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THE FIELD LEARNING PLANSchool of Social Work - University of Pittsburgh
MSW FOUNDATION FIELD PLACEMENT
Term: FALL-SPRING Year: 2014/2015
Student's Name: FIRST NAME LAST NAME
Field Liaison: Field Office
Name of Agency/Organization: The Hospital, Behavioral Health Unit
Agency/Organization Department: Inpatient Behavioral Health Unit
Site Address: 1234 One Street, Pittsburgh, PA 15000
Field Instructor Name: Field InstructorField Instructor Phone: 412-111-2222
Field Instructor Email: [email protected]
Task Supervisor Name:(If applicable)
Task Supervisor
Task Supervisor Phone: 412-222-3333
Task Supervisor Email: [email protected]
Student's Weekly Field Schedule:
Mon (Hours) Tues (Hours) Wed (Hours) 8a-4pm Thurs (Hours) 8a-4pm Fri (Hours)
FULL TIME STUDENTS ARE EXPECTED TO ENGAGE IN FIELD PLACEMENT ACTIVITIES FOR 16 HOURS EACH WEEK FOR 9 WEEKS (144 HOURS) FOR THE FALL TERM AND 16 HOURS PER WEEK FOR APPROXIMATELY 15 WEEKS (216 HOURS) FOR THE SPRING TERM. PART TIME STUDENTS MAY FORMALLY REQUEST TO DO NO LESS THAN 12-16 HOURS PER WEEK. PART TIME STUDENTS ARE EXPECTED TO ENGAGE IN FIELD PLACEMENT FOR 16 HOURS PER WEEK FOR THE SUMMER TERM AND 16 HOURS PER WEEK FOR THE SECOND FALL TERM. ANY DEVIATION NEEDS TO BE APPROVED BY THE STUDENT’S ADVISOR/LIAISON AND THE OFFICE OF FIELD EDUCATION PRIOR TO THE ACTUAL START OF FIELD PLACEMENT.
Field Instruction Weekly Supervision Schedule:Day of the Week: Thursday Time: 2pm
ALL STUDENTS MUST ENGAGE IN A MINIMUM OF ONE HOUR PER WEEK FORMAL SUPERVISION.
Date Field Placement Commences: 10-16-2014 Ends: 4-25-2015
Field Evaluation Due Date: 4-16-2015
Student Signature: Date:
Field Instructor Signature: Date:
Field Liaison Signature: Date:
Online: http://socialwork.pitt.edu/academic-programs/field-education/
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Guidelines for the Field Learning Plan
1. The Field Learning Plan is the educational plan for the term of field placement; each term is graded separately. The competencies for the Field Learning Plan are developed to reflect the standards of the Curriculum Policy Statement of the Council on Social Work Education as well as the curriculum of the Master's Degree Program of the School of Social Work, University of Pittsburgh. To the best of their ability, Field Instructors are expected to teach students the learning tasks and monitor practice behaviors that address these competencies given the limitations of their respective settings or roles. The Field Learning Plan also serves as a guide for field instruction and supervision meetings. It further creates a basis for the evaluation and narrative that occur at the end of the term.
2. Responsibility for the Field Learning Plan is jointly shared by the Student and the Field Instructor. While additional learning tasks may be developed that go beyond the articulated practice behaviors, the Field Learning Plan should reflect the required learning for foundation field and term of field placement. The Student submits the plan by the appropriate due date.
3. Measurement criteria can include, but not limited to the following: cases, journals, written assignments and material of all kind that is reviewed by the field instructor; oral presentations, clinical documentation, proposals, projects, and task group participation. Direct observation (shadowing) of the Student's work is expected. Feedback and evaluative information from other staff involved with the Student's effort should be incorporated into the evaluation criteria.
5. The Student's Faculty Advisor / Liaison reviews and approves the Field Learning Plan. It is used as a focus for agency visits as well as for any issues that may require clarification or problem-solving collaboration between the Faculty Advisor / Liaison and the Field Instructor.
