilities or assignments change significantly, or if it becomes clear that the goals and objectives cannot be met, the learning contract must be renegotiated and resubmitted. The student’s evaluation and final grade will be based, in part, on adherence to the learning contract.

FIELD INSTRUCTOR AND UNIVERSITY FACULTY ROLES

While students are enrolled in the practicum classes, they will be supervised by at least two individuals: the agency Field Instructor and the University Practicum Instructor. Both supervisors will work together to evaluate the student on social work competencies as well as professionalism. While the agency Field Instructor may recommend a final grade for the student, the ultimate responsibility for the grade rests with University faculty. Your grades for these classes will take into account several sources of information regarding your performance at the practicum and in the seminar. The sources and the weight these components have on your final grade for SOWK 4870 & 4875 (UNT), SOWK 4463 & 4469 (TWU) are noted on the syllabus.

SOCIAL WORK ETHICS

Students must conduct themselves in a manner consistent with ethical social work practice. Students should understand and adhere to the NASW Code of Ethics and the Code of Ethics and Standards of Practice for licensed social workers in the State of Texas. Students should be in possession of a copy of the NASW Code of Ethics at all times when in field or in the classroom. Failure to adhere to the Codes of Ethics could result in failure of the course and/or removal from the program.

PROFESSIONAL BEHAVIOR

In addition demonstrating effective social work practice skills, students are also expected to demonstrate an acceptable level of professional behavior. While this broader notion of professional behavior can be rather nebulous, it is a crucial aspect of professional social work. As with any work environment, students will be evaluated along several dimensions of professional behavior. Some examples of these include, but are not limited to: ethical behavior; writing ability; interaction with co-workers; adherence to DFPS dress code; interaction with supervisors; interaction with professors; interaction with other students; teamwork; willingness to participate in remedial work (e.g. working with the writing lab); assertiveness; attitude; ability to accept supervision; attire; cooperation; proper notification if work or a meeting will be missed; behavior in meetings; timeliness in submitting reports and other material; demonstrated respect for supervisors; how one handles adversity; punctuality; neatness in material presented; taking responsibility for your own behavior; motivation; emotional maturity; originality; and so on.

Sources of information concerning professional behavior include, but are not limited to: formal and informal interactions with field instructors, professors, co-workers, clients, other students; written work; telephone conversations; information provided on forms; behavior in classes; behavior in meetings; body language; tone of voice; oral presentations; and so on. Students should assume that every aspect of their practice and professional presentation of self is being evaluated, as is the case for all job applicants, graduate school applicants, and employees in the real world.Assigning a grade on professionalism is quite difficult. However, the field instructors and University professors have decades of social work practice experience, supervisory experience, employee and / or student evaluative experience, and social work education experience with which to guide our assessments. Students' professional behavior will be assessed using this experience along with feedback from the student and agency. A main purpose of evaluating students' professional behavior is to help them be better professional social workers that are employable and who can remain employed.

STUDENT EVALUATION AND GRADES

Students are expected to actively participate in the evaluation process. At least two formal evaluations will occur over the course of the semester. The final responsibility for assigning the field practicum grade resides with the course professor.

Grades in field practicum range from A through F. A grade of B is considered to be the normative grade, reflecting good solid professional social work performance at the beginning level. A grade of A reflects superior, exceptional performance in all areas of practicum performance; a grade of C reflects a below average performance. Students who receive a grade of D or F in SOWK 4463, 4469 or SOWK 4870, 4875 will be reevaluated by the social work faculty concerning their suitability to continue in the social work program.

Students are expected to meet or exceed minimum program requirements to successfully complete the practicum. These minimum expectations include, but may not be limited to, working at least 480 (UNT), 416 (TWU) hours per semester; turning in required paper work on time; meeting weekly with your field supervisor for supervision; and attending scheduled field seminars. The final grade the student receives in the practicum class is based on the quality of the work performed.

Note: Plagiarism and/or falsification of records are highly unethical and unprofessional. Students believed to have engaged in such behavior will be referred to The Dean of Student’s office for investigation and may fail the course and/or face expulsion from the program.

