dm.illinoisstate.edu 422... · Web viewStudents discuss practice concerns and examine issues of professional development. ... the social work foundation curriculum. ... considerations

ILLINOIS STATE UNIVERSITY INSTRUCTOR: Tuwana T. Wingfield, AM, LCSW

SCHOOL OF SOCIAL WORK OFFICE: Rachel Cooper 309Semester: Summer 2015 OFFICE HOURS: By Appointment OnlyCourse: 422

Wednesday 5pm-7pm5/13, 5/27, 6/10, 6/24, *7/1, 7/8, 7/22, *7/29 & 8/5*Asynchronous Sessions

OFFICE PHONE: 309-438-5005

Section: 01 EMAIL: [email protected]

FOUNDATION PRACTICUM SEMINAR

CATALOG DESCRIPTION Integrates foundation coursework with generalist social work practice in an approved agency. Concurrent registration required in SWK 498.01 Foundation Practicum 2 semester hours.

Prerequisites: Satisfaction of all foundation requirements except SWK 498.01 and SWK 422 or advanced standing; and graduate standing.

COURSE DESCRIPTION The MSW foundation practicum seminar is designed to support the educational focus of students’ agency-based internship. The seminar meets for 7 sessions over the course of the foundation practicum placement. The sessions assist students in applying in their agencies the knowledge acquired throughout the MSW foundation curriculum, and in acquiring new knowledge to inform their practice. The seminar provides opportunities to analyze and critically reflect upon placement experiences and to link these experiences with ideas and concepts from class and related readings. Students discuss practice concerns and examine issues of professional development. By exchanging information in the seminar, students broaden their practicum education beyond their individual placements and gain a basic understanding of social work practice in diverse settings.

RELATIONSHIP TO OTHER COURSES SWK 422 Foundation Practicum Seminar and its associated course SWK 498.01 Foundation Practicum build on knowledge acquired in the other courses comprising the social work foundation curriculum. SWK 422 and SWK 498.01 together facilitate integration and application of the professional knowledge base that is prerequisite to the advanced curriculum.

COURSE GOALSThe goals for this course are to:1. Integrate foundation coursework with practice in the field. 2. Expand students’ professional knowledge and skills for generalist social work practice.3. Develop a sense of self as a professional social worker.4. Enhance perception of the values and ethical principles underlying social work practice.

5. Enhance skills in self-assessment and planning for professional development.6. Develop awareness of one’s responses to diverse clients.7. Introduce the use of supervision, consultation, collaboration, and continuing education to

develop professionally.

STUDENT LEARNING OBJECTIVES Upon completion of the course, students will have achieved the following outcomes. Students will be able to:

1. Apply social work values and ethical principles to practice.2. Evaluate the fit between personal and professional values.3. Use self-reflection to evaluate professional behavior (e.g., maintain confidentiality, establish

necessary professional boundaries, professional presentation of self, collegiality, reliability, giving and receiving constructive feedback, dressing professionally).

4. Describe the casework/problem solving process with client cases.5. Describe the methods of practice evaluation used in the practicum agency.6. Describe the application of practice theory and/or models to client cases.7. Use the professional literature to inform selective intervention with clients.8. Assess one’s cultural competence.9. Identify cultural biases in agency practice.10. Use APA guidelines for professional writing.11. Articulate the agency mission and philosophy, client demographics, programs and services,

practice approach, and quality assurance procedures.12. Describe the impact of federal, state, and local legislation, statutes, and regulations on

agency practice and clients.13. Assess agency policies and practices for their capacity to promote social justice.14. Critique the effects of social policy on clients and agency practice.15. Use seminar and field instructor’s feedback for self-reflection.16. Evaluate one’s professional development in practicum.

EXPECTATIONS OF STUDENTS

Professional Readings: Students are required to read professional literature within their field of practice. These readings may be recommended by the field instructor, task supervisor, the ISU Faculty Liaison or by the student. Self-Directed Learning: What students get out of their seminar experience is directly related to what they put into it. The seminar will be enhanced by active, purposeful participation of all involved. Please enjoy yourself in this class and take your contribution to it seriously.