7. The Field Learning Plan may be modified during the period of field placement to reflect identified learning needs of the Student as well as changes that may occur. Situations such as student absences beyond three days, irregular attendance, inability to complete the required number of hours, change of field instructor or change of field assignment may need to be brought to the immediate attention of and discussed with the Faculty Advisor/ Liaison.
9. A copy of the Field Learning Plan is placed in the Student's academic folder.
Guidelines for Development of Field Learning Tasks
In developing learning tasks, the goal is to demonstrate the integration and application of the competencies in practice with individuals, families, groups, organizations, and communities. While creating the learning tasks, consider what behaviors you expect to see from your student relative to the corresponding competency. Where does each behavior fit within the four outlined educational goals? (Some may appear under more than one goal.) What specific assignments within your agency should the student complete in order to demonstrate fulfillment of competencies? How will you know that the student has completed the field learning tasks that you have assigned?
In short, a well written learning task will be able to answer all of the following questions: Who will do what, by when, and how it is measured.
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Examples of Learning Tasks
Educational Goal #1: KNOWLEDGE EXAMPLE Competencies MetStudent will review organization’s policies and procedures manual within first month of placement and will discuss 1-3 policies with field instructor to clarify understanding. 2.1.3 2.1.6
2.1.8 2.1.9
By the end of placement, student will identify and discuss with field instructor at least one legal and/or social policy issue as it relates to the organization’s development of service delivery. 2.1.3 2.1.6
2.1.8 2.1.9
By the end of the field placement Student will visit 1-2 collaborating organization’s or referral sources and report to field instructor what was learned about the continuum of community service.
2.1.3 2.1.6 2.1.8 2.1.9
By the end of placement student will participate in activities toward program and service delivery development and enhancement of organization’s specific needs assessment survey, grant writing, program outcome measurement, or proposal development as evidenced by the completed written assignment.
2.1.3 2.1.6 2.1.8 2.1.9
Educational Goal #2: SKILLS EXAMPLEGiven a case or a client, student will be able to effectively communicate in working with families, groups, organizations, and communities within the agency’s structure, by the end of the semester.
2.1.1 2.1.32.1.7
2.1.10 a 2.1.10 b 2.1.10 c 2.1.10 d
Given a case, student will be able to implement, assess and evaluate strategies based on a comprehensive assessment and goal plan with individuals, families, groups, organizations or communities as evidenced by written documentation and field instructor sign-off. (Ongoing)
2.1.1 2.1.32.1.7
2.1.10 a 2.1.10 b 2.1.10 c 2.1.10 d
Student will complete an assessment on their own in the presence of agency staff to meet regulations and/or policies by end of placement. 2.1.1 2.1.3
2.1.7
2.1.10 a 2.1.10 b 2.1.10 c 2.1.10 d
Educational Goal #3: VALUES AND ETHICS EXAMPLE Competencies MetStudent will select a minimum of two field related areas in the NASW code of ethics and be able to apply them to their specific experience through discussion with supervisor and/or staff, by end of placement.
2.1.1 2.1.2 2.1.4 2.1.5
Using a journal, student will note personal biases and values and discuss in supervision as they relate to the population/client’s situation. (Ongoing) 2.1.1 2.1.2
2.1.4 2.1.5
Given a situation, student will be able to identify and resolve any ethical issues involved in providing services and be able to explain rational for their suggested resolution to field instructor. (Ongoing) 2.1.1 2.1.2
2.1.4 2.1.5
By end of placement, student will be able to identify and make attempts to remove barriers on behalf of diverse and at risk populations as evidenced by 2 or 3 examples from a social work perspective 2.1.1 2.1.2
2.1.4 2.1.5
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Educational Goal #4: PROFESSIONAL SELF EXAMPLE Competencies MetDuring supervision meeting student will come prepared, participate and use supervision appropriately as evidenced by agenda and supervision notes. (on-going)
2.1.1
Throughout placement student will participate in professional education as evidenced by attending agency trainings and/or professional workshops.
2.1.1
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Field Learning PlanMSW Program
Foundation Field Placement
The focus of the foundation field placement is to provide students with an experience to engage in structured learning objectives that are applicable across a wide variety of field settings, population groups, problem areas, and systems of all sizes.
