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DEPARTMENT OF SOCIAL WORK

BSWField Manual

Revised Summer/Fall 2009

Revised 5-1-09 Effective Summer Fall Semester 2009Revised 9-11-09

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TABLE OF CONTENTSIntroduction

Welcome 7Western Kentucky University

Vision 8Mission

College of Health and Human ServicesVision

Mission

Core ValuesDepartmental Mission

Program Mission 9Program Goals Objectives

Field Program Description 10

Evaluation/Grading 11 Hours Assignments 12Journals Field Liaison Duties and Contact with Agencies Field Advisory Committee Definitions

Field Placement Procedures 13Overview - Agency University Relationships and Responsibilities

Approval of Agencies

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Worksite Field Placements 14

Contracts 15

Field Instructor Approval

Qualities Expected

Field Instructor Orientation and Other Training

Student Placement Procedures 16Student Application

Meeting with Field Director

Placement Interviews Failure to Place

17Obtaining Professional Liability Insurance

Pre-Field Orientation

Orientation to the Agency 18Individualized Learning Plan

Reassignment/Termination Procedures 18Overview

Program Termination 20WKU Administrative Removal of a Student from Field

Involuntary Agency Termination/Reassignment Process

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Field Policies University/Agency Communication

Sexual Harassment 21

Non-Discrimination Statement Students with Disabilities

Transportation Automobile Travel Reimbursement

Insurance Overview 22Health

Special Requirements

TB Skin Tests Blood-Borne Pathogens/Hepatitis B

General Health Considerations

Criminal Background Checks 23Other Records Checks

Informed Consent and Assumption of Risk HIPAA-Health Insurance Portability and Accountability Act

Student Accountability and Professional Behavior 24Overview Confidentiality

Contact with Agency Adherence to Personnel Practices

Use of Agency Material

Holidays

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Recording Attendance Requirements

Time Sheets

General Field Program Standards 25Program Expectations for Field Students

Evaluation/Grading

Documentation of Completed Hours 27Notification of Student Concern Student Evaluation of Field Process

Field Liaison Assessment of Field Process

Field Instructor Assessment of Field Process

Sharing Evaluation Results

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AppendicesAppendix AApplication for Field Placement 28Appendix BAgency Contract 29Appendix CField Policy Statement 35Appendix DAgency Application/Field Instructor Agreement 36Appendix EHepatitis B Waiver Form 38Appendix F Verification of HIPAA Training 39Appendix GPre-field Orientation 41Appendix HInitial Placement Information 43Appendix IWorksite Placement Request and Evaluation 44Appendix JIndividual Learning Objectives Plan/Evaluation for MSW 49Appendix KTime Sheet Form 64Appendix LField Practicum Liaison Report 65Appendix MNotification of Student Concern 66Appendix NLiaison Evaluation of Field Experience 67Appendix OField Instructor Evaluation of Field Experience 68Appendix PStudent Evaluation of Field Experience 69Appendix Q

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Social Work Licensure 70Appendix RRole of Field Liaison 71Appendix SDuties of Agency Field Instructor 76Appendix TField Instructor’s and Liaison’s Guide for Asking Questions 77Appendix UMaster Field Syllabi 79

Revised 5-1-09 Effective Summer Fall Semester 2009Revised 9-11-09

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INTRODUCTION

Welcome Together we would like to welcome you to what we hope will be a very meaningful part of your social work education. Since its inception, the profession of social work has considered practical experience to be an important part of social work education. We wish you well in this important aspect of your professional education and encourage you to familiarize yourself with, and adhere to, the policies in this manual.

The purpose of this Manual is to serve as a guideline for faculty, students, field instructors, and as a source of information about the Department of Social Work’s field practicum component. It provides a description of objectives, policies, and procedures for the field component. The Manual is available to all students in field placement, to each agency where students are placed, and to all social work faculty. The Manual remains open for revision as changes occur in the curriculum and in the field. Feedback from individuals who use this Manual is encouraged.

The Western Kentucky University Department of Social Work is guided by the precept that in no aspect of its program shall there be a difference in the treatment of persons because of age, color, creed, disability, national origin, race, sex, sexual orientation, or any other classifications which deprive the person of consideration as an individual, and that equal opportunity and access to the Department shall be available to all.

Dr. Dean May, Department HeadDr. Susan Wesley, Program Director Ms. Vivian Hurt, Department Field Director

Program InformationThe Western Kentucky University Social Work Programs have been accredited by the Council on Social Work Education. The Programs make up the Department of Social Work located within the College of Health and Human Services. This Department, as a whole, has grown significantly over the past 20 years. Faculty has an extensive range of educational, practice and teaching backgrounds.

Meet staff and faculty here:http://www.wku.edu/chhs/socialwork/faculty.htm

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Western Kentucky University

VISION

A Leading American University with International Reach.

MISSION

Western Kentucky University prepares students to be productive, engaged leaders in a global society. It provides service and lifelong learning opportunities for its constituents. WKU is responsible for stewarding a high quality of life throughout its region.

College of Health and Human Services

VISIONTo be recognized nationally as a college that offers exemplary programs in Health and Human Services.

MISSIONThe College provides diverse educational opportunities leading to excellence in Health and Human Services for a global community.

CORE VALUESCollaborationScholarship

ServiceExcellence

Professionalism Lifelong Learning

IntegrityDiversity

Accountability

Departmental Mission

The mission of the Department of Social Work at Western Kentucky University is to provide quality BSW and MSW programs that prepare competent and responsible professionals to work

successfully in a global society.

Program Mission

The mission of the BSW program at WKU is to prepare culturally competent professionals who work with diverse, multigenerational populations and client systems of various sizes. The program promotes a commitment to social justice and lifelong learning in order for students to work successfully in a global society.

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Goals

• To prepare generalist social workers who are culturally competent and adept at integrating professional knowledge, values, and skills for practice with diverse populations and multigenerational client systems of various sizes

• To foster a respect for diversity and a commitment to the common good through the advancement of social justice.

• To instill a sense of oneself as a citizen of the world who is committed to ongoing professional growth and development

Program Goals

To prepare generalist social workers who are culturally competent and adept at integrating professional knowledge, values, and skills for practice with diverse populations and multigenerational client systems of various sizes

To foster a respect for diversity and a commitment to the common good through the advancement of social justice.

To instill a sense of oneself as a citizen of the world who is committed to ongoing professional growth and development

Program Objectiveso Obj. 1: Apply critical thinking skills within the context of professional social

work practice.

o Obj. 2: Understand the value base of the profession and its ethical standards and principles, and practice accordingly.

o Obj. 3: Practice without discrimination and with respect, knowledge, and skills related to clients’ age, class, color, culture, disability, ethnicity, family structure, gender, racial status, national origin, race, religion, sex, and sexual orientation.

o Obj. 4: Understand the forms and mechanisms of oppression and discrimination and apply strategies of advocacy and social change that advance social and economic justice.

o Obj. 5: Understand and interpret the history of the social work profession and its contemporary structures and issues.

o Obj. 6: Apply the knowledge and skills of generalist social work practice with systems of all sizes.

o Obj. 7: Use theoretical frameworks supported by empirical evidence to

understand individual development and behavior across the life span and the

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interactions among individuals and between individuals and families, groups, organizations, and communities.

o Obj. 8: Analyze, formulate, and influence social policies.

o Obj. 9: Evaluate research studies, apply research findings to practice, and evaluate their own practice interventions.

o Obj. 10: Use communication skills differentially across client populations, colleagues, and communities.

o Obj. 11: Use supervision and consultation appropriate to social work practice.

o Obj. 12: Function within the structure of organizations and service delivery systems and seek necessary organizational change.

Field Program Description

(Mission) Purpose of field education The mission of field education is to produce a professionally reflective, self-evaluating, knowledgeable and developing social worker. Additionally, field education seeks to further a commitment on the part of students to continuing education and growth, as well as fostering a sense of inquiry about professional practice.

Eligibility for Field Students will have earned a “C” or better in all required courses prior to entering a field placement.

Field Practice and Sequencing The field instruction component is composed of two complementary experiences: the supervised practica, SWRK 480 and 482 - Social Work Field Practicum I and II, and the related seminars, SWRK 481 and 483 - Social Work Field Seminar I and II. SWRK 480, Social Work Field Practicum I, and SWRK 481, Social Work Field Seminar I, are taken the first semester of the senior year upon completion of all required social work courses excluding electives. SWRK 482, Social Work Field Practicum II, and SWRK 483, Social Work Field Seminar II, are taken concurrently the following semester. The field seminars (SWRK 481 and 483) focus on building and integrating the skills and experiences gained in practica (SWRK 480 and 482). The seminars provide a setting where students discuss ideas, professional concerns, seek information from peers and Department faculty, provide a forum for class-field learning integration, and offer the opportunity to process the frustrations, questions, and challenges of daily practice. Assignments and expectations are outlined in the course syllabus.

In preparation for the field, students are introduced to social service agencies and practice in the local community through field trips, agency interview assignments, guest speakers from the practice community, field fairs, and throughout the advising process. Students are encouraged to consider employment and volunteer work in social service agencies. In addition, students are required to have pre-field volunteer experiences in SWRK 101 - Foundations of Human

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Services and through mentoring hours with BSW, MSW practitioners in SWRK 379 - Introduction to Social Work Communication Skills.

Evaluation/Grading Students will be graded on the basis of their completion of field requirements and their professional skill development based on the Learning Objectives Plan. Field grades will be based on all practicum requirements (including tracking and satisfactorily completing required agency hours, submitting journal entries on time, professional behavior/conduct, motivation/active participation and any other assignments as required by field instructor and/or liaison). Letter grades will be assigned by field liaisons after consultation with agency field instructors and students.

Planning for the final evaluation should actually begin at the start of the semester. All parties—the Field Instructor, student, and Field Liaison—should review the Field Performance Indicators in order to ensure that the criteria are met over the course of the semester. Each Liaison visit/contact will include a discussion of how the Field Performance Indicators are being met and to brainstorm ways of meeting any that seem to be problematic. Any such difficulties should be addressed well in advance of the final evaluation. Students are evaluated at midterm and at the conclusion of each semester, according to the respective (Performance Indicators) Field Objectives. Field Instructors and students are asked to complete evaluations using a copy of the Individual Learning Objectives Plan (see Appendices) independently, compare results, and reach an agreed-upon conclusion prior to the Field Liaison’s visit. Spaces for commentary are provided at the end of the form. These should address strengths, areas for continued learning, and any other areas deemed noteworthy by any of the three parties. Again, it is anticipated that any concerns will have been addressed well in advance of the final evaluation.

Individual Liaisons have the option of requesting that a copy of the evaluation be submitted 48 hours in advance of the final visit. Liaisons are responsible for officially assigning final grades for field students.

Any student who believes that he/she has been unfairly graded must follow the University appeal procedures outlined in the Student Handbook, University Catalog, and Hilltopics. HoursClock Hours BSW Social work students spend a minimum of 400 hours (200 hours each semester) in a social service agency as part of the major degree requirements (excluding pre-field orientation hours) These field hours represent a significant percentage of the student’s academic credit hours. This credit reinforces the importance of field instruction as the laboratory of testing ground for social work majors.

AssignmentsAll field assignments are specified in the syllabi for each (seminar class for BSW). Field liaisons and field instructors have the latitude to require additional assignments to assist students in acquiring relevant knowledge and skills.

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JournalsAs a professional learner, the student will maintain a record of intellectual, behavioral, and attitudinal experiences and his/her reactions to these experiences. This is accomplished through the writing of field journals. Journals provide an opportunity for student reflection and self-evaluation, as well as a forum for making connections between classroom and field learning, articulating barriers to professional growth, and planning for professional development. Journals are essential in assisting the faculty field liaison in guiding student learning experiences to maximize the value of field placement. Journals are the major vehicle for communicating to the faculty liaison the full range of issues, both positive and negative, occurring in the field experience and form the basis for discussion and planning for student/faculty conferences. Journal forms are available on the field website and weekly topics for journals will be assigned by field liaisons.

Field Liaison Duties and Contact with AgenciesField Liaisons will have at least three contacts with the field instructor and student during each semester. At least one visit will be face to face in the agency. Additional contacts will be readily available at the request of the student, field liaison, field instructor, field director or program director. If the liaison feels the instructor or students needs further support, or if a problem arises, the field director will also be available. The liaisons will document each contact. In order to get the field placement off to a good start, it is highly recommended that a face to face visit be made to assist with the initial learning plan during the beginning of the first semester of field placement.

Field Advisory CommitteeA Field Advisory Committee is a sub-committee of the Department Advisory Committee (DAC). Members will be appointed by the Program Director for a one or two year term. The Field Advisory Committee guides the field policy and procedures of the social work program. This committee will include the Field Director, at least one faculty member, four community partners (field instructors/agency contacts) who are social workers and a student. This committee will meet on a regular basis after the DAC) through the academic year and be the guiding force for the direction of Field Education. Recommendations from the committee will be taken to the Curriculum committee and Department meetings for approval.

Definitions

Field Instructor is a licensed/exempt BWS/MSW with at least two years post experience who supervises the student’s educational objectives and progress of learning while she/he is completing the required practicum hours.

Field Liaison is a WKU faculty member who is responsible for the coordination and oversight of the field experience for an assigned group of students. The Liaisons may be full/part time, adjunct or, contracted faculty members. A faculty member from another University may serve in this capacity on a contractual basis.

The Field Placement is the primary agency setting in which the student is placed for the purposes of completing the required practicum experience. This placement may be the student’s workplace, if certain criteria are met.

Task Supervisor is a staff person in the Agency who provides daily supervision and oversight of

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the student’s work under the guidance of the Field Instructor.

Traditional Placement is one in which the student is not employed at the Field Placement agency. If the student accepts a “paid internship”, it is still considered a traditional placement. Exceptions must be approved by the field director.

Worksite Placement is one in which a student is a current employee of the placement agency and requests their field placement occur in the same agency. The field placement hours can all be paid, all be unpaid, or a combination of both. The student and employer must complete a “Worksite Placement Request/Evaluation” form and submits it to the Field Director for approval. Exceptions must be approved by the field director.

Field Placement Procedures

Overview - Agency University Relationships and ResponsibilitiesThe Agency and University share the responsibility for instruction of field students in a partnership relationship, each performing different functions in this relationship. Multiple individuals work together to make this partnership successful, including field instructors, the Field Director and faculty field liaisons.

Approval of AgenciesThe Field Director approves Instructors and Agency Task Supervisors for field placement. All placements, including work-site placements, must be in approved agencies and under the supervision of approved field instructors.

All agencies, including worksite placement agencies, must go through the field procedure for approval prior to enrollment of students in field placement at that agency. The agency approval process for new agencies is as follows: An authorized agency representative completes and submits an Agency Application/Field Instructor Agreement The Field Director makes a determination of eligibility as a field site.Approved agencies will be encouraged to provide position descriptions.Approval is ongoing with the Field Director and instructors sharing the mutual responsibility for updating the Agency Application/Information Sheet as agency circumstances or personnel change.In the case an agency is denied approval, appeals may be made in writing to the Program Director. In consultation with the Department Head, the Program Director will then render a final decision of eligibility.

In the course of the above process, an agency is approved according to the following process:The Field Director or designee visits the prospective agency/staff.The Field Agency Application/Information Sheet indicates that one or more programs offer suitable placement opportunities for students. These opportunities are congruent with the goals and objectives of the program.

A BSW/MSW holding a degree from an accredited program and who has two years of experience and is in compliance with state licensure laws is available to serve as a field instructor. (Note: In some instances, an agency board member or community partner, a

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community practitioner with a relationship with the agency, a contracted community practitioner, or a faculty member may serve as a field instructor if this is agreeable to all concerned parties. In this case, the agency and Field Director agrees on an agency-based task supervisor.The agency and field instructor indicate willingness to participate actively in the student’s learning process and to abide by the agency policies and the policies contained in this Field Manual.A Memorandum of Agreement between the agency and the Social Work Department is signed by the Associate Dean of the College of Health and Human Services, the Social Work Department Head and an appropriate agency administrator/supervisor.

Worksite Field PlacementsGiven the rural context of the WKU BSW program, community worksite placements are fairly common. Use of a student’s agency of employment as a practicum site will be facilitated when possible as a means of meeting the program’s mission to prepare social workers to meet the needs within the WKU service area. In order to maintain quality education, such placements are carefully developed and supervised. The student, employment supervisor, agency administration, field instructor, field liaison and Field Director are involved in this process. Policies have been developed that are designed to ensure new learning experiences in such situations. It should be noted that the program does not guarantee approval of worksite placement.

The agency must be able to meet the educational objectives of the program and requirements of CSWE. This includes the availability of a field instructor who holds a BSW (for BSW students) or MSW (for MSW students) from an accredited program and two years of post-BSW/MSW practice experience. WKU includes the additional criterion of compliance with state licensure laws.

A student who is employed at a social service agency and requests a “worksite placement” must submit a completed Worksite Placement/ Evaluation Request form to the Field Director. This form requires specificity and clarifies the distinction between employee and learner roles. (For example, students are asked to identify a minimum of three ways in which their practicum activities and responsibilities differ from their regular employment responsibilities. A table has been developed that requires students to map out in advance tentative activities and responsibilities for each semester that worksite placement is likely to be requested. This shows not only that each semester’s activities differ from employment responsibilities but also from other semesters.)

Clear separation of the student’s learner and employee roles are emphasized. The student’s employment supervisor may not serve as the same student’s field instructor. They are asked how other agency personnel will distinguish between their two separate roles. WKU faculty or contractual community BSW/MSWs may act as field instructors. The same faculty member may not serve as the student’s field liaison and field instructor. If a suitable arrangement cannot be reached, the student must be placed elsewhere.Each Worksite Placement must be approved by the Field Director.