Attendance and Participation: Active and meaningful participation in seminar is essential for collective and individual learning, mutual support, and problem solving. Seminar participation and contribution to collective learning will be part of the evaluation of the student’s performance in the field. Attendance and participation is mandatory. Students are expected to attend and participate in all in-class sessions. A student should not be enrolled in a course if other obligations will interfere with getting to class regularly and punctually. See Course

SWK 422 Revised: 5/7/2023 School of Social Work Page 2 of 20

Schedule for required dates to be on campus. We meet face to face 7 times over the semester, on alternating weeks. There will also be on-line work via ReggieNet.

Seminar Discussion Guidelines: Successful class discussion depends upon people being “good citizens” by taking joint responsibility for making sure that discussion moves forward. That means both following guidelines and helping others enforce the following:

1. COME PREPARED. Complete all assigned readings and come prepared to talk. 2. Listen as well as talk.3. STEP UP. Raise questions. Asking questions, asking for clarification from faculty or from

other members of the class, and asking each other questions is as important, and often more valuable, than making points.

4. Build on each other’s points. Refer to each other and let people know how what you are saying is related to the discussion.

5. If you want to change direction of the discussion make it explicit. By doing so, you allow the class to decide whether or not they want to change direction. You all the class to close up one discussion before beginning another. This also allows the class to know where you are coming from. You may know what you are talking about, but the class, which is still thinking about the previous discussion, may think you’re totally off base because they don’t realize that you are changing the topic.

6. Make your point and support your position, then allow the discussion to move on. Do not persist in defending points. There is nothing more frustrating to a discussion than someone who keeps bringing the conversation back to the same point, restated, over and over again

7. SPEAK YOUR TRUTH. Bring in your background. Let others know where you are coming from. If you are using information or are informing your comments from personal experience or from knowledge gained outside of class, you should tell the class that. It helps us know where you are coming from. Otherwise, half of the class will not be listening to you but will be sitting there whispering to each other "was that in the readings?

8. Respect diversity of opinions as well as perspective:a. Do Not Stereotype and never dismiss. Just because someone takes a standpoint one

day does not mean that every time that person opens her/his mouth everyone should roll their eyes and think "okay, here's the [blank] stand point again”

b. Do Not Assume. We come from a variety of backgrounds and have a diversity of lives that you may or may not find out during your time at ISU. Don't assume that people are X. You should never assume that "we" are talking about "them" whether the "them" are clients or certain groups of people.

9. Make the classroom a safe place. Things that people say in the classroom should not be repeated outside of class. Discussion and learning happen when people feel that they can experiment, openly discuss ideas, try on different concepts, be challenged and grow without being judged. No one wants to be standing in the coffee line to hear someone say, "Can you believe she said that!!"


Additional Instructor Expectations: NO CELL PHONES, LAPTOPS OR PAGERS ON DURING CLASS. If there is an emergency situation that requires immediate access, please inform the instructor prior to class.

Assignments: Promptness in completing class assignments is a requirement. However, circumstances may arise which make it impossible to complete class requirements on time. When such circumstances occur, appropriate arrangements must be made in advance whenever possible.

Written Work: Written work should show thoroughness, accuracy, clarity and professionalism. Such writing generally requires first writing, then review, then editing and rewriting.─ All work should be carefully proofread and corrected. Papers should be free of errors in

spelling, grammar, and punctuation.─ All work should follow APA 6th Edition guidelines─ Purdue University Online Writing Lab https://owl.english.purdue.edu/owl/section/2/10/─ All work must be typed, double-spaced, with numbered pages unless the professor instructs

otherwise. Each assignment should be titled, dated, annotated with your name, and stapled or placed in a binder.

─ Papers should use standard margins unless the professor instructs otherwise. The Microsoft Word default setting for margins is 1” top, 1” bottom, and 1.25” each left and right. The header and footer default setting is 0.5” from the edge.

─ Papers should use standard fonts. The department standard is Times New Roman 12 point.─ Students should retain copies of all work turned in to the instructor.─ Missed or late work: If a student misses a class, he or she will be responsible for any missed

class content. Missed in-class work generally cannot be made up. Only in extraordinary circumstances will such work be accepted. A grade of incomplete (I) will be given only in rare circumstances. A student who has received a grade of incomplete is not in academic good standing until the incomplete has been successfully cleared.