Educational Goal #1:Application of General Social Work Knowledge in the Field Placement
Competency:2.1.3 Apply critical thinking to inform and communicate professional judgments2.1.6 Engage in research-informed practice and practice-informed research2.1.8 Engage in policy practice to advance social and economic well being and to deliver effective social work services2.1.9 Respond to contexts that shape practice
In order to accomplish these competencies, a student would need to use multiple sources of information (e.g. courses, research based knowledge, practice wisdom, agency or organization, cultural, agency or organizational programs, legal and social policy issues that apply to the agency, organization and community, etc) in order to raise and articulate problems that impact the agency, organization, community and the target population or system to clearly inform practice. (2.1.3) (2.1.6) (2.1.8)
This includes the ability to adapt to the specific differences in the agency or organization’s population and characteristics to provide relevant services. (2.1.9)
The student is able to draw the relationship between policy and how that impacts the service delivery to clients in order to collaborate with colleagues and clients as appropriate. (2.1.8)
As a result, the student should be able to attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services and feedback for the improvement of services. (2.1.9)
Overall, student is able to explain the rationale behind actions in providing service delivery. (2.1.3)
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Practice and Learning Task Assignments: Competencies MetThe student will review the Policy and Procedure Manual of the Behavioral Health Unit, and identify one policy to discuss bi-weekly during supervision during the first month of field work. 2.1.3 2.1.6 2.1.8 2.1.9
The student will complete a scavenger hunt throughout the hospital to identify key places, sources of information, resources, and units by the end of the first week. The student will also participate in agency provided oreintation, and online modules by the end of the second week, to learn policies and best practices.
2.1.3 2.1.6 2.1.8 2.1.9
The student will identify and discuss the variety of mental health services and resources that are offered to patients throughout practice and during supervision throughout the entire field work experience. 2.1.3 2.1.6
2.1.8 2.1.9
The student will demonstrate his/her knowledge of the variety of methods in which services are paid by keeping a list of the payors of mental health services and their eligiblity requirements. This will be an on-going tasks through the duration of field work.
2.1.3 2.1.6 2.1.8 2.1.9
The student will review and present three articles or current events during supervision that relate to current trends in treatment, or policy changes in mental health treatment. This will be done by the end of field work. 2.1.3 2.1.6
2.1.8 2.1.9
The student will identify and arrange for visits to three collaborating agencies by the end of field placement, including a drug and alcohol step down unit/outpatient unit, outpatient mental health, and a homeless shetler. The student will discuss these encounters and how it relates to inpatient mental health during supervision.
2.1.3 2.1.6 2.1.8 2.1.9
The student will identify at least one research or evidenced based intervention and apply to practice with a client by the end of the field work. The student will document his/her encounter through a clinical note and progress notes during the patient's hospitalization. The student will discuss this during supervision.