One of the disadvantages of a worksite placement is the fact that of your field placement is dependent on your employment status. If you quit or lose your job for any reason, it will

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jeopardize your field placement.The Field Liaisons will review the student’s WORKSITE EVALUATION approval prior to accepting/signing the student’s Individual Learning Plan, to check for consistency.

ContractsEach agency will be required to sign a CCHS Affiliation Agreement or an approved agency contract prior to student placement.

Field Instructor ApprovalThe Field Director, Program Directors, Field Liaisons and/or other designated representatives may have input into the approval/denial of Field Instructors, with final approval determined by the Field Director.

Minimum requirements for all field instructors include:A MSW (for MSW students) or a BSW (for BSW students), from an accredited Program of Social WorkTwo years of post experience Being in compliance with the state Social Work Licensure Board (may be licensed or in an exempt status)Have professional qualities as defined by the programWillingness to attend WKU’s field instructor trainings and orientation sessions

Field instructors submit a current vita or resume as part of the application process. Copies of their transcript and/or social work license (if not exempt) are requested as well.

Qualities Expected A strong identification with the profession of social workDesire to supervise studentsPositive feelings regarding the educational process of social work studentsWillingness and ability to identify students’ strengths and weaknesses and to offer constructive criticismWillingness and ability to work with students of varying abilities and learning needsDesire to grow professionallyInterest in and potential for, teachingWillingness and ability to make time available for evaluative conferences and paper work Willingness and ability to attend mandatory training sessionsFlexibility in teaching styles to accommodate different learnersStrong ethical/leadership qualities

Field Instructor Orientation and Other TrainingField Instructors will have several opportunities throughout the year for training. WKU offers Multimedia training/information to instructors including (but not limited to):Orientation (in person and online)Model of Generalist PerspectiveHelping Students with Writing ObjectivesHIPAAStressEthics

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Sexual Harassment(See WKU webpage for complete list of online training modules.)

Student Placement Procedures

Student ApplicationThe field process not only follows an orderly progression, it also attempts to seek an appropriate “fit” between students and their field environments. As such, sufficient lead-time is required in order to ensure compatibility between students’ learning needs and anticipated opportunities for students to meet their needs. Students are welcome to suggest new field settings—keeping in mind the time required for approval and that final responsibility for such approval lies with the Field Director. Students will be asked to sign a statement that they have read and understand this Field Policy Manual.

Meeting with Field DirectorStudents will have a group or individual meeting with the Field Director and/or a designated representative no later than six weeks prior to beginning placement. Students must adhere to the placement timetable distributed by the Field Director.

This includes applying for liability insurance in a timely fashion. Failure to obtain liability coverage by the beginning date of practicum may result in a student’s being withdrawn from the field course.

Participating in a confirmatory interview with prospective agency field instructor(s) in a timely manner.

Completing worksite placement materials/applications in a timely manner.

Contacts with the Field Director afford incoming students the opportunity to ask questions about the field process and make appropriate choices regarding placement options. The orientation is designed to provide the information and assistance needed for students to choose among the available practicum options (primarily the more traditional non-work or the worksite options) based on an accurate appraisal of the capacity of these options to meet field educational criteria and objectives. For example, students considering a worksite practicum need to appraise whether or not their worksite would offer the necessary educational experiences and provide the necessary tasks, accommodations and responsibility shifts. The Field Director/designee will contact the agency to confirm the possibility of placement. The student will then be advised to schedule an interview with agency staff. Students may not initiate direct contact with agencies or field instructors (without Field Director approval), unless the student is pursuing a worksite placement. Concentration students (with Field Director approval) have the option to contact potential placement agencies.

Placement InterviewsThe student will be notified by the Field Director to contact an agency employee to set up an interview appointment. It is the student’s responsibility to actively pursue the placement, and report back to the field director if a problem arises. If the student fails to set up an interview, as requested by the field director, placement for the semester can be denied. Once the interview has occurred, the student will report back to the Field Director about how the interview went and if they were offered/accepted a placement at that agency. If the student does not wish to

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accept the placement (with good reason, as determined by the Field Director), another interview will be set up. Failure to accept a placement without good reason, or failure to accept the second placement offered, may be grounds for termination from field.

Failure to PlaceIf the agency fails/refuses to offer a student an interview or placement based on students attitude, phone etiquette, appearance, maturity level, emotional state, reputation or performance in the interview (or with other good reason, as determined by the Field Director), another interview will be set up with another agency. If the second agency fails/refuses placement based on students performance in the interview (or with other good reason, as determined by the Field Director or the interviewer), this may be grounds for termination from field courses.

Obtaining Professional Liability InsuranceAll students must have verification of professional liability insurance prior to entering field. Insurance forms are available from Field Website. Students who hold professional liability insurance through their employers should verify coverage with their carriers and the Field Director. The Field Director will require a written statement from the carrier that coverage will extend to practicum activities. The Department requires a minimum individual coverage of $2,000,000 occurrence/$4,000,000 aggregate. Some cities have additional taxes and they all differ. It is the student’s responsibility to call the company and confirm the correct cost for their policy prior to send payment.Failure to apply for coverage early (30 days prior to first week of class in any semester) in the application process may cause a delay in the start date of field placement.

Students will NOT be allowed to enter field placement and/or have client contact without proof of professional liability insurance. There will be no exceptions. Failure to qualify for or obtain liability coverage by the beginning date of practicum will result in a student not being allowed to begin field placement and possible withdrawn from the field courses. If students do not provide proof of coverage within 10 days of the start date of the placement, he/she will be withdrawn from field course and from the corresponding practice course.

Pre-Field OrientationOrientation to field will be conducted by the Field Director and/or field liaisons/faculty. All Field students will attend a Pre-field Orientation Session. Orientation is an integral part of the field placement process. This process has been designed to meet curriculum requirements and students’ professional growth needs. This process includes:

Attending an initial field orientation meeting as part of new student orientation before the first field placement

Completing pre-field activities online The field liaisons will monitor compliance of student’s on-line activity. Failure to

complete on-line assignments will delay placement and could cause withdrawal within 10 days of start date.

Orientation to the AgencyOrientation to the specific agency and its clients is the responsibility of the agency field instructor. It is generally recognized that some form of planned orientation is beneficial to students. Essential to the orientation process is agency-based HIPAA training, if applicable.

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Faculty field liaisons, in conjunction with agency field instructors and students, are responsible for planning and implementing an agency orientation program that will enable the students to become familiar with agency policies, procedures and the student role. During the first two weeks of placement, the student will complete the “Initial Placement Information” form and submit this to the Field Liaison. This form includes geographical information as well as a list of orientation elements. Liaisons will review the orientation checklist to insure proper orientation.

Individualized Learning PlanStudents submit an “Individual Learning Plan” within four weeks of the beginning of their field placement. Tasks and timeframes to meet objectives will be reviewed and revised as needed throughout both semesters of placement. Students are responsible for writing their own learning plans; however, they must meet the requirements of the Field Instructor and Field Liaison. If the student fails to complete the Plan within four weeks of the beginning of their placement, termination from field may be initiated.

The student will submit the Individual Learning Objective Plan (ILOP) to the Field Instructor and Field Liaison for approval/signatures and the student is responsible to retain the original document throughout the year. The same form is to be used for the student’s evaluations at the midterms and ends of each semester. It is the student’s responsibility to obtain all needed signatures and maintain the original documents. At the conclusion of the fourth week of field placement each semester, it is the Field Liaison’s responsibility to file a copy of the (ILOP) into the student’s permanent file; and at the end of each semester, a copy of the final evaluation and documentation of completed hours are to be filed in the student’s permanent file. At the end of the year, it is also the Field Liaison’s responsibility to submit the original documents (with ALL completed evaluation scores) to the Field Director for inclusion into the student’s master file.

Remember the Individual Learning Plans are to encompass both semesters, so tasks and timeframes may vary from one semester to another.

Reassignment/Termination Procedures

OverviewThere are numerous reasons that arise which cause a need for reassignment or termination after the student is in placement. Each situation will be explored and the outcome will depend upon the nature of the situation. Some situations can be dealt with by the Field Director in consultation with the Field Liaison and/or Field Instructor. Other situations may need to be resolved by engaging the Program Director and an ad hoc committee.

Agency Issues/No Fault of StudentIf the agency is unable to continue to offer educational opportunities and the student is doing acceptable work, the Field Director will consult with Field Liaison and make a reassignment as quickly as possible. In this case, all accrued hours will be transferable, pending agreement by the student’s new agency.

Student RequestIf a student is requesting a change in placement, the request must be made in writing to the Field Director and only after serious consideration and consultation with their Field Liaison and Instructor. Any reassignment is contingent on the availability of an appropriate substitute placement and determination of compelling reason for the change, by the Field Director. If the request is without a compelling reason, the Field

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Director will deny the request, or convene an ad hoc committee for consultation. If the reason is compelling, the Field Director will find another placement for the student and inform interested parties. The student should understand that alternate placement options may be severely limited.Transferability of hours is at the discretion of the Field Director and/or ad hoc committee and the student’s new agency.

Emotional State“Impaired students show an inability to insightfully understand and resolve their own issues so that these issues do not interfere with the therapeutic process” (Bemak, Epp, & Keys, 1999, p. 21) This can be reflected in one or more of the following ways: “(a) an inability and/or unwillingness to acquire and integrate professional standards into one’s repertoire of professional behavior, (b) an inability to acquire professional skills in order to reach an acceptable level of competency, and (c) an inability to control personal stress, psychological dysfunction, and/0r excessive emotional reactions that interfere with professional functioning” (Lamb, Presser, Pfost, Baum, Jackson, & Jarvis, 1987, p 598).This definition of impairment is in sync with the NASW Code of Ethics, Section 4.05.The identification of impairment is a necessary entity in order to maintain the integrity of the school’s social work program. This identification can happen by self identification or by observation by a student, a faculty member, a field educator, or staff person.

The Field Liaison (or any interested party) having concerns regarding a student’s field performance, professional conduct, ethical dilemmas, or grades should express their concern. Concerns should first be discussed with the student, field liaison and/or advisor. If the concern cannot be resolved by the Liaison, the Liaison will submit the concern to the Field Director, in writing using the Student Concern form, for placement in the student’s file. If successful resolution cannot be reached, either for practical or for policy-related reasons, the Field Director will notify the Program Director. The student’s advisor or the Program Director, will notify the student in writing of his/her concern and likelihood of failure to complete field practicum requirements. The student may request to withdraw from field, or face termination.

This policy is written only to assist with communication, and in no way intends to circumvent the “termination process”, or the “student grievance policy. At any point, the student is free to follow the grievance policy set forth in the Student Handbook. Students are expected to adhere to this order of communication.

When a placement is disrupted/changed, potential transferability of hours accrued will be determined by the Field Director and/or ad hoc committee. However, the student’s new agency must agree to accept a student for a reduced number of hours for the transfer of hours to be finalized. The student will be notified in writing of the outcome.

An ad hoc committee will be convened as needed and will consist of Field Instructor, Faculty Liaison, Field Director and the Program Director. (Note: if either the Field Director or the Program Director is the student’s Field Liaison or Field Instructor, the student may select one additional faculty member to serve on the committee.)

The Field or Program Director will inform the student in writing of the committee’s decision. If the student does not concur with the decision of the committee, the student can appeal as specified in the Student Handbook, the University Catalog and Hilltopics.

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Program TerminationStudents are subject to termination from the Program if removed from field courses for any reason; and, students are subject to termination or suspension from the Program during their participation in field under the same terms and conditions as outlined in the BSW Student Handbook.

WKU Administrative Removal of a Student from FieldIn rare instances, a student may be removed from a particular practicum site or from the field internship program. Reasons for such an administrative decision are congruent with the “Non-Academic Termination” section of the Student Handbook. In the event that such action is contemplated, the student will meet with her/his Field Liaison who will notify the Field Director and Program Director, who will convene an ad hoc committee. After careful deliberation, the committee will reach a decision regarding possible removal of the student from field course. If the student does not concur with the committee’s decision, she/he may follow the grievance procedures outlined in the BSW Student Handbook. Removal from field necessarily results in removal from the concurrent practice class and/or possibly, from the Program.

Involuntary Agency Termination/Reassignment ProcessIf the student is involuntarily terminated from an agency, the agency Field Instructor is requested to state in writing the reasons for the termination after meeting with the Faculty Field Liaison. The agency’s decision to terminate a student is final. If the student wishes to pursue a reassignment and continue in the program, he/she must submit in writing a request for reassignment and address the concerns of the terminating agency in writing. The Field Director will approve the request for reassignment, or convene an ad hoc committee to review and assess readiness for reassignment. This committee will determine the appropriateness of possible reassignment or termination from field and/or consequently, from the Program. Policies governing termination from the Program may be found in the Student Handbook.

If a student is involuntarily terminated by a two agencies within the same academic year, the student will be terminated from Field without convening an ad hoc committee.

If a student is involuntarily terminated from an agency and is given the option to remain in the Program, hours previously completed are not counted toward the fulfillment of required hours and total hours for that semester must be completed after the date of reassignment. In practical terms, this means that a student who cannot complete the total number of hours in the weeks remaining in the semester, must wait until the following academic year to enroll in practicum and the corresponding practice course.

Field PoliciesUniversity/Agency Communication Any representative of the university or agency, who has a legitimate interest/role with a student in field placement, will be able to communicate professionally and privately with one another at any time. This communication should be limited to a student’s field performance or other issues related to the field placement.

Sexual Harassment

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In keeping with its commitment to excellence in social work education and its emphasis on professional comportment, the WKU Department of Social Work considers sexual harassment to be a very serious matter. Sexual harassment will not be tolerated in any form in the program, including in the field. The University policy on this issue may be accessed through the WKU website. http://training.newmedialearning.com/psh/westernkyu/choice.htm

Students should be aware that faculty, students and other University personnel are required to report any sexual harassment complaint to one of the following:

Equal Opportunity / ADA Compliance Officer

The Director of Human Resources

The Associate Vice President for Student Affairs and Development

The Associate Vice President for Academic Programs and Personnel (Office of Academic Affairs)

Non-Discrimination StatementThe Western Kentucky University Department of Social Work is guided by the precept that in no aspect of its programs shall there be a difference in the treatment of persons because of age, color, creed, ability, national origin, race, gender, sexual orientation, or any other classifications which deprive the person of consideration as an individual and that equal opportunity and access to the Program shall be available to all.

Students with DisabilitiesStudents with disabilities who require accommodations (academic adjustments and/or auxiliary aids or services) for field courses must contact the Office for Student Disability Services, Room 101, Garrett Conference Center. The OFSDS telephone number is 270-745-5004 V/TDD. Please DO NOT request accommodations directly from the professor or Instructor without a letter of accommodation from the Office for Student Disability Services.

TransportationThe student must have reliable transportation to and from the placement agency (regardless of the distance). Lack of transportation may cause termination of placement and/or withdrawal from the course. Transportation issues that interfere with student placement responsibilities should be brought to the attention of the faculty field liaison.

AutomobileStudents are responsible for having the appropriate automobile insurance. Students are prohibited from transporting clients in their own vehicles. If students transport clients in their own vehicle and an accident occurs, the University and/or its representatives are not responsible.

Travel Reimbursement The University does not provide any travel reimbursement for students traveling to their field placement assignments. While some agencies reimburse students for any agency related travel, it is the responsibility of the student to follow all applicable agency policies and procedures related to this. If the agency does not reimburse students for agency related travel,

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students are responsible for all expenses incurred.

Insurance OverviewThe WKU Memorandum of Agreement specifies that responsibility for health and liability insurance coverage rests with the student, not with the agency. In addition to obtaining health coverage, students are urged to discuss any concerns about their potential health or safety hazards in the practicum site with their liaison and/or the Field Director.

HealthStudents who are in field placements are advised to be sure their health coverage will provide for any injuries, accidents, or illness that may be incurred in the practicum site. Some agencies may require the student to be insured.

Special RequirementsMany agencies have special requirements, some of which may have associated costs. Students wishing to complete their practicum in such agencies will be required to comply with agency requirements and bear any associated costs not borne by the agency. Examples include drug testing, criminal background checks and/or driving record checks, CPR certification and any required agency trainings.

TB Skin TestsTuberculosis is a public health issue, particularly among disadvantaged persons. Consequently, students should consider being tested prior to beginning placement. Some agencies may provide and/or require this testing.

Blood-Borne Pathogens/Hepatitis BSome agencies may require OSHA Blood-Borne Pathogen training. Certain settings involve risk of exposure to Hepatitis B or other pathogens and may require vaccination.

General Health ConsiderationsStudents assume responsibility for considering general factors of importance to their own health when evaluating placement options. For example, a student anticipating a pregnancy (or that of his/her significant other) may wish to avoid settings in which she/he is at increased risk of encountering rubella or those which require immunizations that pose a threat to the pregnancy.

If a student experiences ADA non-compliance or unaddressed threats to her/his personal health and safety in the agency setting, the student should consult with the appropriate field liaison or Field Director immediately.

Students have an ethical responsibility to consider the impact of their own health status and behaviors on client well-being. For example, a student working with individuals who have compromised immune systems must adhere to agency protocols designed to protect clients from communicable diseases. Students in any setting who have highly communicable diseases such as conjunctivitis (“pink eye”) or MRSA (a treatment-resistant type of staph infection sometimes encountered in medical settings) must adhere to agency-prescribed precautions, including reverse isolation and/or mandatory absence. It is the student’s responsibility to obtain appropriate information as needed. WKU and its representatives assume no liability for

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health-related concerns relative to either the student or the agency.

Criminal Background ChecksCertain agencies, particularly those serving vulnerable populations such as children and elderly persons, may require students to undergo a criminal background check prior to beginning placement. WKU and its representatives assume no liability for the background checks or associated consequences. Students should be aware that criminal offenses may cause ineligibility for certain placement opportunities and/or liability insurance, which would prevent placement in the field.