Nondiscriminatory language: Oral presentations and written work should use non-sexist, non-racist, and non-stigmatizing language. Faculty may return papers for revisions in language prior to grading. Be sensitive to your use of language

Special Needs: Students with special needs should notify the instructor immediately so that available accommodations can be made. Any student needing to arrange a reasonable accommodation for a documented disability should contact Disability Concerns at 350 Fell Hall, 438-5853 (voice), 438-8620 (TTY).+ Academic Misconduct: Plagiarism, cheating, and all other forms of academic misconduct are not only considered a violation of university regulations, but are also considered a serious breach of the ethical code of conduct for the social work profession. Students are expected to remember that they are in the process of becoming professional social workers. As such, they are expected to abide by the ethical standards of the profession. The National Association of Social Workers (NASW) Code of Ethics is available to students on the Internet at www.naswdc.org.


https://owl.english.purdue.edu/owl/section/2/10/

ASSIGNMENT #1

Weekly Journals: 20% of Course Grade (Submitted EVERY SUNDAY at 11:59 PM)(13 journals X 5 points each= 65 points)The field journal serves as a way to chart both personal and professional growth. It is the faculty liaison’s best method for monitoring your progress; thus it should be done with care and thought. Through the journals, your faculty liaison checks your ability to present ideas clearly, analyze experiences, and apply practice principles to your day-to-day work in the field. The faculty liaison also checks for basic writing skills since writing is a critical social work skill. Submission dates: 5/17, 5/24, 5/31, 6/7, 6/14, 6/21, 6/28, 7/5, 7/12, 7/19, 7/26, 8/2, 8/9

What counts when writing your weekly journal? 1. Clarity and thoroughness of content.2. Depth and perceptiveness of assessments and analysis.3. Up to date, complete and confidential (use initials or first name only).4. Openness and honesty in your journaling.5. Improved level of skill development over time.6. Improved quality of evaluations of self, clients, and events.7. Improved quality of goals established and plans for accomplishing these goals.8. Use of basic principles, terms, theories, etc. 9. Journal turned in on time.

Weekly Journal Format

Name: Week Ending:Hours worked: Number of ongoing clients:Number of hours of supervision: New clients seen:In service training Other related activities:

This journal is a professional journal that records your experiences throughout the practicum and helps you to chart your professional growth. You are required to answer 1 of the following 15 questions each week. Be sure to select a different question each week however, the topic of the week will always be one of the required questions.

1. WEEKLY JOURNAL TOPIC (See below)

2. What stimulated your interest from the readings, discussion in the seminar or other classes? What concepts became clearer or more confusing?

3. Discuss your observations or experiences regarding the impact of external systems on client services, i.e.: policy, programs, politics, personalities etc.


4. Discuss your awareness of an ethical dilemma pertaining to a client /case situation, colleague, practice settings, the social work profession and/or other professionals. Describe a possible solution to this dilemma.

5. Discuss cultural issues and your awareness of these issues that pertain to your personal/professional or internship site dynamics. Cultural issues may include race, ethnicity, sexual orientation, religion, ageism, gender issues etc.

6. What are you learning about the supervisory process and dynamics? What topics did you discuss in supervision? If your supervisor is not a person with a social work degree, discuss how you approach supervision, knowing you may have a different perspective on client issues. What values or knowledge may be in conflict?

7. Discuss the institutionalized barriers that thwarted either you or your client’s efforts toward goal attainment during this past week. Be specific.

8. What stands out as most important/significant this week and why? Focus on micro, mezzo and macro practice. What social work principles or values are most relevant?

9. As you reflect on the past week, what did you learn that you were able to apply to either class work or your work directly with clients? What theory of human behavior and the social environment intervention fits with this situation?

10. How does content discussed in seminar class this week fit with what you are doing every day? In what ways could there be more overlap between class materials and your internship? Be specific.

11. What client related questions arose during the past week? What actions and strategies did you consider to address the question or situation? If you took action, what was the result? If you didn’t take action, what was the result?

12. What did you do this week to manage any stress related issues in your personal and/or professional life? What skills have been applied or could be applied in future situations such as these?

13. What personal growth issues (i.e.: awareness, insights, struggles etc.) emerged recently and how did you cope with them? How do these issues impact your professional development? What aspects of your personal views and experiences might be influencing your perceptions related to your own growth as a professional?