FAILING GRADE AND REMOVAL FROM AN AGENCY

Any student receiving a failing grade in the field practicum will be automatically dropped from the social work program. See the Field Manual for more information. Additionally, any student who is removed from an agency due to poor performance or unprofessional conduct may fail the practicum and be dropped from the program. Students who are removed from the program may apply for re-admittance to the program and to the field, but must first submit a detailed plan of remediation. Students must demonstrate an ability and willingness to function at a professional level of conduct before being readmitted to the program. If a Title IV-E Stipend student is found to have acted in a manner contrary to the NASW Code of Ethics or university or agency policy and standards while completing their field placement, along with possibly being released from the students’ respective program, the student will be required to pay their stipend back to DFPS in full.

CLASS STRUCTURE/TEACHING METHODS

The first portion of the class will be spent in ‘check-in’. This is a time set aside to discuss issues related to the practicum and the personal impact that the practicum is having on students. The second portion of the class will be spent discussing the weekly topics and processing practicum related issues. Students should participate during the check in process and the topic discussion, sharing both their experiences in the field, and the emotional impact of being in the field. If the schedule permits, the last portion of the class will be reserved for guest speakers and/or lecture. Students should pay close attention to guest speakers, ask questions, and let the speakers know they are appreciated.

ASSIGNMENTS

IMPORTANT DUE DATES & ASSIGNMENTSWeight Due Dates

Learning Contract (UNT and TWU)Each student, with the assistance of their field instructor, is to identify activities and objectives to accomplish during the semester. These should be do-able and measurable activities such as completing an intake interview independently, writing a narrative of a client contact, etc. The contract should also address the structure and parameters of the practicum. Example of learning contract to be provided.

n/a

Feb 24, 2017

Journals/Participation/Case Presentations (UNT and TWU)Each student will be expected to complete a weekly journal entry which describes at least one interaction with a client or observed with a CPS staff person. A journal will be turned in for the first six weeks of the field practicum. See Field Journal Format Instructions.

Students will also be asked to do a case presentation on their integrative paper (UNT) or research paper (TWU).

20% of grade Each class during

first six weeks of field placement

Midterm Evaluation (UNT and TWU)Your Field Instructor will complete your midterm evaluation. Prior to midterm an e-mail will be sent to you and to your OJT Supervisor asking to provide feedback to your Field Instructor regarding your progress toward activities and objectives in the Learning Contract. The student should also print a copy and complete a self-evaluation of their progress to date. The student should schedule a time to review the Midterm with your Field Instructor.

March 24, 2017

Field Visit(UNT and TWU)Each student is responsible for working with the Practicum Instructor and the OJT supervisor to schedule a time for the Practicum Instructor to visit the agency. The student should be present for the agency visit.

TBD

Integrative Project (UNT)You will prepare a scholarly report to demonstrate your knowledge of the social work problem solving process. You must attach a completed grading guide to the paper to verify that you have included all of the required components. (See handouts)

40% of grade

April 28, 2017

Research Paper (TWU)As a group you will complete a research project to demonstrate your knowledge of conducting worthy research/inquiry within the child welfare arena. You must identify a topic, develop a research question, complete a review of the literature, methodology and discussion.(See handouts)

40% of grade

April 28, 2017

Final Evaluation (UNT and TWU)A copy of the Final Evaluation form will be sent to your Field Instructor for completion. Prior to the end of the semester an e-mail will be sent to you and to your OJT Supervisor asking to provide feedback to your Field Instructor regarding your progress toward activities and objectives in the Learning Contract. The student should also print a copy and complete a self-evaluation of their progress to date. A time to review the Final Evaluation will be scheduled with your Field Instructor. A final signed copy of the evaluation will be given to your University Practicum Instructor.

40% of grade

May 5, 2016

Failure to complete all of the above assignments may result in a failing grade.

Failure to provide the above documents, verification of required practicum hours, or receive positive ratings in field may result in failing the practicum.

FIELD JOURNAL FORMAT

Describe at least one interaction with a client or CPS staff person from the past week. Be specific in your description. Discuss the purpose of the interaction, what was said by both you and the client/ or CPS staff person, and the outcome of the interaction. Then answer the following questions based on this interaction. These field journal assignments are to be completed only during the CPS core track.

Social Work Skills1. Identify all of the social work skills that were used by you during this interaction. Name the

skills and then discuss how you used these skills. Be specific in your description.(i.e. interviewing, assessing, planning, intervention/ treatment, evaluation, research )

2. What does the Social Work Literature say regarding these skills?3. Based on what the literature says, did you use this skill appropriately? What could you have

done differently? How could you improve in your next interaction?