Other Records ChecksWKU and its representatives assume no liability for any other type of records check deemed necessary by an agency in which a student seeks placement. Such records may include, but not be limited to, agency application process, orientation/training, medical tests/procedures, child abuse/neglect checks, employment references and reference letters.

Informed Consent and Assumption of RiskStudents should fully understand and appreciate the dangers, hazards and risks inherent in participating in the Program, in the transportation to and from the Program and in any independent research activities they undertake.

Students will agree that participating in any activity is acceptance of some risk of injury and/or loss of/or damage of property. Students agree that safety is primarily dependent upon taking proper care of themselves. Students should know how to safely participate in any activity; agree to observe agency rules and practices, which may be employed to minimize the risk of injury; agree to stop and seek assistance if they do not believe they can safely continue an activity. Students should not wear, use, or carry anything that would pose a hazard to self or others, including using or ingesting any substance which could pose a hazard to self or others.

Despite precautions, accidents and injuries can occur. Students understand that traveling, doing fieldwork, whether in a large city or in a rural setting may be potentially dangerous. Therefore, students assume all risks related to these activities.

HIPAA-Health Insurance Portability and Accountability ActWestern Kentucky University Social Work Students will act as a responsible steward of all information. The Social Work Department will take reasonable precautions to insure the privacy and security of protected health, confidential and sensitive information. All medical information will be handled as required by the applicable Federal, State Laws and Regulations.

Individuals shall be aware that disregard of the privacy and security of protected health information, confidential, personal or other sensitive information shall result in disciplinary action, up to and including dismissal from the program. Additionally, individuals may subject themselves to civil and criminal liability for the disclosure of confidential information to unauthorized persons.STUDENTS WILL BE ASKED TO SIGN A STATEMENT THAT THEY HAVE BEEN TRAINED IN HIPAA LAWS AND THEY UNDERSTAND THE IMPLICATIONS.

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Student Accountability and Professional Behavior

OverviewStudents are representatives of the WKU Social Work program and conduct themselves in a manner that reflects positively on our program. In the field, students are representatives of the agency and behave in a way that reflects accountability to the agency, community and clients. Students will at all times adhere to the NASW Code of Ethics, in accordance with the agreement signed upon entry into the program.

Confidentiality Confidentiality is stressed throughout the social work curriculum and is of special concern in rural communities. It is of utmost importance that professionals respect and safeguard the right to privacy of those they serve. Students adhere to all agency policies on confidentiality and standards for professional behavior, including HIPAA regulations, where applicable.

Contact with AgencyIt is required that students notify their agency instructor if they will be absent from their placement. When carrying a caseload, students should provide telephone numbers where they can be reached outside of regularly scheduled hours. Students are expected to use initiative throughout their field placement and assume responsibility for their own learning and practice.

Adherence to Personnel PracticesStudents are expected to adhere to personnel practices established by the agency/site. Any conflicts between WKU and agency policies should be discussed with field liaisons.

Use of Agency MaterialStudents must discuss with their field instructors and clear in advance any use of agency material for class purposes. Such use is always to be governed by agency policy.

Holidays Field Placement agencies are usually very flexible with university holidays. However, students may be asked or want to report to field placement during fall, winter and spring breaks. Students must notify the appropriate field liaison in cases where the student is expected to be in placement when the university is closed, or if issues arise around holiday schedules.

PLEASE MAKE PRIOR ARRANGEMENTS WITH YOUR LIAISON IF YOU WISH TO CONTINUE DOING FIELD HOURS BETWEEN YOUR FIRST AND SECOND SEMESTER OF FIELD.

RecordingIn the field, the student functions as an agency-sponsored professional practitioner. In this role, the student is expected to maintain accountability records such as case files and recordings, chart notes, etc., according to agency protocols. In addition, students need to prepare a transfer or closing summary before the end of their placement. Such transfer or closing summaries are important for any professional situation and the termination process.

Attendance RequirementsThere are minimum time requirements for each field placement course. Students must make up any hours lost even for reasons of health, inclement weather, family emergency or situation,

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lack of transportation, etc., in compliance with EPAS regulations and Program requirements. Travel time to and from the agency is not considered part of the learning time.

Attendance at continuing educational or agency training is subject to the Program Attendance Policy and may account for no more than 16 hours per semester of practicum time. Attendance at Credit for Learning courses offered via the Cabinet for Health and Families in conjunction with any university may not be applied toward completion of required field hours.

In the event a student completes the requisite number of hours prior to the end of the academic semester, she/he must continue in the practicum until the final week of that semester (finals week).

Students must notify their agency field instructors in a timely manner of any absence, maintaining high professional standards of conduct. Agency policies for such absences must be followed.

Time SheetsAll students are required to keep accurate track of field hours. A record of hours will be submitted to the Field Instructor at least monthly. At the end of the semester, the Documentation of Completed Hours Form will be required.

General Field Program Standards

Program Expectations for Field StudentsSelf-awareness—Aspiring social workers strive to know themselves and to recognize the dignity and worth of themselves and others. Knowledge of personal strengths and weaknesses and their potential influence on both personal and professional relationships facilitates effective work with others, including clients, peers and supervisors.Professional commitment and behavior—Social work students need a strong commitment to the profession of social work, including its values and ethics. This commitment includes action in the form of collaborative efforts aimed at bringing about positive change. The NASW Code of Ethics is included in the Resources Appendix of this manual as a reference. Please familiarize yourself with and make regular use of this Code.Knowledge as a basis for practice—Social work activities are grounded in an understanding of relevant knowledge from the social, behavioral and biological sciences. Consequently, aspiring graduate-level social workers actively apply such knowledge in their practice.Objectivity—Objectivity involves being able to evaluate people and their situations in a systematic, unbiased way. Social work students make use of this model of evaluation in their daily practice.Empathy—Professional helpers need to be objective, development of an effective helping relationship also requires accurate empathy. Rejecting people because of their situations or differences is not consistent with the values and ethics of the social work profession. Rather, social work students work to comprehend another’s subjective reality and use this understanding in order to support clients in the development and implementation of solutions to complex problems and pursuit of their goals and objectives.Energy—Helping requires sufficient energy. Aspiring social workers benefit both personally and professionally by recognizing the demands of a very responsible profession and learning to achieve a healthy balance in their daily lives. This includes use of professional and personal

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resources such as supervision and continuing education and the development of healthy coping strategies. Ability to apply knowledge learned in an academic setting to practice—this is the essence of social work practice. Social work is an applied discipline. Consequently, social work students will demonstrate the ability to integrate material learned in the classroom into effective practice skills. The Integrative Field Model adopted by WKU is designed to facilitate this process through co-requisite enrollment in practicum and the corresponding practice course.Emotional Health—Social workers serve as role models. Consequently, it is necessary to commit to personal growth and wellness and to the construction of healthy boundaries in both personal and professional relationships. Responsible professionalism requires awareness of the impact of one’s own emotional issues on the client/social worker relationship. The Code of Ethics clearly states that social workers who experience a level of impairment that negatively impacts their ability to function as a professional must seek appropriate help if they are to continue to practice.

Evaluation/Grading Students will be graded on the basis of their completion of field requirements and their professional skill development based on the Learning Objectives Plan. Field grades will be based on all practicum requirements (including tracking and satisfactorily completing required agency hours, submitting journal entries on time, professional behavior/conduct, motivation/active participation and any other assignments as required by field instructor and/or liaison). Letter grades will be assigned by field liaisons after consultation with agency field instructors and students.

Planning for the final evaluation should actually begin at the start of the semester. All parties—the Field Instructor, student, and Field Liaison—should review the Field Performance Indicators in order to ensure that the criteria are met over the course of the semester. Each Liaison visit/contact will include a discussion of how the Field Performance Indicators are being met and to brainstorm ways of meeting any that seem to be problematic. Any such difficulties should be addressed well in advance of the final evaluation. Students are evaluated at midterm and at the conclusion of each semester, according to the respective (Performance Indicators) Field Objectives. Field Instructors and students are asked to complete evaluations using a copy of the Individual Learning Objectives Plan (see Appendices) independently, compare results, and reach an agreed-upon conclusion prior to the Field Liaison’s visit. Spaces for commentary are provided at the end of the form. These should address strengths, areas for continued learning, and any other areas deemed noteworthy by any of the three parties. Again, it is anticipated that any concerns will have been addressed well in advance of the final evaluation.

Individual Liaisons have the option of requesting that a copy of the evaluation be submitted 48 hours in advance of the final visit. Liaisons are responsible for officially assigning final grades for field students.

Any student who believes that he/she has been unfairly graded must follow the University appeal procedures outlined in the Student Handbook, University Catalog, and Hilltopics.

Documentation of Completed Hours

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At the end of each semester when the final evaluation is done, the liaison will sign it. This also serves as the Documentation of Completed Hours. Hours must be completed prior to liaison signature. This is the official documentation that all required field hours have been completed.

Notification of Student ConcernThe Field Liaison (or any interested party) having concerns regarding a student’s field performance, professional conduct, ethical dilemmas, emotional state, or grades should express their concern. Concerns should first be discussed with the student, field liaison and/or advisor. If the concern cannot be resolved by the Liaison, the Liaison will submit the concern to the Field Director, in writing using the Student Concern form, for placement in the student’s file. If successful resolution cannot be reached, either for practical or for policy-related reasons, the Field Director will notify the Program Director. The student’s advisor or the Program Director, will notify the student in writing of his/her concern and likelihood of failure to complete field practicum requirements. The student may request to withdraw from field, or face termination.

This policy is written only to assist with communication and in no way intends to circumvent the “termination process”, or the “student grievance policy. At any point, the student is free to follow the grievance policy set forth in the Student Handbook. Students are expected to adhere to this order of communication.

Student Evaluation of Field ProcessUpon completion of the final semester of each year, students will be asked to complete an evaluation of the field process, the Field Instructor and Field Liaison and return it to the Field Director. The student has the right to request that information be kept confidential from the Field Instructor, should she/he so choose. Evaluation is a requirement of the field practicum.

Field Liaison Assessment of Field ProcessLiaisons are asked to provide an evaluation of Field Process at the end of each placement.

Field Instructor Assessment of Field ProcessField Instructors are asked to provide an evaluation of Field Process at the end of each placement.

Sharing Evaluation ResultsA summary of the evaluation information will be shared with Liaisons, Field Committee members, Field Director, Program Director and Field Instructors. This will promote additional methods of monitoring effectiveness of the Field Process and agencies in the practice experience. All summary results will be complied in an anonymous format in order to preserve confidentiality.

FIELD PLACEMENT APPLICATIONMSW___ BSW____

Full-time___ Part-time___ Advanced Standing___ Traditional ___ (year 1) ___ (year 2) ___

Starting Semester: ______________________

Name_______________________________ Placement County Request: _________________

Campus Address: _____________________________________________________________

Permanent Address: ___________________________________________________________

Home phone: _________________Cell: _______________________Work _______________

Advisor: ________________________ GPA (cumulative):_____________________

List any Criminal Convictions___________________________________________________

Requesting Worksite placement? yes ___no ___ PCWCP/Stipend yes ___ no ___

Present Employer: _________________________________________________________

Employment History: _______________________________________________________

Volunteer History: _________________________________________________________

I request accommodations with regard to: ___ Accessibility ___ Special Placement Hours

Placement InterestsAgency you would like (location): _________________________________________________Agency you would not accept placement: ___________________________________________Areas of interest in regard to:POPULATION:___Adolescents ___Adults___Children ___Corrections/Justice___Diverse Groups/Multicultural ___ Elderly___Families ___Persons with Mental Illness___Chronic Physical problems/Terminally ill ___WomenTYPE OF SERVICE___Administration ___Aging Services___ Child Welfare___ Community Organization___Health ___Education ___ Information and Referral ___Mental Health ___Policy Practice ___Public Assistance ___Research ___Other ____________________________

I do hereby authorize Western Kentucky University Social Work Field Placement Office to furnish any and all potential Field Agency Placements, any pertinent student records, including my criminal history and psychological status to the extent that any such information has a bearing on my ability to perform the responsibilities and expectations of the essential functions of my position as an intern in that agency. _____________________________________________ Signature _________________ Date

Revised 1-13-09 Effective Jan. 2009

APPENDIX A

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APPENDIX B

Agreement between WKU and (THE AGENCY)

MEMORANDUM OF AGREEMENT

BETWEEN

College of Health and Human Services, all divisionsAnd

Bowling Green Community College, Health Sciences DivisionEntities of

WESTERN KENTUCKY UNIVERSITY

ANDTHE AGENCY

STREETCITY, STATE, ZIP

THIS AGREEMENT, by and between WESTERN KENTUCKY UNIVERSITY (WKU) and THE AGENCY signifies that both parties are desirous of cooperating in a plan to furnish education to College of Health & Human Services (CHHS) students enrolled at WESTERN KENTUCKY UNIVERSITY, and students in the Health Sciences division of Bowling Green Community College (BGCC) of WESTERN KENTUCKY UNIVERSITY. The period of performance for this Agreement shall begin on or about «BeginningDate»May 1, 2007and shall continue through April 30, 2010.

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WHEREAS, WESTERN KENTUCKY UNIVERSITY has Associate, Bachelor's and Master's programs in the College of Health & Human Services and the Health Sciences Division of BGCC of WKU and which require planned learning experiences for students; and

WHEREAS, THE AGENCY hereinafter referred to as Facility, has facilities, services, and personnel to provide experiences essential for quality education through the curriculum at WESTERN KENTUCKY UNIVERSITY; and

WHEREAS, WESTERN KENTUCKY UNIVERSITY and THE AGENCY, will benefit from cooperating to ensure a future supply of health and human services professionals;

THEREFORE, in consideration of the mutual covenants and conditions herein contained it is agreed, as written hereon that:

A. THE AGENCY:

1. Will make available to CHHS & BGCC students of WKU facilities to be used for educational purposes under the guidance and supervision of a qualified preceptor or faculty member. Said facility will be available upon a schedule agreeable to both parties.

2. Will conduct an orientation for WESTERN KENTUCKY UNIVERSITY students to ensure a working knowledge of the facility and its regulations.

3. Will be responsible for the organization, administration, staffing, operating, and financing of its services, and the maintenance of accepted standards for efficient management, patient care and/or client services, and will operate in accordance with acceptable health care standards.

4. Will provide personnel who are capable and qualified in those divisions in which students are placed.

5. The Facility will provide first aid, with appropriate calls to emergency medical services or referral to a physician to students and faculty in case of an accident or illness (including accidental needle sticks) while engaged in learning experiences. All health care (emergency or otherwise) that a student or University faculty member receives will be at the expense of the individual involved.

6. When applicable, Facility will follow all federal and state mandates regarding standard precautions, to include blood borne pathogens.

7. Will comply with The Family Educational Rights and Privacy Act (FERPA) of 1974, also known as the Buckley Amendment, which affords certain rights to students concerning educational records, and will consult with the University as appropriate concerning same. FERPA coverage includes records, files, documents, and data directly related to students.

B. WESTERN KENTUCKY UNIVERSITY

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1. Will be responsible for the administration of educational programs and determining the final grade.

2. Will assume responsibility for providing competent faculty who shall be well qualified, meeting state licensure guidelines in the appropriate discipline, when applicable.

3. When applicable, will assume responsibility for maintaining records of students and correspondence relating to the program.

4. When applicable, will comply with the standards, licensing, and regulatory requirements of appropriate accrediting agency (ices) insofar as they pertain to the activities of the students and instructors in their placement at the facility.

5. Will provide faculty who will (a) identify student experiential needs, and (b) confer with facility personnel about the prescribed student experience as it relates to the course(s) in which each student is enrolled.

6. Faculty will work collaboratively with facility personnel who are ultimately responsible for patient/client care, as applicable by discipline.

7. Will direct and instruct that students are to act only within the scope of their assigned and supervised activities and are not to act independently of such supervision or

instruction.

8. Will assure the affiliating agency that all students studying in the facility will have in effect

Agreement between WKU and (THE AGENCY)

current individual professional liability coverage in the amount of $1,000,000/$3,000,000. All students must have on file in their respective Department a photocopy of the current individual insurance policy (not applicable to Public Health or Healthcare Administration).

9. As appropriate, will maintain a student/faculty ratio (excluding observational experiences) not to exceed the maximum prescribed by the Kentucky Board of Nursing or any other discipline specific accrediting agencies.

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10. The University will require students to either be vaccinated for Hepatitis B or sign a release if declining that vaccination, and complete all other immunizations/health examinations required by the Facility.

10.1. Nursing will assure the affiliating agency that all nursing students have on file in the department of nursing a current RN license (if applicable), as well as a current medical history, medical examination report, a negative drug screen, and evidence of current immunizations against diphtheria, tetanus, and measles. Results of the following diagnostic studies must also be on file: Tuberculin skin test and Rubella Titer or proof of immunizations. All students in the nursing program will be vaccinated with Hepatitis B vaccine or they must sign the declination statement.

11. Will require students participating in educational experiences to provide results of criminal background check to the facility upon request.

11.1. Nursing will coordinate police checks of students under Kentucky Statute 427 (HB 628). Students will be responsible for the fee for this investigation and will make personal check or money order payable to the Kentucky State Treasurer. The University will maintain the results of the police checks confidentially and securely. Affiliating agencies requiring the police checks will be advised of any students with reported felony or misdemeanor information and may reserve the right to determine the student's appropriateness for clinical practice within their agency.

C. THE FACILITY AND WESTERN KENTUCKY UNIVERSITY

1. Will cooperate in planning and evaluating clinical, administrative or other learning experiences which will ensure student progress and competency.

2. Will have mutually acceptable standards for the behavior of the students acceptable to both the facility staff and to the University faculty.

3. Will review this agreement as needed, at which time mutually agreeable revisions or modifications may be made in writing.