14. Discuss the progress you are making on your learning goals. Be specific and elaborate.

15. OTHER


WEEKLY JOURNAL TOPICS

Week 1 journal topic: Respond to the following questions. What aspects of your work do you feel most confident and knowledgeable about? How do you learn best? What do you want to learn this year in this seminar and in your field practicum? What was your past experience in supervisory relationships: positive and negative aspects? What else do I need to know to help you learn most effectively in this seminar and in your field practicum? Due 5/17/15

Week 2 journal topic: Write a short summary describing your agency and your field placement. Include the mission statement, what services are provided, client population served. Discuss your level of confidence in your abilities at this point. What anxiety/concerns do you have as you start your practicum? Due 5/24/15

Week 3 journal topic: Confidentiality. Prior to this class, discuss with your field instructor and other staff, the agency's guidelines for confidentiality (release of information, case records, clients' access to records, forms clients must sign, etc.) Include in your journal a discussion of confidentiality practices within your agency. Comment on how the reality of confidentiality practices may differ from the “ideal”. What are some “red flags” that you have observed? What did you do? What should you have done? Due 5/31/15

Week 4 journal topic: Discuss how your co-workers use interviewing and assessment skills in their interactions with clients. What have you observed? Which approach seems to match your preferred style of interaction? AND Discuss how safety issues are handled in your agency. What is your agency's protocal for keeping clients and workers safe? Due 6/7/15

Week 5 journal topic: Discuss the problem solving strategies your clients use in their daily life. Focus on the strengths perspective. In addition, discuss with your field instructor what constitutes problem assessment in your setting. Address general issues related to the problem solving process. What skills do your clients use in resolving issues and situations? What types of coping skills do your client’s regularly utilize?? Due 6/14/15

Week 6 journal topic: Include in your journal a description of how poverty, discrimination and oppression impacts the lives of your clients. Relate this discussion to a particular client, family, group or community that you have worked with during your placement. Due 6/21/15

Week 7 journal topic: Discuss an experience of being different than a client in some cultural way. If you consider yourself the learner and the client the informant, what can you learn about your client, about yourself, and about social work intervention? AND At mid-point in the semester, discuss ways in which your expections of this internship experience may be different from the reality. Be specific. What measures do you need to implement or modify for your continued professional development? Due 6/28/15


Week 8 journal topic: How are your personal values challenged by the agency, by client situations, by policies? How have you managed these conflicts? Due 7/5/15

Week 9 journal topic: Macro system context. In your journal, discuss how your agency involves the wider community in service to your clients. For example who is on the advisory board? How are individuals recruited and selected? Are there specific requirements related to the composition of the board? What is the profile of the board? What kind of volunteer training is required? AND Include in your journal information gained from staff at your agency as to what direct and indirect work they do to impact the local community and the larger systems (lobbying, professional membership, participation in community meetings etc.). Due 7/12/15

Week 10 journal topic: Prior to class answer the following questions about your field agency: Who holds power, and what is the basis of this power? What type of control does a person without "power" wield? What have you done, or observed, that has left the client feeling stripped of their power? What skills can you use to empower clients? How can you advocate for social and economic justice? How do agency practices and policies serve to empower or disempower clients? workers? Finally, what policy, procedure or rule would you like to change to advance social and economic justice? Why and how would you go about making this change? Due 7/19/15

Week 11 journal topic: In what ways have you had to advocate for clients for access to services. Be specific about the techniques that you used or could use on behalf of the client? Due 7/26/15

Week 12 journal topic: Discuss the importance of having good professional relationships with your supervisor and other staff. Why are these relationships so important? How do you use supervision to address issues related to your internship? What behaviors/characteristics promote both positive and negative working relationships? Address the issues that arise when there is conflict among co-workers. How might this animosity get played out in your work with clients? Address what characteristics constitute a good working relationship and steps you can take to insure a positive work environment. Due 8/2/15

Week 13 journal topic: After reviewing the Termination Checklist (Form O) identify where you are in the process of termination with clients. How many of these items have you accomplished to date? What is your day-to-day strategy for planning for the final weeks of placement? Be specific. AND As you near the end of your practicum, what have you identified as areas for more growth and continued professional development? Due 8/9/15


Grading Rubric for weely journals:

4= very thorough discussion of all questions and application to agency setting, great insight and personal reflection demonstrated. 3 = Good coverage of all question and application to agency setting, good insights and presonal reflection demonstrated2= average coverage of all questions, and some insight provided or application to the agency setting demonstrated.1= minimal coverage of some question, limited insight provided and little or no application to the agency setting was demonstrated.0= No credit

ASSIGNMENT #2

Agency Fundamentals Paper: 20 % of Course Grade (40 points for content and 14 points for mechanics of paper. Total points 54)