Social Work Knowledge1. What knowledge was required of you as a Social Worker to assist in this interview or

interaction? This knowledge could be in regards to a theoretical perspective, an intervention, or the specific client population or issue you were addressing.(i.e. knowledge of crisis, family, child development, systems, cognitive, behavioral psychodynamic, case management theories, strengths based perspective )

2. What does the Social Work literature say regarding this knowledge?3. How did the use of this knowledge help you in your interaction with the client or staff

person? How can this knowledge help enhance your future interactions?

Social Work Values1. Identify a social work value that was involved in this interaction.( ie importance of the

individual, respect, dignity, self-determination, confidentiality, social justice, diversity)2. What does the Social Work literature say regarding this value?3. How does this value relate to the interaction and why is this value important for effective

social work practice with the client or staff person?4. Discuss any value conflicts that arose for you as a result of this interaction.

UNIVERSITY OF NORTH TEXASINTEGRATIVE PAPER

The integrative project is the capstone assignment of the UNT Social Work program and reinforces specific program components required by CSWE. These areas combined provide the substantive content of the values, knowledge and skills necessary for effective social work practice. The integrative project affords students the opportunity to integrate concepts from across the curriculum in one focused assignment, demonstrating cumulative knowledge gained from all areas of the program. It also allows the student and faculty the opportunity to see that the student understands the ten core competencies taught within the program and how they are demonstrated in practice.

Students will select a client system (micro, mezzo or macro) and prepare a thorough examination of it from a multi-faceted perspective. You will use the generalist process and follow your client throughout the “planned change” or “problem solving” process. You will demonstrate your knowledge base and how it assists in your understanding of the client and decisions made regarding the client throughout these processes. You will also explain throughout the paper at least once, how you have demonstrated your competency in each of the ten core competencies expected in the social work program. You will explicitly state your rationale for what you are doing with your client throughout the helping process and across the curriculum. This involves detailing what you did with the client system and explaining why you did it using the knowledge base you gained throughout the social work program.

The report will demonstrate thorough understanding and cite resources regarding the following processes:

Introduction Brief, 2-3 sentencesDescribe client-system (micro, mezzo, macro), route client-system came to you, reason for working with this system

1. Engagement Development of relationship 2 Pages Techniques used (e.g. communication, attending skills, warmth, respect, trust & empathy, verbal

responses etc.) Described how you oriented the client to the helping process

2. Assessment The appraisal of a situation and the people involved in it 5 Pages Document information from client gathered from several different sources Describe relevant dimensions (minimum six) & ensure that all system levels are included (micro,

mezzo, macro) Describe strengths (avoid labeling client) State client’s target problem clearly and adequately define it (what is occurring in client’s life,

what causes it, extent, severity and duration of problem) Identify any missing information that might be important to obtain at a later date Summarize your impressions (interpret all information gathered, what does it all mean?) Document the active participation of the client throughout the process

3. Planning Identifies needed services and guides their provision to determine what can be changed to minimize or resolve the barriers & problem 2 Pages

Restate the problem(s) most significant to the client using explicit behavioral terms Establish a plan of action/contract, the desired outcome for targeted client system --develop goals

and objectives (who will do what by when)

4. Implementation/Intervention Action taken by social worker (assignments or tasks to help complete goals 3 Pages

Evaluate the pros and cons of various levels of intervention — (Micro, mezzo, macro) Clearly define and describe the interventions used (identify the theoretical underpinning,

assumptions of model, treatment strategies/techniques, etc.) Indicate how these intervention strategies logically addresses each of the problems (provide

justification/rationale regarding the appropriateness of the intervention for the target problem, high probability for success, acceptable to client, etc.)

5. Evaluation A process of assessing the success or worth of work with the client system1 Page

Address how problem is being measured --- How do you assess the extent and severity of the problem, how do you know the problem still exists? Indicate what type of measure is being used (standardized, observation, etc.)

Indicate the validity and reliability of the measure utilized Describe your findings (what changes were noted, how effective were your interventions, what

was the extent of success with the client system?)

6. Termination The end of the therapeutic relationship when some or all agreed goals have been achieved

1 Page How was the termination process initiated? Indicate tasks accomplished at termination (type of work with clients, referrals, etc.)

7. Follow-Up Assessment of client system’s capacity to maintain changes 1 Page Describe the follow-up process --- how will you assess if the client system’s planned change

goals have been maintained at some future point in time? (how & when will you assess, etc.) Identify some potential barriers to the follow-up process

Conclusion 1-2 ParagraphsProvide a brief summary of your work with the client system. What did you learn from this experience? What learning needs do you have for future work with this type of client population or client system?