4. Will agree that the withdrawal of a student from an assignment may be affected by either party. The party causing such withdrawal shall notify the other party, and the withdrawal

shall be upon the terms and conditions agreed to by WKU and the facility. However, the facility retains the right at all times to safeguard the health, safety, and welfare of its patients/clients and employees by removing a student from an assignment, at any time, for any reason not prohibited by law.

5. Will agree to the desires of either party to terminate this agreement. Either party shall serve written notice thereof on the other party. Termination shall thereupon be effective 30 days after the date of service of such notice. Terminations shall not become effective as to students

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already enrolled and participating in the program until they shall have had an opportunity to fully complete their scheduled program.

6. Will not discriminate against any student in the nomination, selection, and training of individuals because of race, color, creed, sex, disability, or national origin.

7. WKU faculty, staff, or students shall not be deemed to be employees of the facility for any purpose, including but not limited to, compensation or fringe benefits, worker's compensation, unemployment compensation, minimum wage laws, OSHA regulations or for any other purpose, due to their participation in the educational program. This provision shall not be deemed to prohibit the employment of any such participant by the facility under a separate employment agreement.

8. Will inform program students and/or faculty to comply with HIPAA guidelines as applicable by setting. In addition WKU and/or the facility will provide HIPAA training for its faculty and students who are responsible for preserving the confidentiality of any privileged or confidential information to which they have access, including but not limited to, information contained in patient medical records.

D. MODIFICATION OF AGREEMENT

This agreement may be modified only by written amendment executed by all parties hereto.

E. INSURANCE / LIABILITY

WESTERN KENTUCKY UNIVERSITY, as an agency and instrumentality of the Commonwealth of Kentucky, is vested with sovereign immunity and does not carry general liability for itself, agents, officers, employees, or students. Any claim brought against WKU for negligence is governed by the Kentucky Board of Claims Act, KRS 44.070 et.seq. and/or as requested by WKU legal council: The University is a state agency that cannot enter into indemnification agreements, therefore, any indemnification by the University are hereby deleted.

F. BINDING EFFECT / CHOICE OF LAW

1. This agreement shall not be binding upon the parties until it is approved by a Western Kentucky University Authorized Representative of the College of Health & Human Services or BGCC and by the Authorized Representative of the facility.

2. This agreement shall be governed in all respects by the laws of the Commonwealth of Kentucky.

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G. SIGNED BY:

________________________________________ _______________________CHHS, WKU Authorized Representative DateDr. Sylvia S. GaikoAssociate Dean, College of Health and Human ServicesPhone: (270) 745-7003FAX: (270) 745-7073E-Mail: sylvia.gaiko@wku.edu

OR

_______________________________________ _______________________BGCC, WKU Authorized Representative DateSherry ReidInterim Dean, Bowling Green Community CollegePhone: (270) 780-2557FAX: (270) 745-2011E-Mail: sherry.reid@wku.edu

________________________________________ _______________________Agency/Hospital - Authorized Representative DateName: «AuthorizedFirstName»Title: Agency Name: Address: Phone:Fax: E-Mail:

________________________________________ _______________________Agency/Hospital - Technical Representative Date(If different from Authorized Representative)Name: lName: Address: Phone:Fax: E-Mail:

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APPENDIX C

Western Kentucky UniversityDepartment of Social Work

Student Name _____________________________

Field Policy Statement

The signature below verifies that the student has knowledge and understanding of the “Field Policy Manual” contents.

The undersigned has been given a “checklist” of field requirements and understands the steps/tasks that are required to have a successful field placement.

The undersigned agrees to abide by all policies and regulations.

The witness may be a faculty member, field instructor, or field liaison.

_______________________________________________Date_____________Student Signature

_______________________________________________Date _____________Witness Signature

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APPENDIX D

Agency Application/Field Instructor Agreement

Name of Agency: _____________________ _______________________________

Director or Internship Coordinator Name: ______________________________________

Address (street, city, state, zip):____________________________________________

______________________________________________________________________

Phone #: __________________________________ Fax #: _____________________

Field Instructor:Name: Degree/Education: Years Experience: SW License

If FI does not hold a SW license, is agency exempt under your state licensure law? Yes No

Mailing Address - if different from above: ______________________________________________________________________

Telephone: __________ E-mail Address: __________________________

Task Supervisor: (if applicable):Name: Degree/Education: Years Experience: Position:

Mailing Address - if different from above: ____________________________________

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Telephone: __________ E-mail Address: __________________________

Agency Description:Describe your Agency’s mission and services. What populations and geographical areas are served by your agency? Where do referrals come from? What are your major funding sources of funding? How does your agency advance social and economic justice?

Hours available for students in your agency (Check all that apply): __________ Daytime Hours (7-4) _______ M-F __________ Evening Hours (5-11pm) _______ Sat-Sun __________ Night Hours (11pm-8am)

Expectations of field instructors: Supervision of a field student is an important undertaking. As field instructor I agree to:

Complete orientation and familiarize self with field policies Provide agency orientation to student Assist student in developing Individual Learning Plans to guide field activities Meet with student a minimum of one hour per week for supervision/consultation to discuss

client/cases; use of social work skills; performance issues; and areas for improvement. Complete mid-term and final performance evaluations Meet with faculty liaisons as needed/requested (out-of-state/international students, may use phone

calls)

Signature: _________________________________________________________________

Date: _____________________________________________________________________ I have attached: ___ Vita or Resume___ Transcript or SW License

Please fax to: 270 745 6841 Mail to: WKU Social Work Dept. 1906 College Heights Blvd. #11039Bowling Green, KY 42101-1039

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APPENDIX E

Western Kentucky UniversityDepartment of Social Work

HBV Vaccine Declination Form

It is my belief that the risk of contracting Hepatitis B Virus (HBV) is minimal in my proposed practicum setting. Therefore, I choose not to obtain this vaccination at this time.If in the future, I learn that I will have occupational exposure to blood or other potentially infectious materials and I want to be vaccinated with Hepatitis B vaccine, I can receive the vaccination series at my own expense.

OR I understand that due to my occupational exposure to blood or other potentially infectious materials, I

may be at risk of acquiring Hepatitis B Virus (HBV) infection. I have been given the opportunity to be vaccinated with Hepatitis B vaccine at my own expense; however, I decline Hepatitis B vaccination at this time. I understand that by declining this vaccine, I continue to be at risk of acquiring Hepatitis B, a serious disease.

If in the future, I continue to have occupational exposure to blood or other potentially infectious materials and I want to be vaccinated with Hepatitis B vaccine, I can receive the vaccination series at my own expense.

Student Name      

_____________________________________________________Date_____________Student Signature

OR

I have completed the series of vaccine and will provide verification.

_____________________________________________________Date_____________Student Signature

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APPENDIX F

PRIVACY AND SECURITY OF PROTECTED HEALTH INFORMATION, CONFIDENTIAL AND OTHER SENSITIVE INFORMATION

Reference: 42 USC 1320d, Public Law 104-191, Title II, Subtitle F, Administrative Simplification, Health Insurance Portability and Accountability Act of 1996Applicable federal and state regulations are referenced in the attached agreement

Protected health, confidential and sensitive information is information that is either protected by law or is of such personal or private nature that it is normally not treated as public record. The Privacy and Security Agreement at the end of the procedure briefly describes many of the major laws and regulations pertaining to confidential information.Western Kentucky University Social Work Students will act as a responsible steward of all information. The Social Work Department will take reasonable precautions to insure the privacy and security of protected health, confidential and sensitive information. All medical information will be handled as required by the applicable Federal, State Laws and Regulations. Each individual, employee, a volunteer, a co-op, an intern, a practicum student, or a contracted entity and its employees shall give careful attention to safeguarding the confidentiality of protected health information and other protected sensitive information. Each individual or employee shall access or use only the amount of information necessary to accomplish the job task and strive at all times to protect the confidentiality, completeness, honesty and accuracy of that information. No individual, employee or agent of the Department will obtain, maintain, release, use, disclose or distribute any information in any form in violation of these laws and regulations. An individual, employee, or agent who does violate these standards may be subject to disciplinary action up to and including suspension or dismissal.The Privacy and Security Agreement lists and briefly describes many of the major laws and regulations pertaining to confidential information. There is information not covered specifically by these laws that is also sensitive and must be safeguarded because of the potential for its misuse. Examples include but are not limited to the following: social security number, home address, home telephone number, date of birth, height, weight, race, gender, political affiliation, employment history and any other information of a purely personal nature. In addition, a department or office may also have additional requirements necessary to protect information relevant to that organizational unit’s necessary functions.

RESPONSIBILITY

An individual’s responsibility extends to all situations where the individual is accessing, using, circulating, maintaining, disclosing and disposing of reports or documents that contain protected, confidential or sensitive information.

Specifically,

1. Individuals shall not release protected health, confidential and sensitive information to themselves or to other persons, entities or employees outside the scope of their duties.

2. Individuals shall not seek access to, or inquire about protected health, confidential or sensitive information in excess of the minimum necessary to efficiently discharge responsibilities within the scope of their duties.

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3. Individuals shall familiarize themselves with the laws pertaining to confidential information described on the revised September 2004 Privacy and Security of Protected Health Information, Confidential and Sensitive Security Agreement in order to comply with those restrictions.

4. Individuals shall familiarize themselves with what types of information are considered protected health information, confidential, personal or other sensitive information and do their utmost to protect it. For an example, when documents or reports are circulated that contain such information, the sender will alert the receiver(s) to insure the confidentiality of the data.

5. Individuals shall not include protected health information, confidential, personal or other sensitive information on documents or reports if it is not necessary.

6. Individuals, when sending mail or other correspondence containing protected health information, confidential, personal or other sensitive information to any person, shall indicate “Personal and Confidential” on the envelope to insure that only the addressee opens it.

7. Individuals shall take reasonable and appropriate measures to protect identifying numbers. Of particular concern is the social security number and all individuals shall do their utmost to safeguard it.

8. Whenever reasonable and practical, restricted, protected, internal or privileged reports and documents shall be maintained in a secured container.

9. Individuals shall dispose of documents that contain protected health information, confidential, personal or other sensitive information correctly. The documents or reports shall be placed in a “shred” box that is removed from the work site and destroyed prior to disposal or recycling, rather than placing the documents in a regular solid waste or recycling receptacle.

10. Individuals shall not disclose protected health information, confidential, personal or other sensitive information even after their employment/placement ceases. State and Federal law regarding protected health information, confidential, personal or sensitive information also applies OUTSIDE the employment relationship and criminal or civil penalties including fines and imprisonment could apply.

Individuals shall be aware that disregard of the privacy and security of protected health information, confidential, personal or other sensitive information shall result in disciplinary action, up to and including dismissal from the program. Additionally, individuals may subject themselves to civil and criminal liability for the disclosure of confidential information to unauthorized persons.11. I have read the above, and understand my responsibilities.

Student Signature_________________________

Date ______________

Faculty Signature (Witness)________________

Date ______________

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APPENDIX G

ALL BSW STUDENTS MUST COMPLETE THE ONLINE PRE-FIELD TRAINING BEFORE STARTING FIELD PLACEMENT.

ASSIGNMENTS SHOULD BE SAVED AS A WORD DOCUMENT AND EMAILED TO YOUR FIELD LIAISON WITH THE SUBJECT LINE “PRE-FIELD ONLINE ASSIGNMENTS”.

YOU SHOULD COMPLETE ALL ASSIGNMENTS BEFORE YOU SEND THEM TO YOUR LIAISON.

Assignment 1 Safety Concerns- Overview

Review and Read the links below. Be sure to click on each point for additional information.

http://www.socialworkers.org/pressroom/events/safety1006/default.asphttp://ssw.unc.edu/fcrp/cspn/vol3_no2/promoting_safety.htmhttp://ssw.unc.edu/fcrp/cspn/vol3_no2/suggestion_making_agencies.htmhttp://www.hse.gov.uk/pubns/danpath.htmhttp://www.hse.gov.uk/pubns/violindx.htmhttp://www2.gsu.edu/~wwwssw/field/personalsafety.htmlAnswer the question below. What Worker Safety Issues will you deal with in your Field Placement?

Assignment 2 HIPAA Read the links below and give short specific answers to the questions below.Why were the HIPAA regulations needed?How does the HIPAA regulation affect how you will behave in your Field Placement? http://www.hhs.gov/ocr/hipaa/http://www.hhs.gov/ocr/hipaa/consumer_rights.pdfhttp://www.hhs.gov/ocr/hipaa/consumer_summary.pdfhttp://www.hhs.gov/ocr/hipaa/consumer_ffg.pdf

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Revised 1-13-09 Effective Jan. 2009

44

Describe the content and structure of the internship: What will you be doing? With what population will you be working? What would be the job title that best describes your duties as an intern? If you will be working with a team, describe its nature and make-up. Describe the mission of the program or agency with which you are doing

II. Supervision, Evaluation and Orientation Checklist:

The following areas should be discussed between the intern and Field Instructor (and Task Supervisor if relevant). Please check boxes as areas are discussed:__ Agency history, structure, philosophy, programs, practices and funding__ Client and community demographics__ Agency staff demographics (including professional background and diversity)__ Agency sexual/racial harassment policies__ Agency confidentiality/HIPAA policies__ Learning, teaching and communication styles of student and FI/TS as they impact supervision__ Expectations of student and FI/TS with respect to supervision (e.g. format, preparation, roles of FI vs. TS, plans to monitor how supervision is going) __ The types of data that will be used to evaluate student progress: Direct observation, process recordings, et. al.__ Preferred ways of giving and receiving feedback (both positive and constructive critical)__ Conflict: styles of addressing, plans for how conflict will be approached when it arises__ Student’s identified areas for development__ Special areas of need, support, or challenge in field supervision__ Expectations re: internships hours, university holidays and vacations__ Safety Concerns/Plan

Notes or comments based on discussion of checklist:

SIGNATURES: Date:

Student: Field Instructor:

Task Supervisor: Faculty Field Liaison This student has completed Pre-Field Orientation _____yes _____No

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APPENDIX I

Worksite Placement Request and Evaluation

Student Name: Student WKU ID#

Program (Check all that apply): BSW MSW

Foundation Year Concentration Year

Traditional Advanced Standing Part-time Stipend/PCWCP

Worksite Placement Requested:

Agency:

Address: City, State, Zip:

Agency Contract Person: Title:

Employment Supervisor: Credentials:

(Field Instructor must differ between Foundation and Concentration years)

BSW Field Instructor: Credentials:

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Telephone: E-mail:

BSW or MSW Foundation Year Field Instructor: Credentials:

Telephone: E-mail:

MSW Concentration Year Field Instructor: Credentials:

Telephone: e-mail:

Student Information:

Current Job Title:

Length of Time in Current Position: Length of Time in Agency:

(Attach your current job description and current performance evaluation)

Previous Social Service/Human Service Jobs (attach separate sheet, if needed):

Agency Responsibility Time

Please describe the nature of your agency, the different types of constituents served, the problems they present and services provided and by whom?

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47

Each semester’s worksite placement must provide a different learning experience. For each semester, please identify a minimum of three ways in which your practicum responsibilities will differ from those of your regular job. Please mention any projects to be implemented and/or assignments that differ from those of your “regular” position. (Please note that that Foundation Year and Concentration Year Placements must also differ.) Leave blank if NA.

BSW-Semester One

1

2

3

BSW-Semester Two

1

2

3

MSW Foundation Year-Semester One

1

2

3

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MSW Foundation Year-Semester Two

1

2

3

MSW Concentration year- Semester One

1

2

3MSW Concentration Year-Semester Two

1

2

3

There must be reassigned time to undertake tasks that are not part of your regular job. How will this be arranged? Please indicate times of the week you will be in practicum status and which times you will be in employee status. Please indicate the number of hours per week that you will be paid. What are your total practicum hours per week, both paid and unpaid?

You must be afforded time to attend required pre-field training and other field training sessions. Can this be arranged? Explain:

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All requests for worksite placement should be submitted as soon after initial orientation as possible. For assistance in developing this plan, please contact the Field Director at 270-745-8935.

Please note: An application for worksite field placement does not guarantee such placement. Students, in conjunction with agency administration and the Field Director, must demonstrate that such a placement will satisfy the student’s educational needs.

Also: Second year students need not complete this entire form at the conclusion of their first year. They may need only supply an addendum articulating any changes from the initially proposed plan and describing the rationale involved. If no changes are anticipated, an informal statement should be made to the Field Director indicating this. If at any time there is a change in position, a supplemental Work Placement Request and Evaluation is required.

I have reviewed the worksite practicum proposal and I am in agreement with this proposal.

Student Date

Employment Supervisor Date

Field Instructor Date

Approved: _____

BSW Year _____ Foundation Year _____ Concentration Year _____

______________________________________________________________________Field Director Date

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APPENDIX J WESTERN KENTUCKY UNIVERSITY (Effective: Jan. 2009)

DEPARTMENT OF SOCIAL WORKINDIVIDUAL LEARNING OBJECTIVES PLAN

BSW Program SWRK 480 and 481

Student:       Field Instructor:     

Date Developed:       Date Revised:       Date Revised:       INSTRUCTIONS FOR COMPLETING THIS FORM

LEARNING PLANThis plan outlines the learning objectives of the student for the duration of the field experience. During the initial weeks of the placement, the field instructor and student should begin to discuss the tasks that the student will complete in order to reach each of these objectives. Each task should be specific to the agency setting and realistic given the length and amount of time the student will be at the agency. Each task should also have a method of evaluation that will assess the student’s progress toward meeting the objective. The faculty liaison assigned will assist in the preparation and approve the learning plan. Upon completion, the learning plan should be used as a guide for weekly supervision and the basis for final evaluation. EVALUATION PROCESS

N/A

NOT APPLICABLEThere has not been the opportunity to develop and practice this task as of yet. This should be addressed with the faculty liaison during the end of semester visit.SEMESTER ONE ONLY

LACKS ANY COMPETENCEThe student is performing far below the expected level of performance and shows no evidence of understanding the concept and demonstrating the skills expected at the BEGINNING level.