Due: June 24, 2015 by 5:00 PM (Upload in ReggieNet under Assignment Tab)This assignment is designed to familiarize you with the philosophic, organizational, financial, and legal contexts of your agency’s practice. Your paper should include the following points:

1. Articulate the agency mission and vision; (5 points)2. Describe the programs/services provided and the desired service outcomes; (5 points)3. Describe the agency auspices (e.g., mode of establishment; and public, not-for-profit, for-profit status), and funding sources; (5 points)4. Specify the client demographics and typical client problems; (5 points)5. Identify the legislation and statutes that direct and limit agency programs and practice and explain their effects; (5 points)6. What improvement for policy (legislation or statutes) do you identify that would advance client well-being and/or social and economic justice. (5 points)7. Identify the information systems and data collection techniques that are used to monitor social worker performance and client outcomes in your agency. (5 points)8. What would you recommend for improvements in service delivery and practice to improve the quality of social services? (5 points)

Grading Scale for content: 5= very well covered/demonstrated, student thoroughly addressed each question and

provided relevant information. Depth and breadth of paper indicated the student fully understands the topics presented and covered throughout the paper.

4 = good coverage of material/demonstrated, student covered most questions and provided depth and breadth in each topical area.

3= average coverage/demonstrated, but student did not provided much depth or breadth. More detail about topical areas was needed.

2= poorly covered/demonstrated, student did not cover material, many unanswered questions, minimal insight in to topics covered throughout the paper.

1= No Credit


Grading Scale for mechanics of paper:12-14= well organized, no typographical/spelling errors, ideas are well thought out and

presented and good flow and transitions from one section to the next. 8-11 = well organized, few typographical/spelling errors, ideas flow from one section to

the next. 5-7 somewhat organized, some typographical/spelling errors, some unifying ideas,

some awkward transitions.2-4 poorly organized, many typographical/spelling errors, very few unifying ideas,

poor transitional statements.1= No credit

ASSIGNMENT # 3

Micro or Mezzo or Macro Analysis Presentation: 30 % of Course Grade55 points for content of presentation15 points for presentation clarity and style

Students will sign up for one of the following presentation dates. No more than 4 students for each date.Group A: July 8, 2015Group B: July 22, 2015Group C: August 5, 2015

I. OUTLINE FOR MICRO CASE ASSIGNMENT

PART A. Basic Information: (35 points)

1. Provide a brief summary of the client’s situation and characteristic. What brought the client to your agency for services? (5 points)

Provide a multidimensional assessment of the case/client system. Discuss what systems are involved in the development of the problem situation and

what systems need to be involved in intervention. (5 points) Utilize the major concepts of the ecological or systems framework and apply its

concepts to either a specific case or in an overall agency perspective. (5 points) Apply developmental, family system, group, organizational, community, or political

theories. If there are other theories of human behavior, which are helpful in understanding the problem situation, please review and define these other theories as well. (5 points)

Discuss relevant information about discrimination, abuse, neglect, alcoholism, mental illness, sexual orientation, delinquency, organizational functioning, social stratification, etc., related to the assessment issues? (5 points)


Discuss if there are any macro/cultural issues that impact the experience of the issue for the client such as structures that oppress, marginalize, alienate, or create or enhance privilege and power. (5 points)

Describe from a strengths perspective, what assets the client has and how they have attempted to cope with the issue. (5 points)

Any other information relevant for assessment.

PART B: Contracting –Ending 2. Describe the contracting phase of the case: (5 points)

What elements of the treatment or intervention plan were mutually developed and agreed on with the client system?

Describe your engagement process with the client by including what measures you took to effectively prepare for your part in the planning process and how you used empathy and interpersonal skills to engage the client.

3. Describe the intervention phase such as what intervention techniques were utilized. (5 points)

What prevention/intervention techniques were utilized? In what ways did you advocate or mediate for the client’s access to services? Discuss any considerations for cultural competence that were considered or should have

been considered for the interventions. 4. Discuss the termination phase of this client situation. (5 points)

How do you/did you approach the topic of termination? How have you or will you plan for termination with the client?

5. Evaluation (5 points) What methods of evaluation did you use to determine the efficacy of your

interventions? What feedback would you use from the evaluation to modify interventions with this

case or other cases?