2.1.3 2.1.6 2.1.8 2.1.9
The student will participate in at least two hospital provided continuing education or training sessions and identify how the informaiton provided applies or impacts practice on the inpatient behavioral health unit. 2.1.3 2.1.6
2.1.8 2.1.9
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Educational Goal #2:Application of Foundation Practice Skills in the Field Placement
Competency:2.1.1 Identify as a professional social worker and conduct oneself accordingly2.1.3 Apply critical thinking to inform and communicate professional judgments2.1.7 Apply knowledge of human behavior and the social environment2.1.10 a) Engage with individuals, families, groups, organizations and communities2.1.10 b) Assess individuals, families, groups, organizations and communities2.1.10 c) Intervene with individuals, families, groups, organizations and communities2.1.10 d) Evaluate with individuals, families, groups, organizations and communities
Foundation Practice SkillsIn order to meet these competencies the student should participate in program and service delivery involving clients or systems while exploring theoretical frameworks and applying knowledge to understand person and environment in achieving health and well being across the lifespan. (2.1.7)
The student should demonstrate effective oral and written communication in working with individuals, families, groups, organizations and communities within the agency’s structure. (2.1.1) (2.1.3)
EngagementThe student should engage with individuals, families, groups, organizations and /or communities by preparing for the intervention, using mutually agreed upon focus of work, empathy and compassion in developing positive relationships with and desired outcomes for the client/system. (2.1.10a)
The student should be able to provide services through collaboration, disseminate information and link client systems and staff in compliance with agency protocol and based upon client need. (2.1.10a)
AssessmentGiven a case, client or community project, the student should define and prioritize a problem and collect data to assess the strengths and limitations of the client/system. Based on the findings, the student will develop mutually agreed upon intervention goals, objectives and identify appropriate intervention strategies. (2.1.10b)
InterventionGiven a case, client or community project, the student is able to implement successful prevention interventions that build on the strengths of the client/system and help resolve identified client/system problems. These interventions would include advocating for clients and facilitating transitions and endings (to include termination with the client/system). All interventions should be focused upon achieving organizational goals and best client/system outcomes. (2.1.10.c)
EvaluationThroughout the intervention process, the student will evaluate the effectiveness of the intervention, integrating supervisory/consultative feedback as needed. The student should be able to examine outcome information once an intervention is completed for a client or program. (2.1.10.d)
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Practice and Learning Task Assignments: Competencies Met
The student will attend treatment rounds each morning (on-going), shadow the field instructor (first two months), and provide input on patient's that she/he is following (by end of first semster).
2.1.1 2.1.3 2.1.7
2.1.10 a 2.1.10 b 2.1.10 c 2.1.10 d
The student will carry his/her own caseload of 10 patients, and work independently, by beginning of the second semester through the end of the second semester. The student will comply with the hospital's documentation requirements, and discuss cases during supervision with field instructor. The student will engage the patient and family, provide assessments, develop goals, and provide interventions.
2.1.1 2.1.3 2.1.7
2.1.10 a 2.1.10 b 2.1.10 c 2.1.10 d
The student will do a minimum of 20 psychosocial evaluations/diagnositic histories by the end of the field placement, and discuss in supervision how the assessments are important to the overall care of the patient. This is an ongoing tasks. The student will begin by observing the field instructor, and then the field instructor will observe the student, and then the student will work independently.
2.1.1 2.1.3 2.1.7
2.1.10 a 2.1.10 b 2.1.10 c 2.1.10 d
The student will develop goals and treatment plans with the patient and families that he/she is following, using a patient centered approach, and applying theoretical framework of mental health practices, such as but not limited to, short term treatment, cognitive behavioral treatment, or systems theory by the end of the field placement. The student will contract with the patient, and complete regular evaluation of progress towards goals. This is an ongoing task through field placement.
2.1.1 2.1.3 2.1.7
2.1.10 a 2.1.10 b 2.1.10 c 2.1.10 d
The student will develop discharge plans for entire caseload, and will start this upon the patient's admission. The student will complete assessment and evaluation with the patient and family, discussion with the multidisciplinary team, insurances, and home care/step down facilities to ensure proper discharge. The student will complete one follow up call per week to ensure discharge plans/goals were met. This will occur throughout field placement.
2.1.1 2.1.3 2.1.7
2.1.10 a 2.1.10 b 2.1.10 c 2.1.10 d
The student will observe groups twice weekly on the inpatient unit for the first semester. The student will co-facilitate group for the first month of the second semester, and run group for the last three months of the second semester. The student will document group notes, and then chart appropriately for each individual participant.
2.1.1 2.1.3 2.1.7
2.1.10 a 2.1.10 b 2.1.10 c 2.1.10 d
By the end of field placement, the student will identify 3 difficlut cases where advocacy played a key role in overcoming discharge and referral obstacles. The student will discuss this during supervision, and identify how classroom knowledge was applied to field work.
2.1.1 2.1.3 2.1.7
2.1.10 a 2.1.10 b 2.1.10 c 2.1.10 d
During the second semester, the student will present one case during the monthly case review meeting, providing patient summary, diagnosis, intervention, and treatment. The student will identify his/her role, and reflect on any mental health policies affecting the paitent's treatment or access to treatment/recovery.