LACKS BEGINNING COMPETENCEThe student is performing slightly below the expected level of performance and shows little evidence of understanding the concept and demonstrating the skills expected at the BEGINNING level.

BEGINNING COMPETENCEThe student performs at a level that would be expected for a social work student at this level. He/she displays an average ability to understand social work concepts and demonstrate social skills.

BEGINNING COMPETENCEEXCEEDED The student performs at a level above what would be expected for a social work student at this level. He/she displays an above average ability to understand social work concepts and demonstrate social skills.

COMPETENCEEXCEEDED GREATLYThe student performs at a level well above what would be expected for a social work student at this level. He/she displays an ADVANCED ability to understand social work concepts and demonstrate social work skills.

1-60

F

260-69

D

370-79

C

480-89

B

590-100

A

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INSTRUCTIONS FOR WRITING TASKS(Based on Bloom’s Levels of Complexity)

During semester one, tasks usually focus on Remembering/Understanding and Applying. During Semester Two tasks usually become more complex and focus more on Applying and Analysis/Evaluating and Creating

Type of Task Cognitive Examples (Thinking) Affective Examples (Feeling, Valuing)

Psychomotor Examples (Integrating in Practice)

Remembering andUnderstanding(Can recall facts, concepts, information; comprehends beyond rote memory; can put material clearly into own words; can teach the material to others)

Recites a policy or procedureOutlines the steps in a client assessmentList the major roles played by social workers in practice including the process from assessment to termination

Adheres to HIPAA policiesAware of non-verbal communication

Detects client’s specific non-verbal communication and modifies own eye contact to accommodate

Applying(Can pull together relevant facts, concepts, theories, skills, etc. and apply in a new situation)

Accurately explains the reasons for each step in a mental health assessmentSummarizes the facts relevant to a policy advocacy initiativeUses the standardized assessment process with an assigned clientCompletes each step in a community needs assessment

Demonstrates commitment to strengths-based practiceResponds to concerns raised by group members

Displays willingness to interview new client using assessment formatPrepares and leads one segment in an agency psycho-educational groupPractice taking crisis calls with field instructor’s instructions and agency format

Analysis/EvaluatingAnd Creating(Takes apart material/performances and differentiates; makes judgments about value of concepts, theories, approaches, etc.)

Gathers specific information on all policies, procedures and rules that impact agency clientsCategorizes survey dataBreaks down the steps in the community assessment process and develops questions for data and opinionDevelops a revised format for mental health assessmentsBased on best practice, develops a new tool for gathering constituent opinions regarding community needsCompletes a pilot studyEvaluates overall satisfaction with revised needs assessment process

Engages in an ethical decision-making process when faced with competing ethical mandatesConsistently demonstrates commitment to social justice in all aspects of social work practice

Complete assessments with minimal coaching during the processComfortably and effectively provides group training Consistently “think on your feet” when facilitating large community groupsDevelops a new method of engaging community groups (example: seniors or foster parent groups)

Adapted from: Bloom, B.S. (Ed.) (1956) taxonomy of educational objectives: The classification of educational goals: Handbook I, cognitive domain. New York; Toronto: Longmans, Green.

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OBJECTIVE 1: Apply critical thinking skills within the context of professional social work practice.

Tasks To Be Completed by Student Method of Evaluation/Timeframe Comments

Remembering & Understanding Task:             S1:Midterm N/A 1 2 3 4 5

5S1 S1 Final N/A 1 2 3 4 5

S2:Midterm 1 2 3 4 5

S2:Final 1 2 3 4 5

Applying Task:             S1:Midterm N/A 1 2 3 4 5

5S1 S1 Final N/A 1 2 3 4 5

S2:Midterm 1 2 3 4 5

S2:Final 1 2 3 4 5

Analyzing, Evaluating & Creating Task:             S1:Midterm N/A 1 2 3 4 5

5S1 S1 Final N/A 1 2 3 4 5

S2:Midterm 1 2 3 4 5

S2:Final 1 2 3 4 5

Average of tasks= Objective score

S1 final ________ S2 final _________

OBJECTIVE 2: Understand the value base of the profession and its ethical standards and principles, and practice accordingly.

Tasks To Be Completed by Student Method of Evaluation/Timeframe Comments

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53

Remembering & Understanding Task:             S1:Midterm N/A 1 2 3 4 5

5S1 S1 Final N/A 1 2 3 4 5

S2:Midterm 1 2 3 4 5

S2:Final 1 2 3 4 5

Applying Task:             S1:Midterm N/A 1 2 3 4 5

5S1 S1 Final N/A 1 2 3 4 5

S2:Midterm 1 2 3 4 5

S2:Final 1 2 3 4 5

Analyzing, Evaluating & Creating Task:             S1:Midterm N/A 1 2 3 4 5

5S1 S1 Final N/A 1 2 3 4 5

S2:Midterm 1 2 3 4 5

S2:Final 1 2 3 4 5

Average of tasks= Objective score

S1 final ________ S2 final _________

OBJECTIVE 3: Practice without discrimination and with respect, knowledge, and skills related to clients’ age, class, color, culture, disability, ethnicity, family structure, gender, racial status, national origin, race, religion, sex, and sexual orientation.

Tasks To Be Completed by Student Method of Evaluation/Timeframe Comments

Remembering & Understanding Task:             S1:Midterm N/A 1 2 3 4 5

5S1 S1 Final N/A 1 2 3 4 5

S2:Midterm 1 2 3 4 5

S2:Final 1 2 3 4 5

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Applying Task:             S1:Midterm N/A 1 2 3 4 5

5S1 S1 Final N/A 1 2 3 4 5

S2:Midterm 1 2 3 4 5

S2:Final 1 2 3 4 5

Analyzing, Evaluating & Creating Task:             S1:Midterm N/A 1 2 3 4 5

5S1 S1 Final N/A 1 2 3 4 5

S2:Midterm 1 2 3 4 5

S2:Final 1 2 3 4 5

Average of tasks= Objective score

S1 final ________ S2 final _________

OBJECTIVE 4: Understand the forms and mechanisms of oppression and discrimination and apply strategies of advocacy and social change that advance social and economic justice.

Tasks To Be Completed by Student Method of Evaluation/Timeframe Comments

Remembering & Understanding Task:             S1:Midterm N/A 1 2 3 4 5

5S1 S1 Final N/A 1 2 3 4 5

S2:Midterm 1 2 3 4 5

S2:Final 1 2 3 4 5

Applying Task:             S1:Midterm N/A 1 2 3 4 5

5S1 S1 Final N/A 1 2 3 4 5

S2:Midterm 1 2 3 4 5

S2:Final 1 2 3 4 5

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Analyzing, Evaluating & Creating Task:             S1:Midterm N/A 1 2 3 4 5

5S1 S1 Final N/A 1 2 3 4 5

S2:Midterm 1 2 3 4 5

S2:Final 1 2 3 4 5

Average of tasks= Objective score

S1 final ________ S2 final _________

OBJECTIVE 5: Understand and interpret the history of the social work profession and its contemporary structures and issues.

Tasks To Be Completed by Student Method of Evaluation/Timeframe Comments

Remembering & Understanding Task:             S1:Midterm N/A 1 2 3 4 5

5S1 S1 Final N/A 1 2 3 4 5

S2:Midterm 1 2 3 4 5

S2:Final 1 2 3 4 5

Applying Task:             S1:Midterm N/A 1 2 3 4 5

5S1 S1 Final N/A 1 2 3 4 5

S2:Midterm 1 2 3 4 5

S2:Final 1 2 3 4 5

Analyzing, Evaluating & Creating Task:             S1:Midterm N/A 1 2 3 4 5

5S1 S1 Final N/A 1 2 3 4 5

S2:Midterm 1 2 3 4 5

S2:Final 1 2 3 4 5

Average of tasks= Objective score

S1 final ________ S2 final _________

OBJECTIVE 6: Apply the knowledge and skills of generalist social work practice with systems of all sizes. 55

56

Tasks To Be Completed by Student Method of Evaluation/Timeframe

Remembering & Understanding Task:             S1:Midterm N/A 1 2 3 4 5

5S1 S1 Final N/A 1 2 3 4 5

S2:Midterm 1 2 3 4 5

S2:Final 1 2 3 4 5

Applying Task:             S1:Midterm N/A 1 2 3 4 5

5S1 S1 Final N/A 1 2 3 4 5

S2:Midterm 1 2 3 4 5

S2:Final 1 2 3 4 5

Analyzing, Evaluating & Creating Task:             S1:Midterm N/A 1 2 3 4 5

5S1 S1 Final N/A 1 2 3 4 5

S2:Midterm 1 2 3 4 5

S2:Final 1 2 3 4 5

Average of tasks= Objective score

S1 final ________ S2 final _________

OBJECTIVE 7: : Use theoretical frameworks supported by empirical evidence to understand individual development and behavior across the life span and the interactions among individuals and between individuals and families, groups, organizations, and communities.

Tasks To Be Completed by Student Method of Evaluation/Timeframe Comments

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57

Remembering & Understanding Task:             S1:Midterm N/A 1 2 3 4 5

5S1 S1 Final N/A 1 2 3 4 5

S2:Midterm 1 2 3 4 5

S2:Final 1 2 3 4 5

Applying Task:             S1:Midterm N/A 1 2 3 4 5

5S1 S1 Final N/A 1 2 3 4 5

S2:Midterm 1 2 3 4 5

S2:Final 1 2 3 4 5

Analyzing, Evaluating & Creating Task:       S1:Midterm N/A 1 2 3 4 5

5S1 S1 Final N/A 1 2 3 4 5

S2:Midterm 1 2 3 4 5

S2:Final 1 2 3 4 5

Average of tasks= Objective score

S1 final ________ S2 final _________

OBJECTIVE 8: Analyze, formulate, and influence social policies.

Tasks To Be Completed by Student Method of Evaluation/Timeframe Comments

Remembering & Understanding Task:             S1:Midterm N/A 1 2 3 4 5

5S1 S1 Final N/A 1 2 3 4 5

S2:Midterm 1 2 3 4 5

S2:Final 1 2 3 4 5

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58

Applying Task:             S1:Midterm N/A 1 2 3 4 5

5S1 S1 Final N/A 1 2 3 4 5

S2:Midterm 1 2 3 4 5

S2:Final 1 2 3 4 5

Analyzing, Evaluating & Creating Task:             S1:Midterm N/A 1 2 3 4 5

5S1 S1 Final N/A 1 2 3 4 5

S2:Midterm 1 2 3 4 5

S2:Final 1 2 3 4 5

Average of tasks= Objective score

S1 final ________ S2 final _________

OBJECTIVE 9: Evaluate research studies, apply research findings to practice, and evaluate their own practice interventions.

Tasks To Be Completed by Student Method of Evaluation/Timeframe Comments

Remembering & Understanding Task:             S1:Midterm N/A 1 2 3 4 5

5S1 S1 Final N/A 1 2 3 4 5

S2:Midterm 1 2 3 4 5

S2:Final 1 2 3 4 5

Applying Task:             S1:Midterm N/A 1 2 3 4 5

5S1 S1 Final N/A 1 2 3 4 5

S2:Midterm 1 2 3 4 5

S2:Final 1 2 3 4 5

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Analyzing, Evaluating & Creating Task:             S1:Midterm N/A 1 2 3 4 5

5S1 S1 Final N/A 1 2 3 4 5

S2:Midterm 1 2 3 4 5

S2:Final 1 2 3 4 5

Average of tasks= Objective score

S1 final ________ S2 final _________

OBJECTIVE 10: Use communication skills differentially across client populations, colleagues, and communities. 

Tasks To Be Completed by Student Method of Evaluation/Timeframe Comments

Remembering & Understanding Task:             S1:Midterm N/A 1 2 3 4 5

5S1 S1 Final N/A 1 2 3 4 5

S2:Midterm 1 2 3 4 5

S2:Final 1 2 3 4 5

Applying Task:             S1:Midterm N/A 1 2 3 4 5

5S1 S1 Final N/A 1 2 3 4 5

S2:Midterm 1 2 3 4 5

S2:Final 1 2 3 4 5

Analyzing, Evaluating & Creating Task:             S1:Midterm N/A 1 2 3 4 5

5S1 S1 Final N/A 1 2 3 4 5

S2:Midterm 1 2 3 4 5

S2:Final 1 2 3 4 5

Average of tasks= Objective score

S1 final ________ S2 final _________

OBJECTIVE 11: Use supervision and consultation appropriate to social work practice. 59

60

Tasks To Be Completed by Student Method of Evaluation/Timeframe Comments

Remembering & Understanding Task:             S1:Midterm N/A 1 2 3 4 5

5S1 S1 Final N/A 1 2 3 4 5

S2:Midterm 1 2 3 4 5

S2:Final 1 2 3 4 5

Applying Task:             S1:Midterm N/A 1 2 3 4 5

5S1 S1 Final N/A 1 2 3 4 5

S2:Midterm 1 2 3 4 5

S2:Final 1 2 3 4 5

Analyzing, Evaluating & Creating Task:             S1:Midterm N/A 1 2 3 4 5

5S1 S1 Final N/A 1 2 3 4 5

S2:Midterm 1 2 3 4 5

S2:Final 1 2 3 4 5

Average of tasks= Objective score

S1 final ________ S2 final _________

OBJECTIVE 12: Function within the structure of organizations and service delivery systems and seek necessary organizational change.

Tasks To Be Completed by Student Method of Evaluation/Timeframe Comments

Remembering & Understanding Task:             S1:Midterm N/A 1 2 3 4 5

5S1 S1 Final N/A 1 2 3 4 5

S2:Midterm 1 2 3 4 5

S2:Final 1 2 3 4 5

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Applying Task:             S1:Midterm N/A 1 2 3 4 5

5S1 S1 Final N/A 1 2 3 4 5

S2:Midterm 1 2 3 4 5

S2:Final 1 2 3 4 5

Analyzing, Evaluating & Creating Task:       Average of tasks= Objective score

S1 final ________ S2 final _________

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Student Signature/Date Plan Written __________________________________________________

Field Instructor Signature/Date Plan Reviewed __________________________________________

Field Liaison Signature/Date Plan Approved ____________________________________________

Student Signature/Date Plan Reviewed/Revised _________________________________________

Field Instructor Signature/Date Plan Reviewed/Revised___________________________________

Field Liaison Signature/Date Plan Revision Approved ____________________________________

Student Signature/Date Midterm Semester 1 ____________________________________________

Field Instructor Signature/Date Midterm Semester 1 _____________________________________

Student Signature/Date Midterm Semester 2 ____________________________________________

Field Instructor Signature/Date Midterm Semester 2 ______________________________________

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SEMESTER 1 EVALUATION SUMMARY

Date:Overall Assessment Average(This is calculated by adding all overall objective scores and dividing by 12, less any NA): _______

Student Strengths:

Professional Growth Observed this Semester:

Areas for Student Improvement:

I attest to the completion of at least 200 hours of supervised agency practice, which meets the total number of hours required for this semester’s practicum.I understand that falsification of this record violates the NASW Code of Ethics and is subject to disciplinary action by the Social Work Program of Western Kentucky University.

Field Instructor Signature/Date: Student Signature/Date:

Faculty Liaison Signature/Date:

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SEMESTER 2 EVALUATION SUMMARY

Date: Final Assessment Average (This is calculated by adding all overall objective scores and dividing by 12, no NA allowed second semester): ______

Student Strengths:

Professional Growth Observed this Semester:

Areas for Student Improvement:

I attest to the completion of at least 200 hours of supervised agency practice, which meets the total number of hours required for this semester’s practicum.I understand that falsification of this record violates the NASW Code of Ethics and is subject to disciplinary action by the Social Work Program of Western Kentucky University.

Field Instructor Signature: Student Signature:

Faculty Liaison Signature:

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APPENDIX K

Time Sheet (Field Practicum) Total Monthly Hours: ________

Student Name: _______________________________ Month: _________________ Year: ________

Sunday Monday Tuesday Wednesday Thursday Friday Saturday Total Hours

# Hours______

To - From

_____________

# Hours______

To - From

_____________

# Hours______

To – From _____________

# Hours______

To - From

_____________

# Hours______

To - From

___________

# Hours______

To - From

____________

# Hours______

To - From

____________

Week One

____________

# Hours______

To - From

_____________

# Hours______

To - From

_____________

# Hours______

To - From

_____________

# Hours______

To - From

_____________

# Hours______

To - From

_____________

# Hours______

To - From

____________

# Hours______

To - From

____________

Week Two

____________

# Hours______

To - From

_____________

# Hours______

To - From

_____________

# Hours______

To - From

_____________

# Hours______

To - From

_____________

# Hours______

To - From

_____________

# Hours______

To - From

_____________

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Week Three

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Week Four

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Week Five

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SIGNATURES:Student: _______________________________________________ Field Instructor: ___________________________________________________________

Date Date

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APPENDIX M

NOTIFICATION OF CONCERN

Date:

Student:

Agency:

Field Instructor:

Field Liaison:

This date the following concern was noted in the field practicum performance of the above-named student.

The following steps for remediation are recommended.

Immediate termination of field placement is recommended.