II. OUTLINE FOR MEZZO CASE ASSIGNMENT

PART A: Basic Information (10 points)

1. Provide a basic description of the type of group and the population served. Please include the following discussion:

Title of the group Type and purpose of the group Population served Leadership (co-lead or not) and rationale Eligibility criteria (inclusion and exclusion) with rationale Number, frequency, and length of sessions


Duration of the group (weeks/months) Location and time Room set up/environment Childcare and transportation if relevant Incentives if any Funding, fees Open/closed and rationale for why Any Norms and how established

PART B: Process, Purpose and Content (40 points)

2. Your personal preparation to prepare for the group (2 points) Knowledge base, impact of worker’s past experiences on the purpose of the group

3. The pre-screening process (3 points) Recruitment process What were the inclusion and exclusion criteria How did screening seek to enhance homogeneity or heterogeneity in need and

purpose of group What screening, if any is conducted to assess for appropriateness to group, rationale What orientation is given to clients to prepare for group

4. Group dynamics at each stage. Specify whether you are using Tuckman or Garland, Kolodyn, & Jones model of stages of development to respond to the following discussion on dynamics.

A. Beginning Phase (Specify Tuckman’s forming and norming; GKJ pre-affiliation and power and control) (10 points)

Stages of Development: how did you see the stages of development characteristics play out in the group

Level of cohesion in group: how would you assess the level of trust and cohesion

What did the leaders do to facilitate trust, cohesion, and communication in the group

Did you see any beginning alliances? Why did they form? Did you see any conflicts? What provoked them and how were they

facilitated? How did you see members adopting roles in the group? What norms were beginning to develop and why?

B. Middle Phase (Specify Tuckman’s storming and performing; GKJ intimacy and differentiation) (10 points)



Level of cohesion in group: how would you assess the level of trust and cohesion, what evidence do you see

What did the leaders do to facilitate trust, cohesion, and communication in the group

Did you see any alliances? Why did they form? Did you see any conflicts? What provoked them and how were they

facilitated? How did you see members adopting roles in the group? What norms were beginning to develop and why? How do you see a group identity developing? How are group members doing their work in the group? What type of

progress and how does the group experience facilitate that?

C. Closing Phase ( Specify Tuckman’s adjourning; GKJ termination) (10 points)


What did the leaders do to facilitate the healthy, ambivalent ending feelings?

Were there any termination rituals used and if so how effective? How did the leaders “bridge” or help facilitate transition to post-group. What sort of evaluation was conducted What evidence came from the evaluation as to effectiveness of group or

what should change

5. Ethical considerations (5 points) How was confidentiality handled in group Were there any dual relationships, why or why not and if so, how were

they handled in group Other ethical issues

6. Cultural and diversity issues within group (5 points) In what ways was the group heterogeneous or homogeneous How did diversity enhance the group’s work How did diversity inhibit group’s work How did the leader facilitate difference in group

OUTLINE FOR MACRO ASSESSMENT =55 points

Part A: Conduct an Assets Assessment (10 points)


1. Based on data collected for the completion of your Agency Fundamentals Paper, you are to conduct an Assets Assessment of the services provided to the consumers and/or community at-large. In collaboration with your immediate field supervisor, task supervisors, and professional colleagues, develop an informed understanding through interviews and/or focus groups you should be able to:

a. Identify assets that support the delivery of service to consumers i. Assets may include human capital (i.e., hiring of staff or redistributing

staff), professional development, budgetary (i.e., funding), administrative structure, and governance.

Part B: Identify a Gap in Service (25 points)1. From the data collected in your Assets Assessment, you should be able to identify a gap

in service that can be addressed by the agency. A gap in service can be defined as how the consumers experience the agency and/or services provided. (5 points)

2. Once the gap in service has been identified you should be able to do the following:a. Explain why this gap in service delivery is a problem? Or has it been defined as a

problem for the agency? Explain why or why not? (5 points)b. Identify the scope of the gap. Is this only at the local level, across the state, or

spans the federal level? Is the agency ultimately responsible for resolving this gap in service delivery? Explain why or why not. (5 points)

c. Who is most impacted by this service gap? Is it one specific consumer population or all consumers served by the agency? Be specific and include demographic information from your Agency Fundamentals Paper about the consumer population impacted by the gap. (5 points)

d. Identify factors that contributed to the gap in service. Include the length of time that this gap in service delivery has existed. (5 points)

Part C: Capitalize on Existing Assets (10 points)1. Using data from your Assets Assessment, propose possible solutions to address the gap

in service delivery to clients. Your proposal should be aligned to the NASW Code of Ethics social work core values: service, integrity, competence, dignity and worth of the client, social justice, and the importance of human relationships. You should have 3-5 broad recommendations to improve service delivery to consumers.