All students may not be able to follow the client through all phases of this helping process. If this is the case, write the paper using all of the phases from the perspective of how you would proceed or how you propose to work with the client from the various phases. You must include all of the criteria above, even if your agency does not follow this process.

CURRICULUM COMPONENTS

I. Core Foundation (cite sources for each of these areas)

Throughout the paper, you are to reference, integrate and discuss issues surrounding the client system using your knowledge and understanding of the curriculum areas listed below. Each of these areas guides you throughout your work with the client system. For example, research informs you on the effectiveness of interventions; Human Behavior and Practice courses provide you with the knowledge base to adequately assess the client system, some issues and aspects of policy will help you during the planning process, etc. (see attached grid to determine how each core foundation area relates to the “problem-solving process”)

1. Research. Knowledge base to help understand how to evaluate one’s own practice and agency effectiveness. Addresses the necessity of continuing to refine knowledge and skills with the capacity to assess if one is helping or causing harm to clients. Emphasis is on being consumers of research and applying its findings in practice. (e.g. Use research knowledge to select most effective interventions and to evaluate effectiveness)

2. Human Behavior in the Social Environment. Knowledge of how people function within their environment and the bio-psycho-social variables affecting behavior. Provides theoretical frameworks to assist in making appropriate practice decisions. Addresses developmental and social issues, and life stages to help understand clients. (e.g. Use knowledge about developmental stages or life transitions during the assessment phase)

3. Micro & Mezzo Practice. The building blocks for other practice areas. Knowledge of skills to establish an initial relationship with the client. Addresses development of communication skills, attending skills, demonstrating empathic responses, developing rapport etc. Understanding theoretical foundations for social work practice. Knowledge of the helping or problem-solving process. Learning to access resources for clients. Use of differing approaches and skills with diverse clients (e.g. Practice content provides direction on conducting a comprehensive assessment and developing a plan for the client system)

4. Macro Practice. Addresses understanding problems affecting communities and organizations. Emphasizes interventions with communities and organizational systems using strategies related to social change. Develops skills in modifying some aspect of society affecting the client system, such as social attitudes and barriers. Supports a commitment for the dignity, worth and empowerment of clients. (e.g. Use knowledge of community issues that may impact the client system during the assessment phase & to appropriately plan & intervene on behalf of client)

5. Policy. Knowledge of the formulation of social welfare policies and the impact of policies on social and public institutions, public policies, and the legislative policymaking process. Addresses how larger policy issues may influence program structure or impact service delivery. Understanding the effect of policies on clients or how future or pending policy issues might harm or help the client. Relates how policies affect various populations, and in turn creates barriers in policy-making and social change. (e.g. During intervention, assess what policy issue(s) may impact the client system)

You must include all of the criteria above, even if your agency does not incorporate all of these components.

II. Ten Core Competencies

Within the Social Work curriculum, ten Core Competencies are identified and students must demonstrate their mastery of these competencies during the field practicum. Each competency is measured through a number of practice behaviors which are the objectives identified in the student learning contract. The ten core competencies are:

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

III. Integrating Principles (cite sources for each of these areas)

The integrating principles are content areas that have been infused throughout the UNT social work curriculum. You are to incorporate discussion of these four components as relevant throughout your analysis. The following provides a brief description of content in these areas:

1. Ethics and Values. Understanding the code of ethics and the profession’s value base regarding professional responsibility and expectations. Helping students understand and embrace interpersonal concepts such as positive regard, individual worth, nonjudgmental attitudes, acceptance and respect with clients of all systems. Sound social work practice requires that social workers operate within the constraints, ideals, and expectations set forth by these guidelines. Focuses on the treatment of clients with dignity, developing and demonstrating compassion, as well as understanding the importance of honesty in work with clients. (e.g. During engagement, you may discuss confidentiality issues with client to establish trust)

2. Diversity. Refers to the broad spectrum of diversity. Diversity issues impacting the client may include but are not limited to ethnicity, skin color, race, language, sexual orientation, age, political affiliations, gender, physical appearance, religion, culture, gender, sexual orientation, religion, geography, physical or mental ability, national origin, socio-economic status, marital status etc. (e.g. During assessment it is important to consider the uniqueness of the client in order to make healthy and accurate assessments)