______________________________________Field Liaison

______________________________________Field Instructor

______________________________________Student

______________________________________Field Director

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Please Return to:Field Director: Vivian Hurt, MSW Department of Social WorkWKU - Department of Social Work Student Name:_____________________________1906 College Heights Blvd. Field Instructor:_____________________________Academic Complex 114-A Field Liaison:_______________________________Bowling Green, KY 42101-1039 Agency:___________________________________E-mail: vivian.hurt@wku.eduFax: 270-745-6841

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The Field Agency and Field Instructor1 Provided a work environment that accepted and supported my field student. 1 2 3 4 52 Provided adequate resources for good learning (space, access to agency records, diverse and 1 2 3 4 5

challenging assignments, appropriate for my students practice.3 Provided orientation to the agency's mission, philosophy and goals, agency culture/team 1 2 3 4 54 Reflected the values of social work by demonstrating good professional and social work knowledge 1 2 3 4 55 Honored the role of the student as an effective supervisor (appropriate amount and type of 1 2 3 4 5

supervision), maintained professional boundaries, fair in evaluation of student's field performance

As Field Liaison I, (If Applicable)

6 Explained my role and responsibilities as a field liaison. 1 2 3 4 57 Provided student and field instructor with contact information, was accessible as requested for 1 2 3 4 5

consultation or assistance.8 Was knowledgeable about how to prepare a learning contract, student field evaluation process 1 2 3 4 59 Was fair in intervention and mediation when there were issues between the field instructor & student 1 2 3 4 510 Provided my field instructor and student with information/clarification on filed policies. 1 2 3 4 5

The Field Director (If Applicable)

11 Was knowledgeable in field policy 1 2 3 4 512 Provided adequate field orientation 1 2 3 4 513 Gave students a choice in their placement 1 2 3 4 514 Provided assistance/support to me and my field instructor 1 2 3 4 515 Was fair in intervention and mediation when issues were presented 1 2 3 4 5

Were the following methods used in supervision? (check all that apply)

16 Self-report by student/process recordings yes no17 Direct observation by field instructor/task supervisor yes no18 Audio/video recordings yes no19 Online/phone yes no20 Informal verbal processing yes no21 Specialized assessments and projects yes no22 Assigned readings yes no23 Arranged experiences with community partners yes no24 Schedule 1 hour sessions for reflection and instruction yes no25 Student presentations yes no26 Feedback from other staff yes no(Comments/issues from your perspective) _____No Comment

Liaison Signature: (unless emailed)___________________________________ Date: ____/____/____

Liaison's Evaluation of Field ExperiencePlease circle the responses that best describe the students field experience

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Please Return to:Field Director: Vivian Hurt, MSW Department of Social WorkWKU - Department of Social Work Student Name:_____________________________1906 College Heights Blvd. Field Instructor:_____________________________Academic Complex 114-A Field Liaison:_______________________________Bowling Green, KY 42101-1039 Agency:___________________________________E-mail: vivian.hurt@wku.eduFax: 270-745-6841

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My Field Agency and Field Instructor1 Provided a work environment that accepted and supported my field placement. 1 2 3 4 52 Provided adequate resources for good learning (space, access to agency records, diverse and 1 2 3 4 5

challenging assignments, appropriate for my practice.3 Provided orientation to the agency's mission, philosophy and goals, agency culture/team. 1 2 3 4 54 Reflected the values of social work by demonstrating good professional and social work knowledge 1 2 3 4 55 Honored my role as a student, as an effective supervisor (appropriate amount and type of 1 2 3 4 5

supervision). maintained professional boundaries, fair in evaluation of my field performance.

My Field Liaison (If Applicable)6 Explained his or her role and responsibilities as a field liaison. 1 2 3 4 57 Provided me with contact information, was accessible when I requested consultation or assistance 1 2 3 4 58 Was knowledgeable about how to prepare a learning contract student field evaluation process. 1 2 3 4 59 Was fair in intervention and mediation when there were issues between my field instructor and me 1 2 3 4 510 Provided my field instructor and me with information/clarification on filed policies. 1 2 3 4 5

My Field Director (If Applicable)11 Was knowledgeable in field policy 1 2 3 4 512 Provided adequate field orientation 1 2 3 4 513 Gave students a choice in their placement 1 2 3 4 514 Provided assistance/support to me and my field instructor 1 2 3 4 515 Was fair in intervention and mediation when issues were presented 1 2 3 4 5

Were the following methods used in supervision? (check all that apply)

16 Self-report by student/process recordings yes no17 Direct observation by field instructor/task supervisor yes no18 Audio/video recordings yes no19 Online/phone yes no20 Informal verbal processing yes no21 Specialized assessments and projects yes no22 Assigned readings yes no23 Arranged experiences with community partners yes no24 Schedule 1 hour sessions for reflection and instruction yes no25 Student presentations yes no

Describe how field placement could have been improved: (Comments/issues from your perspective) _____No Comment

A copy of this evaluation may be released to my field supervisor. yes no

Student's Signature: (unless emailed)________________________________________ Date: ____/____/____

Student Evaluation of Field ExperiencePlease circle the responses that best describe your field experience

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APPENDIX Q

Social Work Licensure

You will be concerned about licensure as you graduate. For information, you should contact the licensure board in the state in which you wish to practice. Early in the program, you should familiarize yourself with the licensure requirements in the state(s) or region in which you wish to practice. The information for Kentucky follows.

Kentucky Board of Social Work Office (502) 564-3296 ext. 230 Fax: (502) 696-1931

http://www.state.ky.us/agencies/finance/occupations/socialwork/

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APPRNDIX R

Western Kentucky UniversityROLE OF FIELD LIAISON

The field liaison serves as a bridge between the practice community and the school, and to insure a valuable field learning experience for the student. The liaison is responsible for:

a) interpreting the curriculum to the individual field instructor,

b) where necessary, training field instructors in supervisory techniques,

c) assuring that the educational focus of the placement is maintained,

d) assuring that time expectations and practice assignments are appropriate, and, where not appropriate assisting the field instructor in developing additional assignments

e) participating in the development of student field objectives and tasks, and monitoring/revising educational learning plan as needed,

f) evaluating student progress at mid term and end of each semester

g) assessing the communication between the student and field instructor, and, where problematic facilitating problem solving,

h) responding to problems raised by student, field instructor or identified by the liaison,

i) assessing the experience provided by the agency and transmitting that information to the Fieldwork Director via formal or informal mechanisms,

j) bringing to the attention of Field Director and Social Work faculty any student who is experiencing difficulty in field,

k) monitoring the final evaluations and assigning a grade for student field work

These roles are implemented through telephone, e-mail, school, and agency visit contacts.

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MSW Field Liaisons are expected to have a minimum of two face to face agency visits per semester with the field instructor. The student should be present for at least part of the discussion with the field instructor.

BSW Field Liaisons are expected to have a minimum of one face to face agency visit per semester with the field instructor. The student should be present for at least part of the discussion with the field instructor.

Suggested Time Frames for Liaison

Field Instructor Orientation - Introduce yourself to your field instructors at Field Instructor Orientation, and assist in training.

First three weeks of placement -

Call field instructor, introduce self, and give her/him your telephone, fax, and e-mail numbers

Make sure that field instructor has received the informational packet and Fieldwork Manual

Determine how the student is settling in.

Review field instructor’s plans for student orientation.

Review the potential initial assignments.

Discuss, assist and approve the Learning Objectives Plan

Discuss any potential problems raised by field instructorArrange for the first agency visit –.Discuss with student his/her perception of the initial weeksDocument contacts and submit to Field Director

Discuss with Fieldwork Director if an agency appears to be having a major problem, or seems to be unable to fulfill our expectations

Agency Visit/Contact

The purpose of the visit/contact is to determine if the student is settling in suitably, if the student is being assigned appropriate tasks, if there is a positive relationship between the student and field instructor, or to identify potential problems.

Prior to visits/contact, tell students that you are scheduling visits/contacts. Tell them the purpose and process of the visit/contact, and their role in the visit/contact. Make sure

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that their Field Timesheets are available at the agency on the day of the visit/contact. You will want to ask students to tell you if there are any specific issues that should be raised in the agency visit.

Preferably, the visit/contact should be made on a day when the student is at the agency. Since one purpose of the visit/contact is to assess student/field instructor communication and problem solving, and to learn about the student’s perception of their learning experience, it is important for the student to be at least part of the visit/contact. When both are present you will be able to assist in a problem solving process if any have developed.

Time should be set aside to talk with the field instructor alone, and with the student and field instructor together.

Topics for meeting with field instructor alone

- Relationship building – you and the field instructor

- Discuss how the student is settling in –ask how the student is beginning to integrate theoretical concepts. If this has not happened in supervisory conferences ask field instructor to begin to ask such questions of the student.

- Questions the field instructor has about the curriculum, Field Manual, expectations, assignments.

- Questions the field instructor has about supervision techniques

- Have field instructor describe assignments and their purpose

- Have the field instructor’s describe the process of a typical supervisory session. - Discuss necessary changes, particularly if supervisory sessions are not conducted on a regular basis for at least one hour a week.

- Discuss specific strengths and concerns about the student’s work

- Discuss process for completing evaluation form (joint meeting between student and field instructor)

Topics for meeting with field instructor and student

- Review Learning Objectives Plan – discuss how student is making progress

- Plans for vacation during breaks

- Have student present to you and the field instructor what her/his assignments are, what skills the student is working on and what the student is learning

- Discuss problematic issues raised by either the student or the field instructor, or items that are of concern to you

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- Develop plans for dealing with the problems (call back the agency and check with the student one to two weeks later to determine progress on the changes)

- Discuss future learning needs and additional assignments for the remainder of the semester or for next semester

Topics for meeting with student at the agency (at school if it is not possible at agency)

Review and discuss records/reports written by student

Discuss any issues raised by the site visit of concern to your or the student

COMPLETE THE LIAISON REPORT AND SUBMIT TO FIELD DIRECTOR

Advise Field Director if problems are identified (using Student Concern form)

Present students with significant problems to the social work faculty

Second Agency Visit/Contact

The second contact should be scheduled about half way through the semester. This is a time to assess where the student is in the learning process and make any needed revisions to the learning contract. This is a time to focus on mid term evaluation.

Topics for this contact may be

Discuss changes, new assignments, and new learning plans

Discuss level of skill developed

Discuss problems identified and plans for solving

Review Records and Timesheets

Make sure that you have a current list of student placements, agency names, telephone and addresses, and field instructor names. If the field instructors change, or if you have names of contact persons or field instructors that do not match the list, please let Field Director know of the change. If the student has a task supervisor, please let Field Director know of the changes also.

Write up the visit/contact on the agency contact form and submit to Field Director

Advise Field Director if problems are identified (using Student Concern form)

Present students with significant problems to the social work faculty

COMPLETE THE LIAISON REPORT AND SUBMIT TO FIELD DIRECTOR

Advise Field Director if problems are identified (using Student Concern form)

Present students with significant problems to the social work faculty

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Final Agency Visit/Contact

This visit should occur within three weeks of finals week. During this visit the final evaluation for the semester will be completed. Each objective on the learning plan will be reviewed to determine if tasks have been completed and if the objectives have been met. During the first semester, you may have NA for a few tasks, but for the second semester there will be NO non-applicable tasks for the objectives, since all objectives must be met by the end of the year.

Complete Student Evaluation (first semester) and submit a copy to Field Director, to be placed in the student master file.

Complete Student Evaluation (second semester) and submit original to Field Director, to be placed in the student master file.

Complete other evaluations and submit to Field Director’s office.

COMPLETE THE LIAISON REPORT AND SUBMIT TO FIELD DIRECTOR

Advise Field Director if problems are identified (using Student Concern form)

Present students with significant problems to the social work faculty

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APPENDIX S

Western Kentucky UniversityROLE OF FIELD INSTRUCTOR

Duties of Agency Field Instructor

Field Instructors, employed by community agencies, are selected by the agency on the basis of their practice competence and their positive approach to a generalist social work education. The social work student's whole practicum experience revolves around the Field Instructor. Although they do not have University appointments, the contributions they (and their agencies) make to Social Work education are incalculable. Their responsibilities include:

1. Arranging for student orientation at the beginning of field placement

2. Consultation with the student and liaison in developing a Learning Plan

3. Providing on-going supervision and evaluation sessions for the student; preferably no less than once per week. If at any time the student’s level of performance is questionable, informing the student and faculty liaison;

4. Providing instruction in agency recording requirements and other agency procedures and policies;

5. Providing a stimulus for students to be involved in department planning, relevant community and professional events, and suggesting appropriate reading materials;

6. Providing practice experiences, assisting students in goal attainment and providing feedback;

7. Assisting in evaluation, both oral and written, at the mid-term and final meetings as well as engaging in final evaluation sessions with the students; and

8. Attending training seminars conducted by the Department of Social Work when able.

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APPENDIX TField Instructor’s and Liaison’s Guide for Asking Questions during Supervision and

Agency Visits

Agency and Resources How are you being oriented to the agency, its work, history, staff, policies and

values? How are you being integrated into the agency? Staff meetings? Board meetings?

Other activities? What is the general climate/atmosphere of the agency? What is your understanding of the agency, its work, policies, and staff? How are you fitting into the agency? Any challenges?

Community Understanding What actions are you taking to understand the community you are serving,

including its history, demographics, and significant issues? How have you deepened your knowledge of the community, its people, history,

assets, weaknesses, and most pressing issue? What sorts of things are you doing to get to now the community resources-both

formal and informal? Describe your relationships with community resources. Which community

resources do you use to assist clients? What kinds of diversity are you finding in the agency? In the

community/populations the agency serves? In the employees of the agency? What cultural knowledge, skills, and values are you learning and/or refining

through your field practicum? What are you learning about the impact of social, economic and political

oppression & its impact on the people and systems of this community? How has your awareness and understanding deepened with respect to the

impact of social, economic and political oppression on the people you serve?

Supervision What types of supervision do you receive: individual, group, and/or with persons

other than your field instructor. Day(s) and time(s) of supervision. What types (individual, group, etc.) of supervision have you received this year? How long does supervision usually last? When are you meeting, and for how long each time? If you are supervised by more than one person (e.g. task supervisor and

BSW/MSW field instructor), what is each responsible for? How is supervision coordinated?

How have supervisory roles been coordinated between task supervisor and field instructor?

How do you give feedback to each other? What are you learning?

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What is the plan to evaluate performance?-process recording?-audio taping?-video taping?-observation?-other:

How has progress been evaluated? Overall, how would you describe field supervision at this point? What is working

well for you (student, field instructor)? What might be changed to make the learning experience more effective?

How has supervision gone? What have been the most helpful activities? Least helpful?

Have there been challenges in your field placement? What are they? How have you worked to resolve them?

Where there any experiences or opportunities that you were unable to have in your field placement?

Field Learning What are you doing now in field? Describe a typical day or week. Where are you in the process of termination with clients, co-workers, and the

agency? What are your current assignments? Include number of individual cases, groups,

projects, and other work. What have been you assignments? Be specific. Are home visits planned? Accompanied? What three learning goals from your learning contract are you primarily focusing

on right now? What new knowledge and skills have you learned (or refined)? What specific learning strategies are you using to reach your goals? What have been the important learning goals for you this year? (If student will

be doing a second placement in the future…What goals do you have right now for learning in your next field placement)?

What are you doing (student, field instructor) to integrate field and classroom learning?

What have you done to integrate field and classroom learning?

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APPENDIX UDepartment of Social Work

SWRK 480/482 and SWRK 482/483: SOCIAL WORK FIELD PRACTICUM AND SEMINAR

COMBINED SYLLABUS

Semester:Faculty Instructor:Field Instructor:Office: Phone: Email:Office Hours:Day/Time/Place:

Required Texts:Garthwait, C. (2008). The social work practicum : A guide and workbook for students. (4th ed.). Boston: Allyn and Bacon.

Western Kentucky University (2008). BSW Field Manual.

Recommended Resource:Paul, R. & Elder, L. (2006). Critical thinking concepts and tools. Dillon Beach, CA: The Foundation for Critical Thinking.

Course Description:Prerequisites: SWRK 381, admission to the field, and senior standing. Co requisites: SWRK 480 – Social Work Field Practicum I; SWRK 482 – Social Work FieldPracticum II.

SWRK 480/481 and SWRK 482/483 are capstone courses in the BSW program major. Students enrolled in the field practicum courses (SWRK 480 and 482) simultaneously enroll in the accompanying integrative field seminars (SWRK 481 and 483).

The purpose of the field practicum and integrative field seminar is to provide BSW students in their final two semesters the opportunity to consciously and critically integrate course knowledge, skills and values learned earlier social work courses into real field experience.

Through activities and assignments in the integrative seminar, students will review and then practice integrative thinking applied to their emerging social work professional

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development i.e. will practice “thinking like a professional social worker.” There will be an emphasis on students:

thinking, writing and speaking with clarity, accuracy, relevance and completeness about core social work concepts and their application in the student’s field setting

exploring what they do not know (or do not consider), as much as what they know – i.e. developing a regular habit of evaluating gaps in their knowledge and thinking in order to improve practice

articulating their own developing practice model using Bloom’s taxonomy and critical thinking rubrics to assess their

competency levels related to BSW program (and this course’s) objectives and making adjustments in learning activities to support achievement of competency

reflection upon and evaluation of their practice in relation to the NASW Code of Ethics

learning how to skillfully and graciously give and receive feedback related performance as beginning professional social workers

becoming consultants and coaches for each by asking questions that support integrative, critical thinking in the field

Course Relationship to Curriculum Standards for CSWE-Accredited BSW Degree Programs

The Council on Social Work Education (CSWE) is the accrediting body for BSW and MSW programs. One key part of this role is setting standards for required curriculum and competency areas for program graduates. For BSW programs, graduates should be able to:

1. Apply critical thinking skills within the context of professional social work practice.2. Understand the value base of the profession and its ethical standards and principles, and practice accordingly.3. Practice without discrimination and with respect, knowledge, and skills related to clients’ age, class, color, culture, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, sex, and sexual orientation.4. Understand the forms and mechanisms of oppression and discrimination and apply strategies of advocacy and social change that advance social and economic justice.5. Understand and interpret the history of the social work profession and its contemporary structures and issues.B6. Apply the knowledge and skills of generalist social work practice with systems of all sizes.7. Use theoretical frameworks supported by empirical evidence to understand individual development and behavior across the life span and the interactions among individuals and between individuals and families, groups, organizations, and communities.8. Analyze, formulate, and influence social policies.