Part D: Share Proposed Solutions (10 points)1. Write up a 2-3 page executive summary identifying the gap in service and proposed

solution. Share executive summary with your field supervisor and be prepared to share out their reaction to your proposed changes and your reflection of this process. In your reflection be sure to include what you consider to be a success, what you would have done differently, what lessons did you learn, and a reflection of your field instructor’s response to your executive summary.


Grading Rubric for Case/Mezzo/Macro Presentation (55 points)

Grading Scale for Content: (coverage of material as indicated in the outline)49-55= great content, very well presented, student provided detailed observations in

each section, was self-reflective, made connections between (good analysis) client and self, thoughtful and thorough. Every question answered.

44-48= good content which was well presented, student provided good observations, was self-reflective, made connection between self and client. Most questions answered.

38-43= average content, which was adequately presented, student was somewhat self-reflective. Some questions were answered, although without much breadth or depth. Parts of the presentation flowed well.

< 37 content not well presented, student did not make connections between client and self, lacked self-reflection, Few questions answered.

Grading Scale for Clarity and Presentation Style (15 points): (organization of material; relevant and up-to-date sources; clarity of presentation; professional style, including confidence and knowledge, ability to engage audience and respond to questions)

13-15= great, student fully engaged the class in presentation, coherent narrative, well developed ideas and fully explained each area of outline, well organized, attention to detail. Answered all questions. Very engaging presentation.

10-12= good, student shared material in an engaging manner, presentation was organized and easy to follow. Answered most questions, seemed comfortable in front of class.

7-9= average, student shared material but not in a very engaging manor. Some inflection in voice, some distracting behaviors, somewhat organized, some attention to detail. Answered some questions, somewhat engaging.

<6 below average, student did not present all the material , demonstrated little comfort with topic, minimum attention to detail, did not answer questions. Spoke in monotone. Did not engage class during the presentation.

ASSIGNMENT # 4

In-class Seminar & Asynchronous Contribution /Particpatiion: 20 % of Final Grade


(9 weeks X 4 points =36 points)Bi-Monthly

Each seminar session includes informal group discussion of learning experiences from the previous week in the agency. Through focused, professional discussion in the seminar, you will learn about generalist social work practice in different settings and can assist each other in learning how knowledge gained in one setting applies to other types of agencies. Before coming to seminar, give some thought to the important events of your week and be prepared to share at least one topic in class. You may share an experience from which you gained insight into social work practice or bring up unresolved concerns. Appropriate topics for discussion include: positive/negative experiences, your strengths and areas needing development, the implications of your field experience for your choice of social work practice, personal insights, and requests for ideas or assistance. Each class session also will focus on a selected practice topic. Come to class prepared to discuss the topic listed in the “COURSE SCHEDULE” for that date. In field courses, students have greater responsibility for guiding their own learning and developing their own skills than in any other social work classes. Class attendance and participation are essential. If you have to miss class for any reason, please notify the instructor prior to the class.

Grading Criteria for Seminar Contribution:4= Contributes fully to class discussion. Asks questions, gives feedback to classmates,

williningly shares ideas, thoughts and feelings. Takes initiative and resposibiltiy for own learning.

3= Contributes to class discussion, generally asks questions and shares ideas, thoughts and feelings. Takes some initiative for own learning.

2= Minimal contribution to class discussion. Student rarely shares ideas or thoughts. Appears hesitant to particiapte, even at instructor's request.

1= No credit

ASSIGNMENT # 5 Required Interviewing Assignment: CR/NC for Checklist and 55 points for Critique


Interview Skills Checklist10% of Final GradeDue August 5, 2015

As a practicum assignment included in the learning contract, you are required to conduct a minimum of two interviews with an individual client, family, group or community. Your field instructor or designee must be present for at least two such interviews over the course of the semester. Your interviews should demonstrate relationship building and assessment skills and goal planning.

After completing each interview, write a critique of the interview using the format provided to you in the MSW Field Manual. Your agency field instructor/task supervisor or designee must complete the skills check list, review your overall performance and offer suggestions for improvement. In order to verify that this assignment is completed, submit the completed checklist and narrative summary to your ISU Faculty Liaison by August 5th. The written critique is graded and must be submitted with your checklists.