2.1.1 2.1.3 2.1.7
2.1.10 a 2.1.10 b 2.1.10 c 2.1.10 d
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Educational Goal #3:Application of Foundation Values and Ethics in the Field Placement
Competency:2.1.1 Identify as a professional social worker and conduct oneself accordingly2.1.2 Apply social work ethical principles to guide professional practice 2.1.4 Engage diversity and difference in practice2.1.5 Advance human rights and social and economic justice
Throughout the placement, the student should apply and discuss the NASW code of ethics, the standards of the profession, abide by laws, and use professional values to guide practice. The student should be able to apply strategies of ethical reasoning to arrive at principled decisions. (2.1.2)
While engaging a diverse population in which difference shapes life experiences, the student should be able to assess the impact of discrimination and oppression on the client/system and be able to communicate this to the field instructor. This discussion would include conversation about awareness of the student’s own biases and values as they reflect or conflict with the values of the profession. (2.1.4) (2.1.2) (2.1.5)
The student should be able to articulate and demonstrate an ability to work with and learn from at-risk populations who are experiencing discrimination or the cultural structures of privilege and power while recognizing ambiguity in resolving ethical conflicts. (2.1.4) (2.1.2) (2.1.5)
The student should engage in advocacy on behalf of diverse and at-risk populations toward social and economic justice while providing services to vulnerable clients/systems as appropriate to the stated mission of this field site. (2.1.1) (2.1.5)
Practice and Learning Task Assignments: Competencies Met
During the first month the student and field instructor will review the NASW Code of Ethics during supervision, and discuss any particular value or standard that the student identifies during shadowing or observation. Throughout field placement, the student will continue to identifiy how the NASW Code of Ethics applies to inpatient behavioral health practice, and discuss such during supervision.
2.1.1 2.1.2 2.1.4 2.1.5
Throughout the entire field placment, the student will identify him/herself as an MSW Student to all co-workers, team members, and patients and families. 2.1.1 2.1.2
2.1.4 2.1.5
Throughout placement, the student will reference the NASW Code of Ethics, and be able to identify areas in which discrimination and cultural structures of privilege and power may create barriers for patient's in terms of treatment or discharge needs. The student will discuss this at supervision.
2.1.1 2.1.2 2.1.4 2.1.5
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The student will attend at least two Ethics Committee Meetings, and be able to reflect during supervision the cases discussed and ethical considerations as they relate to social work practice.
2.1.1 2.1.2 2.1.4 2.1.5
By the end of field placement, the student will be able to identify and resolve an ethical dilemma, tha tmay accompany providing services in a professional and competent manner. The student will be able to rationalize his/her thoughts surrounding the ethical dilemma, determine appropriate solutions, and discuss with his/her field instructor.
2.1.1 2.1.2 2.1.4 2.1.5
By the end of the field placement, the student will be able to identify personal biases and values, conflicting professional and personal values, and any triggers that my impede his/her ability to provide services to patient's. The student will also identify how he/she will cope with such situations, and how to provide the best service possible to the patient. This will be discussed with the field instructor during supervision, and practiced through the use of process recordings.
2.1.1 2.1.2 2.1.4 2.1.5
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Educational Goal #4Socialization into the Profession and the Development of an Enlightened Professional Self
Competency:2.1.1 Identify as a professional social worker and conduct oneself accordingly2.1.2 Apply social work ethical principles to guide professional practice 2.1.3 Apply critical thinking to inform and communicate professional judgments2.1.5 Advance human rights and social and economic justice
Personal Issues, Conflicts, Differences, Limits, Boundaries, ObjectivesThrough the supervisory process the student should resolve conflicts when personal beliefs, biases and issues are inconsistent with the values and ethics of the profession. (2.1.1) (2.1.2)
Student should work with and/or seek appropriate assistance for people whose lifestyles, background, and attributes are different from those of the student. Differences may include race, ethnicity, socioeconomic status, religion, gender, sexual orientation, immigration status, or veteran status. (2.1.1) (2.1.5)
Given the student’s professional limitations, strengths, and stress management needs, the student should seek learning activities to improve practice and functioning. (2.1.1)
Student should be able to articulate social work roles as appropriate to the field site (2.1.1)
Student should be able to demonstrate professional boundaries. (2.1.1)Student should be able to demonstrate personal reflection and self correction to assure continual professional development (2.1.1)
Practice and Learning Task Assignments: Competencies Met
The student will particpate in the development of the Field Learning Plan (FLP), and modify the FLP as needed through out the entire placment. The student will attend supervision weekly at scheduled time, unless discussed between the field instructor and student about a different time. The student will come prepared to supervision with examples from practice, while considering personal valus and biases, the NASW Code of Ethics, the patient's rights and goals, and policy issues that may be affecting treatment.