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9. Evaluate research studies, apply research findings to practice, and evaluate their own practice interventions.10. Use communication skills differentially across client populations, colleagues, and communities.11. Use supervision and consultation appropriate to social work practice.12. Function within the structure of organizations and service delivery systems and seek necessary organizational change.

From: Council on Social Work Education Educational Policy and Accreditation Standards, 2001.

WKU BSW Program Objectives were developed to address all curriculum requirements for baccalaureate programs of social work accredited by the Council on Social Work Education and are identical to the CSWE curriculum standards.

Because of the capstone nature of the field sequence, course objectives for SWRK 482/483 are identical to the BSW Program’s overall objectives. Students are expected to achieve in field a beginning level of competency in all required BSW program objectives and be ready for beginning generalist social work practice.

Course/Program ObjectivesUpon completion of this course student will be able to:

1. Apply critical thinking skills within the context of professional social work practice.

2. Understand the value base of the profession and its ethical standards and principles, and practice accordingly.

3. Practice without discrimination and with respect, knowledge, and skills related to clients’ age, class, color, culture, disability, ethnicity, family structure, gender, racial status, national origin, race, religion, sex, and sexual orientation.

4. Understand the forms and mechanisms of oppression and discrimination and apply strategies of advocacy and social change that advance social and economic justice.

5. Understand and interpret the history of the social work profession and its contemporary structures and issues.

6. Apply the knowledge and skills of generalist social work practice with systems of all sizes.

7. Use theoretical frameworks supported by empirical evidence to understand individual development and behavior across the life span and the interactions among individuals and between individuals and families, groups, organizations, and communities.

8. Analyze, formulate, and influence social policies.

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9. Evaluate research studies, apply research findings to practice, and evaluate their own practice interventions.

10. Use communication skills differentially across client populations, colleagues, and communities.

11. Use supervision and consultation appropriate to social work practice.12. Function within the structure of organizations and service delivery systems and seek necessary organizational change.

Units of Study:

Unit I Orientation to Field Education – Semester 1Assigned Text Readings

Garthwait, C. Chapter 1 – The Purpose of a PracticumGarthwait, C. Chapter 2 – School, Agency, and Student ExpectationsGarthwait, C. Chapter 3 – Planning to LearnGarthwait, C. Chapter 6 - Personal Safety

Unit 2 Beginning in Field – Semester 1Garthwait, C. Chapter 4 - Getting Started Garthwait, C. Chapter 5 – Learning from SupervisionGarthwait, C. Chapter 7 - CommunicationGarthwait, C. Chapter 17 – Evaluating Practice

Unit III Orientation and Integration into the Field Agency – Semester 1Assigned Text Readings

Garthwait, C. Chapter 8 - The Agency Context of Practice Garthwait, C. Chapter 9 - The Community Context of Practice

Garthwait, C. Chapter 10 - The Social Problem Context of Practice Garthwait, C. Chapter 11 - The Social Policy Context of Practice

STUDENT WILL COMPLETE 200 HOURS OF FIELD PLACEMENT IN SEMSETER ONE

Unit IV Problem Identification and Intervention– Semester 2Assigned Text Readings

Garthwait, C. Chapter 12 - Diversity. Garthwait, C. Chapter 16 - Social Work Practice as Planned Change

Unit V Social Work as a Profession – Semester 2Assigned Text Readings

Garthwait, C. Chapter 13 - Professional Social Work Garthwait, C. Chapter 14 – Social Work Ethics

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Garthwait, C. Chapter 15 - Legal Concerns Garthwait, C. Chapter 18 - Merging Self and Profession

STUDENT WILL COMPLETE 250 HOURS OF FIELD PLACEMENT IN SEMSETER TWO

First Semester Field Assignments

Assignment Percentage of Final Grade

Learning Contract Ungraded

The learning contract (The Individual Learning Objectives Plan) is an ungraded required assignment.

The initial learning plan is developed by the field student and field instructor during the first four weeks of the student’s field placement. During the first field seminar session, the instructor will discuss development of the learning contract (see Field Manual) and give instructions regarding its completion. Through the learning contract, students are expected to design, with field instructor input, a well-rounded, focused field experience that will assure that the student achieves required field competencies.

A learning plan is not considered complete until the student, field instructor, and faculty field liaison (the field seminar instructor) have reviewed the plan and signed it. Students and field instructors may make changes in the learning plan based upon the realities of field learning opportunities and the specific learning needs of the student, but all changes to the signed contract must be approved by the faculty liaison. Student may not continue accruing field hours after the 4th week of field placement without an approved learning plan in place.

The learning contract should be regularly reviewed and consulted throughout the student’s field experience. At the end of the student’s first semester placement (SWRK 480), the contract must be reviewed and revised, as needed, to reflect changes in learning needs and agency learning opportunities.

Running Logs UngradedRunning logs must be kept for each day in your field placement and should be kept in a neat and organized manner (binder or notebook). Daily entries may be handwritten (IF your handwriting is very clear) and should include who, what, when, where, and why of your daily field experience and significant interactions. You should include reflections, questions, concerns, ethical dilemmas and successes. These logs should be turned in once a month to your seminar instructor for review. Although the running logs are ungraded, failure to submit all logs will result in a 10% reduction in your final grade.

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Online journals and peer feedback1 20%During the semester, students will submit 4 journals on the course’s Blackboard discussion board. The journals should draw from the students’ field experiences documented in their running logs and follow this format:1 st paragraph: description of activities. Give a summary of your field activities of the month with special focus on the activities that helped you in increasing your social work skills and knowledge.2 nd paragraph: feelings . Describe your personal feelings/personal reactions to the situations you encountered. Pay attention to both positive and negative (or confusing) reactions.3rd paragraph: values. Discuss how you took into consideration your personal values and professional social work values during your field work of the month.4 th paragraph: observations of socio-cultural factors . Examine how factors of race, ethnicity, cultural, socioeconomic status, age, gender, sexual orientation, marital status, national origin, physical ability, etc. were factors in your client’s interactions with you and other aspects of the social service system. Discuss how your own world view influenced your interactions with clients.5 th paragraph: critical thinking - integration of theory and practice . Reflect on what you have written in your journal so far. Discuss how your experiences, thoughts and feelings may relate to concepts and information you have learned in your social work coursework. Also, what new ideas come to light when you look at your experiences and actions? Are there areas (specific social work practice issues, your own values and professional beliefs) that you would now like to explore further?

All students must post their journal entries online by noon of the seminar day. During the following week, all students must respond to at least two other students’ postings, posing questions that will support further critical thinking related to integration of coursework and field.

For additional information, please see “Field Placement Journaling Guidelines” posted on the course’s blackboard site under course documents.

Agency Analysis and Oral Report 5%Outline in textbook

Integrative Social Welfare Policy-Mezzo/Macro Project Paper 15%Students complete an integrative paper assignment as part of their first semester field instruction seminar work. This assignment requires students to think critically about pertinent social welfare policies and research activities relevant to work within their field agencies (6-10 pages).

1 Material for this assignment is drawn from Coggins, K. & Hatchett, B.F. 2002. Field practicum: Skill building from a multicultural perspective. Peosta, IA: Eddie Bowers Publishing.

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Possible mezzo/macro practices include activities leading to enhanced effectiveness and efficiency in serving agency’s client groups. This could include activities that bring changes in program, policy, practice, and personnel. For examples:

1. Starting a new program to meet the unmet needs of the clients2. Evaluating an aspect of the program/services3. Making services more accessible to clients4. Making services more affordable to clients5. Enhancing interagency networking6. Fundraisers for brining in additional resources7. Grant writing8. Reviewing/Changing agency policies and procedures9. Developing staff training plan10. Developing staff mutual support group11. Enhancing the use of technology for better efficiency12. Analyzing national, state and local policy impact13. Starting a client self-help group14. Organizing clients group for political rallies or public hearing15. Developing communication/educational materials16. Developing/strengthening agency volunteers17. Conducting a focus group discussion18. Conducting a key informant interview19. Conducting a SWOT analysis20. Conducting need assessments21. Community education activities22. Conducting client satisfaction survey

Steps:

1. Identify the mezzo/macro level factors that might strengthen agency’s effectiveness and efficiency in serving the clients. Decide on a mezzo/macro assignment.

2. Conduct an interview with your field instructor and at least 2 other social workers in the agency or from other agencies serving similar client groups. Question to ask: If you were to change one thing at the mezzo/macro level to allow for greater client outcomes, what would that be?

3. Consult with your field instructor and identify a macro level activity that you can implement within the time frame of a semester.

4. Implement the activity.5. Write a report, 6-10 pages in length, to document the process and

outcomes.

The Report:

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1. Condition to be addressed: describe the factor(s) that might strengthen client success. (issues in relation to program, policy, practice, or personnel)

2. Activity: what is to be done?3. Significance: why it is important?4. Intended outcomes of the activity5. Implementation processes6. Outcomes7. Conclusions/integration: Integrate knowledge and perspectives gained in

different social work curriculum areas, such as HBSE, practice, policy, research, diversity, population at risk in addressing the following questions:

a. What have been the strengths of the intervention? What would you do differently?

b. What new understanding you have gained about the client group as a result of this exercise?

c. What new understanding you have gained about the related policy, community, legal, and organizational contexts?

d. Any additional thoughts

Final Paper Oral Presentation (15%):

The presentation must be formal and professional, utilizing Power Point. You are required to turn in a hard copy of your Power Point presentation to the faculty liaison and distribute relevant handouts to class members. The presentation should be approximately 20 minutes long, with 5 minutes for questions.

Final Paper (10%):The final paper is due one week after the student’s presentation in class.

Seminar Engagement 10 %

Active, skilled engagement will be discussed and group norms established in the first seminar session. Students will complete self-assessments of participation after each seminar to document their attendance and contributions to class learning.

Field Practicum Evaluation 50 %All field students will be evaluated by their field instructors at the end of each semester. Fifty per cent (50%) of the student’s final grade for the semester is based upon this evaluation. (Refer to the BSW Field Manual for additional information about field evaluation.)

Second Semester Field Assignments

Assignment Percentage of Final Grade

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Learning Contract Ungraded The learning contract (The Individual Learning Objectives Plan) is an ungraded required assignment.

The initial learning plan must be reviewed and updated, as needed, by the field student and field instructor during the first week of second semester field. Changes must be communicated to the faculty liaison for review and approval

The student and field instructor should continue to regularly review and consult the learning plan throughout the student’s second semester field experience and make sure that all activities included in the plan are being adequately implemented and evaluated.

Running Logs UngradedRunning logs must be kept for each day in your field placement and should be kept in a neat and organized manner (binder or notebook). Daily entries may be handwritten (IF your handwriting is very clear) and should include who, what, when, where, and why of your daily field experience and significant interactions. You should include reflections, questions, concerns, ethical dilemmas and successes. These logs should be turned in once a month to your seminar instructor for review. Although the running logs are ungraded, failure to submit all logs will result in a 10% reduction in your final grade.

Online journals and peer feedback2 20%During the semester, students will submit 4 journals on the course’s Blackboard discussion board. The journals should draw from the students’ field experiences documented in their running logs and follow this format:1 st paragraph: description of activities . Give a summary of your field activities of the month with special focus on the activities that helped you in increasing your social work skills and knowledge.2 nd paragraph: feelings . Describe your personal feelings/personal reactions to the situations you encountered. Pay attention to both positive and negative (or confusing) reactions.3 rd paragraph: values . Discuss how you took into consideration your personal values and professional social work values during your field work of the month.4 th paragraph: observations of socio-cultural factors . Examine how factors of race, ethnicity, cultural, socioeconomic status, age, gender, sexual orientation, marital status, national origin, physical ability, etc. were factors in your client’s interactions with you and other aspects of the social service system. Discuss how your own world view influenced your interactions with clients.5 th paragraph: critical thinking - integration of theory and practice . Reflect on what you have written in your journal so far. Discuss how your experiences, thoughts and feelings may relate to concepts and information you have learned in your social work

2 Material for this assignment is drawn from Coggins, K. & Hatchett, B.F. 2002. Field practicum: Skill building from a multicultural perspective. Peosta, IA: Eddie Bowers Publishing.

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coursework. Also, what new ideas come to light when you look at your experiences and actions? Are there areas (specific social work practice issues, your own values and professional beliefs) that you would now like to explore further?

All students must post their journal entries online by noon of the seminar day. During the following week, all students must respond to at least two other students’ postings, posing questions that will support further critical thinking related to integration of coursework and field.

For additional information, please see “Field Placement Journaling Guidelines” posted on the course’s blackboard site under course documents.

Integrative Presentation and Paper-Micro Project 20%

Students complete a second integrative paper assignment as a part of their field instruction seminar work. In general, the assignment requires students to critically think about and draw from social work course content in human behavior and the social environment, social work practice, and content on diversity, values, and ethics that are taught across the curriculum.

Please follow the guidelines below and consult your running logs and journals as you develop this paper. It should be between 8-10 pages in length.

Micro AssignmentSteps:

1. Consult with your agency instructor; identify an individual client/customer who is being or been served by your agency. It could be a case that’s already closed or an on-going one. Obtain permission to draw from case material for assignment, according to agency privacy guidelines.

2. Read through the existing case notes/record and extract information in the following areas:

a. Get basic identifying information such as name (do not give the real name), age, gender, occupation, race, religious affiliation, and marital/family status.

b. Describe the assessment and planning process. What has been done to assess and plan the intervention? Are there any standardized tests/inventories used? If yes, what are they? What theories underlie assessment and intervention planning?

c. What is the nature of presenting problem(s)? Describe the presenting problems to include at least the following:

i. Whatii. When, History

iii. Durationiv. Magnitudev. Consequences

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vi. Prior interventions or efforts to solve the problemsd. Assessment of functioning: Describe the assessment data to

include but not to be limited in the following areas, when applicable. Make sure that outcomes of specific standardized assessment scales or tests are included.

i. Cognitive functioningii. Interpersonal functioning

iii. Emotional functioningiv. Behavioral functioningv. Mental and developmental issues

vi. Familyvii. Diversity related issues

viii. Strengths and resourcese. Goals/Objectives: Describe the goals and objectives of the

intervention plan.i. Overall goal

ii. Specific objectives/action stepsiii. How was the intervention plan guided, facilitated, and/or

limited by the local and national policies, organizational/agency contexts, the community and the legal contexts?

f. Implementation: Describe the implementation processes and outcomes. What happened to the client/customer, as the results of the implementation?

g. Evaluations: How and by whom was the case evaluated/reviewed? How and what has been concluded? What lessons were learned, as documented by the agency records?

3. Conclusions/integration: Integrate knowledge and perspectives gained in different social work curriculum areas, such as HBSE, practice, policy, research, diversity, population at risk in addressing the following questions:

a. Describe your own evaluation of the case. What have been the strengths of the interventions? What would you do differently?

b. What new understanding you have gained about the client group as a result of this exercise?

c. What new understanding you have gained about the related policy, community, legal, and organizational contexts?

d. Describe any additional thoughts.4. Discuss your findings and conclusions with your agency instructors.5. Submit a paper of 8-10 pages in length.

Final Paper (15%) and Oral Presentation (5%):

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The assignment includes an oral presentation made towards the end of the semester. For the oral presentation students may present the major content from either of human behavior or practice (see descriptions below).

The presentation must be formal and professional, utilizing Power Point. You are required to turn in a hard copy of your Power Point presentation to the faculty liaison and distribute relevant handouts to class members. The presentation should be approximately 20 minutes long, with 5 minutes for questions.

Seminar Engagement 10 %Active, skilled engagement will be discussed and group norms established in the first seminar session. Students will complete self-assessments of participation after each seminar to document their attendance and contributions to class learning.

Field Practicum Evaluation 50 %All field students will be evaluated by their field instructors at the end of each semester. Fifty per cent (50%) of the student’s final grade for the semester is based upon this evaluation. (Refer to the BSW Field Manual for additional information about field evaluation.)

Grading Scale:90 – 100% A 80 - 89% B70 - 79% C60 - 69% DBelow 60% F

Course Expectations in addition to Field Policies1. Attendance and active engagement are required in field seminar. We will discuss

what “active engagement in group learning” means in an early class session and will develop class guidelines which students will be expected to follow. A meaningful percentage of your overall course grade will be based on what you bring into the class learning environment and your demonstrated collegiality and professionalism with your fellow learners (including the instructor!). Students will complete assessments each class period of their skilled engagement in learning.

2. Important to Note: Simply completing field hours is not completing your field practicum! Field hours should be spent meaningfully, with an eye to effectively (and efficiently) completing your field learning tasks and attaining required competencies. Use your learning contract as a daily roadmap for your experience and add to it if needed. At any time, if you feel you are not spending your time well in field, you should seek assistance from your field instructor and your field faculty instructor.

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3. Learning Plans . Students are expected to have a signed learning plan in place and to complete the tasks that have been mutually developed by the student and field instructor. Learning plans are due within four weeks of entering field and must be signed by the student, field instructor, and seminar instructor (field liaison). Students and field instructors may make changes in the learning plan based on the realities of the field setting and learning needs of the student, but all changes must be approved by the faculty liaison. Students may not continue accruing field hours after the 4 th week of field without an approved learning plan in place.

4. Meeting with field supervisor . Each student, as part of her/his field responsibility and commitment to learning, is required to meet formally with their field instructor for a minimum of 1 hour/week. Please alert your liaison if you and your field instructor are not meeting this standard.