GRADING Grades will be assigned in accord with the following scale. Students must achieve the full value of the lower end of each subscale to be awarded the corresponding letter grade.

A= 245-272 90% - 100% AB =218-244 80% - 89% BC =190-217 70% - 79% CD= 163-189 60% - 69% DF= less than 162 59% and below F

Grades for the course will be assigned using the following formula:Assignment # 1 -- Weekly Journals= 65 pointsAssignment # 2 -- Agency Fundamentals Paper=54 pointsAssignment # 3-- Case Analysis Paper and Presentation =70 pointsAssignment # 4-- Participation in seminar= 36 points Assignment #5 -- Interview Skills Written Critique = 55 points

TOATAL POINTS 280


COURSE SCHEDULE

Session 1: General Topic: Introduction to the seminar classThe NASW Code of Ethics

Day and Date: May 13, 2015

RequiredReadings:

Course text:Read the MSW Field Manual. Review all forms/assignmentsAssigned Reading: Beginning Your Fieldwork Experience (See ReggieNet)

Class Assignment/Activity

Weekly journal, including the topic of the week: (See due dates for weekly journals listed above)

Seminar discussion: Getting to know each other. Code of Ethics handout.

Session 2 General topic: Social work ethics in practice AND The multidimensional assessment

Day and Date: May 27, 2015


Weekly journal, including the topic of the week:

Seminar discussion: How are the social work values and ethics carried out in your agency? What are some “red flags” that you noticed already? AND What is included in a multidimensional assessment? Examples will be distributed in class.

Session 3: General topic: Safety issues in the field AND Problem solving strategies of clients AND Social and economic justice

Day and Date: June 10, 2015


Weekly journal, including the topic of the week:Seminar discussion: What are your agency’s practices regarding safety? AND How do your clients see problems in their lives? What are some institutional barriers to problem solving? What are some individualized barriers to problem solving? AND What does social and economic justice mean to you? How does the code of ethics address social and economic justice issues? What do you value most when you think about the inequalities and injustices our clients experience.

Session 4: General topic: The effects of poverty, discrimination and oppression AND


Case and class advocacy

Day and Date: June 24, 2015


Weekly journal, including the topic of the week: Seminar discussion: Describe what poverty looks like from your client’s point of view. AND Where are you now in your internship placement? What are your plans to help you move to “where you want to be” by the end of the semester?Agency Fundamentals Paper due

AsynchronousClass Session

July 1, 2015 (ReggieNet Asynchronous Discussion Post) Week 8

General topic: Cultural competence AND Personal values in practice: complementary or conflicting?What does cultural competence mean to you? Do you recognize when you are responding in a culturally competent way? What impact, if any, does racism, classism, and sexism have in the social work profession? As a culturally competent social worker the field, how will you interrupt these injustices that clients experience?

WATCH RACISM: THE POWER OF ILLUSION: Episode Onehttps://illstu.kanopystreaming.com/video/race-power-illusion-0

Session 5: General topic: Mezzo and Macro Practice AND In-class Presentation (4)

Day and Date: July 8, 2015Class Assignment/Activity

Weekly journal, including the topic of the week: (See above)Seminar discussion: How does your agency interface with other programs? Describe how decisions are made agency and program wide?AND What kinds of groups are typically held in your agency? How are decisions made regarding groups that are offered, when and by whom? If no groups are offered, what are your thoughts about why not?

Session 6: General topic: In-class Presentations (4)

Day and Date: July 22, 2015

AsynchronousClass Session

July 29, 2015 (ReggieNet Asynchronous Discussion Post) Week 12

General topic: Termination AND Self-careWhat do endings mean to you? AND What is your self-care plan? Who will hold you accountable to the plan? AND How do you manage conflicts in the ideal and the reality of day to day social work?.

Day and Date August 5, 2015


https://illstu.kanopystreaming.com/video/race-power-illusion-0

Session 7:Final Assignments

General topic: In-class Presentations (4)Turn in: Evaluation of field experienceInterviewing Skills Check list (2) and critiqueTimesheetsFinal evaluation with all signatures


Documents

dm.illinoisstate.edu 422... · Web viewStudents discuss practice concerns and examine issues of professional development. ... the social work foundation curriculum. ... considerations