3. Populations at Risk. Those groups who face societal challenges due to factors such as cultural differences, religion, disability, poverty, age, sexual orientation, gender or other indicators of risk require special attention. Social workers help alleviate problems and promote the adaptation of services to meet the needs of these vulnerable populations. Demonstration of awareness, sensitivity, and empathy are essential in work with these groups for whom society may have limited regard. (e.g. Problems facing these populations are often overwhelming due to society spill over in areas such as health problems, stress, and psychological damage)

4. Social and Economic Justice. Emphasizes understanding the consequences of discrimination, economic deprivation, and oppressive forces that perpetuate injustice. Students should understand action strategies to counter racist/sexist/heterosexist policies and practices in our social institutions. Social workers must encourage the achievement of the individual and the collective in advancing social and economic justice. Strategies of intervention focus on combating the causes and effects of institutionalized forms of oppression and learning how to develop strategies to promote social change. (e.g. The effects of discrimination and oppression on human development and functioning may be evident in the larger society and affect personality formation, vocational choices, psychological disorders and help-seeking behavior).

Format: The integrative paper should be 12-15 typed, double-spaced pages. Sub-titles should be utilized to clearly indicate topic transitions. You are to cite scholarly sources throughout the report to substantiate your statements. Your paper and references must follow APA format. A minimum of 15 references (a combination of both journals and scholarly books) should be included. The use of 1 st person is to be avoided, and the paper should carry the tone of a formal, scholarly and professional report-written in 3 rd

person.

You are encouraged to become familiar with the information posted by the University Committee on Student Rights and Responsibilities (www.unt.edu/csrr/index.html) and to use extra care not to plagiarize sources. Plagiarism will result in severe consequences that may include receipt of a failing grade and expulsion from the social work program (see syllabus regarding ‘Academic Honesty’).

Grading: Social Work Faculty will evaluate the paper using the following criteria

All components of problem-solving/ change process are addressed Overall integration of all required curriculum components & integrating principles Depth of knowledge Evidence of analytic ability and grasp of issues Professional presentation Clear organization using sub-title categories for topic headings & logical flow of ideas Quality of sources – academic journals & books (Do not use newspapers, popular magazines

or the Internet) Use of your own words (Don’t overdo quotations) Authority established behind what you say – factual statements must be backed up. Use

statements of opinion sparingly Correct format. All papers must follow APA format, be typed (double-spaced) and meet the

minimum page requirements. Use 1-inch margins on all sides, and a 12 point Times New Roman font size.

Quality of writing -- You will be assessed on the quality of your writing in terms of sentence structure, spelling, grammar, punctuation, and syntax etc. Writing should be professional, clear and concise (avoid “flowery” or everyday language). It should demonstrate respect for the client and avoid jargon. Don’t “write like you talk”, professional report writing should be

formal. Be sure to identify and correct all technical writing errors prior to submission. If you need help with your writing, plan to have your paper ready prior to the due date and submit it to the writing lab for assistance.

Points are assigned as follows:50% = Content (Depth of knowledge, analytic ability)20% = Curriculum components15% = Integrating Principles15% = Writing, Organization, Format (Quality, citations, presentation, APA, subheadings)

You must attach the grading guide to your paper and complete it to assess your own ratings for meeting the requirements of this assignment!

TEXAS WOMAN’S UNIVERSITYTHE RESEARCH PROPOSAL

The purpose of the research proposal is to present the argument that your research question/s is a good one, that you have developed a safe and practical plan for answering your question/s, and that your project is worthy of further inquiry. Assume that the reader knows nothing about your interests or your agency. There are several components that can be found in most research proposals, and these are presented below. Be sure and attach all appendices (surveys to be used, scripts to be followed (for focus groups), etc…) and include the Research Application Summary page as a cover sheet.

TITLE

Try and come up with a catchy title that lets the reader know something about the project. “The Effectiveness of…” or “An evaluation of …” are just fine. You might even add something about your other variables (“An evaluation of the perception of the effectiveness of counseling with different age and racial groups”).

Be very careful that your title accurately captures the essence of the research. For instance, in the previously mentioned title, “An evaluation of the perception of the effectiveness of counseling with different racial groups,” how would the scope of the project change if the word ‘perception’ were omitted? A project entitled “An evaluation of the effectiveness of counseling with different age and racial groups” would imply a much more difficult and complex project than a project investigating the perception of (opinion about) effectiveness. Be accurate in your choice of words for the title.