5. The use of critical thinking is expected in seminar and field . Understanding of course readings, reflections on field and class activities, discussions, and seminar written assignments will all require you to “think like a professional social worker,” i.e. think critically. Grading of class participation and all assignments will include assessment of your use of critical thinking. One important point: critical thinking, when we are first practicing it, sometimes feels slow and difficult, since we are deliberately using a process that introduces new elements into our “regular” ways of thinking. We will take lots of time in class to practice thinking critically and will, hopefully, by the end of this class, feel much more proficient in this set of skills that are fundamental for professional work in the 21st

century.

6. Good critical thinking is best reflected in clear, well-crafted writing! All written assignments, including those on Blackboard, must be grammatically correct, typed, double-spaced, and display correct form. Additionally, students are expected to use APA Guidelines ( Publication Manual of the American Psychological Association 2001 ) for citing and listing references. Students are encouraged to make use of writing resources across campus whenever needed. Since writing (communicating, documenting) will be a significant part of your job as a social worker, it is a key skill to master. The instructor will significantly mark down work that is poorly written.

7. Plagiarism and cheating are prohibited. Academic dishonesty is prohibited by the University and is also counter to social work values and ethics included in the NASW Code of Ethics. Students are expected to be familiar with these policies and ethical guidelines and to follow them at all times. Any instances of academic dishonesty will mean a grade of “zero” for the assignment and/or course failure. Student should review the “Academic Offences” section of the WKU Student Handbook at:http://www.wku.edu/handbook/current/index.php?option=com_content&task=view&id=25&Itemid=26 and the “Ethical Principles”

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and “Acknowledging Credit” sections of the 1999 Code of Ethics, National Association of Social Workers found at: http://www.socialworkers.org/pubs/code/code.asp

8. Work is to be turned in on time . Points will be deducted from the student’s assignment grade for each day the assignment is late. (See instructor for specifics regarding each assignment.) No assignment will be accepted after the last day of regular classes.

9. Cell phones – not in seminar! Field seminar focuses significantly on social work professionalism and integration of important social work knowledge, values, and skills. Cell phones are intrusions in the learning environment and should be turned off during class unless you receive instructor approval for extenuating circumstances.

10. Students with disabilities . In compliance with university policy, students with disabilities who require accommodations (academic adjustments and/or auxiliary aids or services) for this course must contact the Office for Student Disability Services in DUC A-200 of the Student Success Center in Downing University Center. The phone number is 270.745-5004. Please DO NOT request accommodations directly from the professor or instructor without a letter of accommodation from the Office for Student Disability Services.

11. Off campus library support . The Extended Campus Library Services Office will copy citations and pull library books for students at extended campuses and send them through the mail. There is no cost to students (although you do have to pay to return the library books). WKU also has a courier service to extended campuses. For further information, go to: http://www.wku.edu/library/dlps/ext_camp.htm Turn-around time can be anywhere from a few days to two weeks, so plan ahead!

12. Academic Support . Most of us find that we need some academic support and direction during our time in the university. WKU offers many resources that can help you be successful in this course. These are listed below. First and foremost, however, I encourage you to communicate with me early on if you have concerns about your academic/professional performance in this class. I will do my best to offer clear feedback and guidance around specifics of your performance and will also point you toward other resources at WKU that may be especially useful.

The Learning Center (TLC) is located in Room A330 in the Student Success Center in DUC. The Learning Center offers peer tutoring, study skills help, and referrals to other tutoring and assistance centers across campus. To make an appointment, stop by DUC 330 OR call 745-6254 OR email at tlc@wku.edu

The Writing Center is located in Cherry Hall, Room 123, with satellite locations in the DUC Student Success Center and Helm Library. Graduate

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students in English serve as tutors and can offer constructive feedback on writing content, structure, style, and mechanics. Drafts and rough notes are fine! This is an excellent resource for improving your writing skills. For more information, see the Writing Center’s website at: http://www.wku.edu/Dept/Academic/AHSS/English/wccenter/wcpage.html

The CHHS Academic Center for Excellence (ACE) is located in Room 411 in the Academic Complex. It offers technology assistance, tutoring, advising and developmental programming. For hours and more information about accessing ACE services, go to: http://www.wku.edu/chhs/cms/index.php/centers_institutes/ace

Resources for Field Students and Field Instructors

Abramovitz, M (2005).The Largely Untold Story of Welfare Reform and the Human Services. Journal of Social Work. 50, 175-186.

Ackerson, B (2003).Parents with Serious and Persistent Mental Illness: Issues in Assessment and Services. Journal of Social Work. 48, 187-194

Anderson-Butcher, D (2004).Mutual Support Groups for Long-Term Relationships of TANF. Journal of Social Work. 49, 131-140.

Baines, D (2008).Race, Resistance, and Restructuring: Emerging Skills in the New Social Service. Journal of Social Work. 53, 123-131.

Bartle, E (2002).Empowerment as a Dynamically Developing Concept for Practice: Lessons Learned from Organizational Ethnography. Journal of Social Work. 47, 45-54.

Bergerson, R (2003).Ethical Dilemmas of Reporting Suspected Elder Abuse. Journal of Social Work. 48, 96-105.

Birkenmaier, J., & Timm, T. (2003). Feedback in practicum: Givin’it and takin’ it. The New Social Worker, 10(1), 13-15.

Boeham, A (2002).The Functions of Social Worker In Empowering: The Voices of Consumers and Professionals. Journal of Social Work. 47, 449-460.

Bride, B (2007).Prevalence of Secondary Traumatic Stress among Social Workers. Journal of Social Work. 52, 63-70.

Bronstein, L (2003).A Model of Interdisciplinary Collaboration. Journal of Social Work. 48, 297-306.

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Chapman, D (2007).Effectiveness of Advanced Illness Care Teams for Nursing Home Residents with Dementia. Journal of Social Work. 52, 321-329.

Christler Tourse, R., McInnis-Dittrich, K., & Platt, S. (1999). The road to autonomous practice: A practice competency approach for supervision. Journal of Teaching in Social Work, 19 (1/2), 3-19.

Ciffone, J (2007).Suicide Prevention: An Analysis and Republication of a Curriculum-Based High School Program. Journal of Social work. 52, 31-39.

Claiborne, N (2004).Presence of Social Workers in Nongovernment Organizations. Journal of Social Work. 49, 207-218.

Corrigan, P (2007).How Clinical Diagnosis Might Exacerbate the Stigma of Mental Illness. Journal of Social Work. 52, 31-39.

Curran, L (2003).Social Work and Fathers: Child Support and Fathering Programs. Journal of Social Work. 48, 219-227.

Danis, F (2003).The criminalization of Domestic Violence: What Social Workers Need to Know. Journal of Social Work. 48, 237-246.

Deal, K. H. (2002). Modifying field instructors’ supervisory approach using stage models of student development. Journal of Teaching in Social Work, 22 (3/4), 121 – 137.

Deal, K.H. (2003). The relationship between critical thinking and interpersonal skills: Guidelines for clinical supervision. The Clinical Supervisor, 22 (2), 3 – 19.

Dennison, S. (2007).Students' Perceptions of Social Work: Implications for Strengthening the Image of Social Work among College Students. Journal of Social Work. 52, 350-360.

Dessel, A (2006).Using Intergroup Dialogue to Promote Social Justice and Change. Journal of Social Work. 51, 303-315.

Dettlaff, A. J. (2003). From mission to evaluation: A field instructor training program. Alexandria, VA: Council on Social Work Education.

DiFranks, N (2008).Social Workers and the NASW Code of Ethics: Belief, Behavior, Disjuncture. Journal of Social Work. 53, 167-176.

Everett, J (2007).Frontline Worker Perception of the Empowerment Process in Community- Based Agencies. Journal of Social work. 52, 151-159.

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Fineran, S (2002).Sexual Harassment Between Same-Sex Peers: Intersection of Mental Health, Homophobia, and Sexual Violence in Schools. Journal of Social Work. 47, 65-74.

Fitch, D (2004).Client Controlled Case Information . Journal of Social Work. 49, 497-505.Fuller-Thomson, E (2005).American Indian/Alaskan Native Grandparents Raising Grandchildren: Findings from the Census 2000 Supplementary Survey. Journal of Social Work. 50, 131-139.

Gibbons, J. & Gray, M. (2004). Critical thinking as integral to social work practice. Journal of Teaching in Social Work, 24 (1/2), 19 – 38.

Gloerman, J (2003).Changing Times: Understanding Social Worker's Motivation to Be Field Instructors. Journal of Social Wokr. 48, 65-73.

Granello, D.H. (2000). Encouraging the cognitive development of supervisees: Using Bloom’s taxonomy in supervision. Counselor Education and Supervision, 40 (1), 31 – 46.

Greene, A (2004).Guidelines for the Practitioner and Organization. Journal of Social Work. 49, 219-230.

Green, R (2007).Professional Education and Private Practice: Is There a Disconnect? Journal of Social Work. 52, 151-159.

Grief, G (2004).When a Social Worker Becomes a Voluntary Commissioner and Calls on the Code of Ethics. Journal of Social work. 49, 277-280.

Grote, N (2007).Engaging Women Who Are Depressed and Economically Disadvantaged In Mental Health Treatment. Journal of Social work. 52, 295-308.

Guilamo-Ramos, V (2007).Parenting Practices among Dominican and Puerto Rican Mothers. Journal of Social Work . 52, 17-30

Hardina, D (2004).Guidelines for Ethical Practice in Community Organization. Journal of Social Work 49, 595-604.

Hodge, D (2003).Value Differences between Social Workers and Members of the Working and Middle Classes. Journal of Social Work. 48, 107-119.

Hodge, D (2004).Who We Are, Where We Come From, and Some of Our Perceptions: Comparison of Social Workers and the General Population. Journal of Social Work. 49, 261-268.

Hohman, M (2004).Increasing the Use of Formal Services by Caregivers of People wiht Dementia. Journal of Social Work. 49, 41-450.

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Hohman, M (2004).Methamphetamine Abuse and Manufacture: The Child Welfare Response. Journal of Social Work. 49, 373-381.

Hollingsworth, L (2003).International Adoption among Families in the United States: Considerations of Social Justice. Journal of Social Work. 48, 209-217.

Irving, A (2002).Paradigm for Pluralism: Mikhail and Social Work Perspective. Journal of Social Work. 47, 19-29.

Itzhaky, H (2002).Showing Results in Community Organization. Journal of Social Work.. 47, 125-131.

Johnson, A (2004).Social Work Is Standing on the Legacy of Jane Addams: But Are We Sitting on the Sidelines?. Journal of Social Work. 49, 319-322.

Knight, C (2006).Groups for Individuals with Traumatic Histories: Practice Considerations for Social Workers. Journal of Social Work. 51, 20-30

LeCroy, C (2004).The Public's Perception of Social Work: Is It What We Think It Is?. Journal of Social Work. 49, 164-174

Lens, V (2004).Principled Negotiation: A New Tool for Case Advocacy. Journal of Social Work. 49, 506-513.

Lundgren, L (2005).Evidence-Based drug Treatment Practice and the Child Welfare System: The Example of Methadone. Journal of Social Work. 50, 53-63.

Lynch, L. International Journal of Mental Health Nursing. Journal of Social Work. 17, 57-64.

Martin, G (2002).Knowledge Diffusion In Social Work: A New Approach to Bridging the Gap. Journal of Social Work. 47, 85-95.

Maschi, T (2006).Unraveling the Link between Trauma and Male Delinquency: The Cumulative Versus Differential Risk Perspectives. Journal of Social Work. 51, 59-70.

Mattison, D (2002).Client or Former client? Implications of Ex-Client Definition on Social Work Practice. Journal of Social Work. 47, 55-64.

McKee, M. (2003). Excavating our frames of mind: The key to dialogue and collaboration. Social Work, 48 (3), 401- 408.

Megivern, D (2007).Quality if Care: Expanding the Social Work Dialogue. Journal of Social Work. 52, 115-124.

Messinger, L (2004).Comprehensive Community Initiatives: A Rural Perspective. Journal of Social Work. 49, 535-546.

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Moses, T (2006).Social Workers' Attitudes about Psychotropic Drug Treatment with Youth . Journal of Social Work. 51, 211-222.

Murdach, A (2007).Situational Approach to Direct Practice: Origin, Decline. Journal of social Work. 52, 211-218.

NASW (1996). Code of ethics of the National Association of Social Workers. Washington, DC: NASW.

NASW ( 2001). NASW standards for cultural competence in social work. Washington, DC: NASW.

Nybell, L (2004).race, Place, Space: The Meaning of Cultural Competence in Three Child Welfare Agencies. Journal of Social Work. 49, 17-26.

Pollio, D (2006).living with Severe Mental Illness-What Families and Friends Must Know: Evaluation of a One-Day Psychoeducation Workshop. Journal of Social Work. 51, 31-38.

Poole, D (2002).Do Public Neighborhood Centers Have the Capacity To Be Instruments of Change In Human Services?. Journal of Social Work. 47, 142-152.

Reamer, F (2003).Boundary Issues in Social Work: Managing Dual Relationships. Journal of Social Work. 48, 121-123

Ruffolo, M (2006).Developing a Parent-Professional Team Leadership Model in Group Work: Work With Families with Children Experiencing Behavioral and Emotional Problems. Journal of Social Work. 51, 31-38.

Saltzburg, Susan (2004).Learning that An Adolescent Child is Gay or Lesbian: The Parent Experience. Journal of Social Work . 49, 109-118.

Siegel, D (2003).Open Adoption of Infants: Adoptive Parents' Feelings Seven Years later. Journal of Social Work. 48, 409-419

Ungar, M (2004).A Study of Community Guides: Lessons for Professionals Practicing with and in Communities. Journal of Social Work. 49, 550-561.

Ungar, M (2004).Surviving as a Postmodern Social Worker: Two PS and Three Rs of Direct Practice. Journal of Social Work. 49, 478-496.

Waites, C (2004).Increasing the Cultural Responsiveness of Family Group Conferencing. Journal of Social Work. 49, 291-300.

Wayne, R. (2004). Special Section: Field Education In Social Work Legal Guidelines for Dismissing Students Because of Poor Performance in Field. Journal of Social Work. 40, 403-415.

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Zakutansky, T. J. & Sirles, E. (1993). Ethical and Legal Issues in Field Education: Shared Responsibility and Risk. Journal of Social Work Education, 29, 338-347.

Zhang, W (2007).Information Technology Acceptance in the Social Services Sector Context: An Exploration . Journal of Social Work. 52, 221-231.

Seminar Schedule (Topics and Assignments) – First SemesterDate Topics Addressed Required Reading Assignments DueWeek 1 – extended session

Welcome!Review of field syllabus and course expectationsField Manual – key pointsLearning in FieldWhat does “integration” mean?Learning StylesThe Importance of the ILPThe Structure of the ILP

Garthwait – Chapters 1, 2 & 3

BSW Field Manual and Garthwait text should be brought to seminar each time

Week 2 – extended session

Worker safetyHIPAASW EthicsSW Field Supervision

Garthwait – Chapters 5 and 6

1st online journal

Week 3 – extended session

How to hit the ground running: basic skills for social work field studentsYour attitude - maximizing your field experienceWorking to have a solid agency orientationCreating meaningful learning objectivesUsing Bloom’s Taxonomy

Journal 1 responses

Week 4 – extended Critical Thinking Garthwait, Chapter

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session Professionalism 4Week 5 First week in field

Check-in’s and troubleshooting

Garthwait, Chapter 7

BEGIN FIELD HOURS2nd online journal

Week 6 No Class Garthwait, Chapter 8

Journal 2 responses

Week 7 Seminar Agency Analysis Due

Week 8 No Class

Week 9 Seminar Garthwait, Chapter 9

LEARNING PLAN DUE

Week 10 No Class

Week 11 Seminar Garthwait, Chapter 10

3rd online journal

Week 12 No Class Journal 3 responses

Week 13 Seminar Garthwait, Chapter 11

4th online journal Mezzo-Macro Project Paper DuePresentations

Week 14 Seminar Journal 4 responsesMezzo-Macro Project Presentations

Week 15 Seminar Wrap-up Prepare for next semester

Final field visitsField evaluations due

Week 16 – finals week

Final field visits Field evaluations due

Seminar Schedule (Topics and Assignments) – Second SemesterImportant Note: based upon assessed student needs, changes in this schedule may be made by the seminar instructor. Any changes in the schedule will be communicated to the seminar group via in-class and Blackboard announcements.

Date Topics Addressed Required Reading Assignments DueWeek 1 Checking in and

catching upSyllabus reviewCritical thinkingOnline journals

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Week 2 Skilled participationCulture, diversity and social work practice

Garthwait, Chap. 12 and field discussion notes

1st online journal

Week 3 Social work as planned change

Garthwait, Chap. 16 and field discussion notes

Journal 1 responses

Week 4 Social work as planned change, cont.

Week 5 Professional social work

Garthwait, Chap. 13 and field discussion notes

Week 6 Professional social work, cont.

2nd online journal

Week 7 SW Values and ethics

Garthwait, Chap. 14 and field discussion notes

Journal 2responses

Week 8 SW Values and ethics, cont.

Mid-term field evaluation due to instructor

Week 9 Legal concerns and risk management

Garthwait, Chap. 15 and field discussion notes

Week 10 Cultural Awareness AssessmentMerging self and profession

Garthwait, Chap. 18 and field discussion notes

3rd online journal

Week 11 ACAT Assessment Journal 3 responsesWeek 12 Integrative paper

presentations & feedback

Week 13 Integrative paper presentations & feedback

Integrative papers due Presentations

Week 14 Presentations4th online journal

Week 15 Integration of gains and recognizing success

Journal 4 responsesFinal field visitsField evaluations due

Week 16 Finals Week Final field visitsField evaluations due

OTHER:5. The instructor reserves the right to make changes to the syllabus as

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needed with reasonable notice and accommodations for the students.

Revised 10/6/06

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