ABSTRACT (about 100 words)

The abstract is a brief summary that boils the project down to a paragraph or two. Several things should be included: the question/s being asked, your hypothesis, the methodology, and your anticipated findings. These areas should be mentioned only briefly; the details will be provided in the narrative. You might also include a comment on the importance of this research and its anticipated contribution to the profession (or agency practice).

INTRODUCTION (about one page)

State what the following pages will be proposing and the need for the study. Be clear about why the information is necessary, how it will be helpful to the field (or agency). This is the section in which you probably will state your research question or questions. The question, like the title, should be VERY SPECIFIC. If you are an intern in a battered women’s shelter, and are looking at why African American women exit the shelter early, the question, “Why do African American women leave domestic violence shelters prematurely?” would not be appropriately stated. You would have to conduct research in lots of shelters to address that question. A better question would be, “What are the factors associated with African American women exiting New Beginnings Shelter prematurely.”

The rest of the Introduction should be broadly worded and lay out your hypothesis/es and address the need for research in this area. This is where you might find phrases like, “Little is known about why…” or, “The need may exist for _____, but there is little evidence to date to support that conclusion.” You

might even state what is widely THOUGHT to be true, and then point out that there is a need to validate this popular notion.

LITERATURE REVIEW (probably 4-5 pages, minimum – perhaps longer)

The literature review serves several purposes, both in the proposal and in the final paper. First, it educates the reader about the general field of study. Secondly, it informs the reader of the existing body of knowledge related to a more specific area of interest, and lastly, it points to the gaping void in the literature that your study will fill, either partly or fully.

Let’s look at how this three step process would look by examining a real TWU project . A student was placed in a large north Texas hospital, and was assigned to the palliative care team (a program for terminally ill patients who will die in the hospital). The research question had to do with the need (or not) for a support group for family members of these dying patients. A second question inquired about the perception of the effect of the Social Work Department on the families.

Visualize an upside down triangle, and try to organize your literature review similarly. The student started with a brief review of literature that dealt with the origins of hospital social work. The literature then honed in on the emergence of hospice care in the last few decades (and social work involvement in that field), then focused more sharply on the fairly new concept of palliative care in hospitals. She then addressed her research questions, and reported that there was little literature about the additional needs of the family members of patients in palliative care, but that this omission did not mean there were no needs. Finally, she presented research that found that support groups were helpful to family members dealing with difficult situation in other settings.

In this case, the literature review was intentionally crafted to lead the reader directly to the research question, “Do families of patients in palliative care perceive a need for hospital sponsored support groups?” The student answered her question by surveying family members of patients in the palliative care program and found that they very much wanted a support group. In response to the student study, the hospital initiated such a group for family members.

One question that students often ask about the literature review is “How many pages and citations does it have to be?” The answer is, “As many as it takes to make the argument that this research project is worthwhile and builds on existing knowledge.”

DO NOT simply summarize a few research articles. If you merely cite the first few articles that pop up in a database search, your lit review will be haphazard, random, and ineffective. Collectively, the articles must build a cohesive case, and each one should be directly related to your argument for the study. DO find the most recent articles you can. DO include articles that present opposing viewpoints to your hypotheses, and offer criticisms if when appropriate (“Jones (1969) found that most families wanted no outside help, but his research was conducted three decades ago and only involved 10 families”).

Avoid the mistake of making the literature review merely a string of mini ‘book reports’ on research articles. You should only discuss the relevant portions of each article.

Follow basic APA style guidelines for the references and citations, available at many places on the Web. We are not so concerned about measuring margins, but you do need to know how to format a reference

for a book, journal article, web page, etc… and how to cite works in your narrative. A good guide was developed at Auburn University and is online at http://www.auburn.edu/academic/liberal_arts/sociology/social_work/apa2004.pdf

You should refer to references in the past tense, not the present tense: “Jones reported that …” instead of “Jones reports that…”

METHODOLOGY (about 1 page)

The methods section should describe exactly what you will do to gather your research and what kind of data you will gather. The design of the study should be clear (Focus groups? Interviews? Surveys? Pre-test/Post-test? A combination?).

You will discuss things like selection of subjects, the number of subjects, the length of the data collection period, the instrument/s being used (if any), the make-up of any focus groups, the setting and content of any interviews, etc…

This is also the section in which you address any risk of harm to subjects (“There is little risk of harm to participants, but contact information for a counselor will be given to each participant after finishing the survey”). There may be no risk to anyone; if so, state that. BSW students should not be conducting studies with any significant risk to anyone, but this topic must be addressed.

You should also state your expectations regarding the results of the study. Of course, you have not collected any data yet, so you don’t know what your results will be, but, you should have some idea of how you are going to analyze and interpret the data that you do collect.

Make sure that you clearly state your dependent and independent variables, and identify how you are going to use each. For instance, you might state, “I am going to examine length of stays in shelter, and I am going to analyze variables such as race, age, educational level, marital status, # of dependent children, and access to transportation.” In this case, the demographical and personal items are independent variables, and the length of stay is the dependent variable. In your final version of the paper, you will examine how each independent variable affects the dependent variable.

DISCUSSION/CONCLUSION (1-2 paragraphs)

You should reiterate the overall plan, and state why it is important and worth doing. Possible pitfalls and weaknesses in design, methodology, and data quality should be mentioned. In writing this last section, you should end on a positive note that makes the reviewer want to learn more, to agree with you that your questions are worth studying and that all aspects of your project is sound.

The Really Good News about Your Research Proposal

You will have very little left to write to complete your final research paper. You willadd a section entitled, “Findings,” expand the Discussion, and compose a summative conclusion. Of course, the final paper is written in past tense (“I distributed surveys…”) while the proposal will be written in future tense (“I will distribute surveys…”).

Suggested Reading and Bibliography

Barker, R. (1995). The social work dictionary (3rd ed.). Washington, D.C.: NASW Press.

Brueggemann, W. (1997). The practice of macro social work. Chicago: Nelson-Hall.

Edwards, R. L. (Ed.). (1995). Encyclopedia of social work (19th ed.). Washington, D.C.: NASW Press.

Ellison, M. L. (1994). Critical field instructor behaviors: Student and field instructor views. Arete, Journal of the College of Social Work at the University of South Carolina, 18(2), 12-21.

Farestad, K. (1997). Worker safety: Agencies should recognize the issue. Protecting Children 13(1), 2.

Gibbs, L., & Gambrill, E. (1996). Critical thinking for social workers: A workbook. Thousand Oaks, CA: Pine Forge Press.

Ginsberg, L. (1995). Social work almanac. Washington, D.C.: NASW Press.

Houston-Vega, M., Nuehring, E., & Daguio, E. (1997). Prudent practice: A guide for managing malpractice risk. Washington, D.C.: NASW Press.

Karger, H., & Midgley, J. (Eds.). (1994). Controversial issues in social policy. Boston: Allyn and Bacon.

Karls, J. M., & Wandrei, K. E. (Eds.). (1994). Person-in-environment system: The PIE classification system for social functioning problems. Washington, D.C.: NASW Press.

Loewenberg, F., & Dolgoff, R. (1996). Ethical decisions for social work practice (5th ed.). Itasca, IL: F. E. Peacock.

Lum. D. (1992). Social work practice with people of color: A process-stage approach. (2nd ed.). Pacific Grove, CA: Brooks/Cole.

National Association of Social Workers. (1997). Code of ethics. Washington, D.C.: NASW Press.

Naylor, L. L. (Ed.). (1997). Cultural diversity in the United States. Westport, Connecticut: Bergin & Garvey.

Netting, F. A. (1992). Case management: Service or symptom? Social Work, 37, 160-164.

Nettings, F. E., Kettner, P., & McMurtry, S. (1993). Social work macro practice. New York: Longman.

Saleebey, D. (2002). The strengths perspective in social work practice (3rd ed.). Boston: Allyn and Bacon.

Saltzman, A., & Proch, K. (1990). Law in social work practice. Chicago: Nelson-Hall. (2nd edition in press.)

Schroeder, L. (1995). The legal environment of social work (Rev. ed.). Washington, D.C.: NASW Press.

Shulman, L. (1993). Interactional Supervision. Washington, D.C.: NASW Press.

Specht, H., & Courtney, M. (1994). Unfaithful angels: How social work has abandoned its mission. New York: The Free Press.

Szuchman, L.T., & Thomlison, B. (1999). Writing with style: APA style for social work. Belmont: Brooks/Cole.

Tully, C., Kropf, N., & Price, J. (1993). Is field a hard hat area? A study of violence in field placements. Journal of Social Work Education, 29(2), 191-199.