2.1.12.1.22.1.5
The student will will be a self directed learning, and identify by the end of placment, three additional learning opporutnities outside of the behavioral health unit within the hospital.
2.1.12.1.22.1.5
By the end of the field placement, the student will be able to list 10 specific responsiblities of the inpatient mental health social worker, and why each responsibility is critical to the care of the patient.
2.1.12.1.22.1.5
Supervision and Continuing Education ObjectivesDuring a supervision meeting, the student should be prepared for, participate in, and use supervision appropriately, to include creating an agenda for meetings, and seeking constructive feedback and criticism. (2.1.1)
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If difficulties arise, student should actively engage with the field instructor and/or faculty advisor/field liaison by following the established problem solving process. (2.1.1)
Student should seek additional training and/or supervision when needed or recommended. (2.1.1)
Student should participate in the continuing nature of professional education through involvement in professional organizations, the use of professional literature, awareness and discussion of local, regional, national, and international current events, especially those with social implications thereby demonstrating an interest in career long learning. (2.1.1)
Practice and Learning Task Assignments: Competencies Met
The student will keep a weekly journal, being sensitive to identifying or protecting health information of patients, to keep track of his/her assigned cases, impressions and interventions. The student will do this thoughout the field placement, and discuss during each supervision. The student will also complete one process recording per term and bring to supervision for dicussion.
2.1.1
The student will attend three trainings and communicate during supervision how the trainings enhanced and influenced his/her professional development. This will occur throughout the field placement.
2.1.1
By the end of the field placement, the student will provide five examples of how constructive feedback improved his/her professional self, development, and knowledge of inpatient mental health treatment.
2.1.1
Work Management Objectives
Student should consistently prepare to deliver and advocate for client access to services by organizing tasks appropriately, appropriate use of time, to include; planning task steps, meeting deadlines, building needed professional relationships, and attending to assignment details. (2.1.1) (2.1.2)
Students should demonstrate the ability to function within an agency setting in accordance with appropriate internal policies. (2.1.1)
Students should demonstrate professional demeanor, dress and workplace behavior. (2.1.1)
Students document activities in a manner consistent with the assigned tasks within appropriate agency protocol. (2.1.3)
Practice and Learning Task Assignments: Competencies Met
The student will keep a weekly calendar to assist in staying organized, and complete all tasks in a timely manner through out the field placement. The student will check in with the field instructor in the morning and before leaving, and as needed through out the day with cases or specific tasks.
2.1.1 2.1.2
2.1.3
The student will present him/herself professionally through behavior, appropriate dress, timeliness, and professional behavior throughout the entire field placement. 2.1.1
2.1.22.1.3
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Throughout placement, the student will provide appropriate documentation, that is reviewed by the field instructor, and discuss why such documentation is important. 2.1.1
2.1.22.1.3
2.1.1 2.1.22.1.3
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FIELD PLACEMENT TIME SHEETStudent Intern: Field Placement Site: Placement (Check one): BASW MSW Field Instructor:
Field Liaison: Semester (Check one): Fall Spring Summer Year
Week # Dates
Mon Tues Wed Thurs Fri Sa/SuWeekly Total
Field Instructor
InitialsHOURS WORKEDEXAMPLE Sept 7-11 8-3 9-5 ---- 9-5 8-3 ---- 28 hours
1
2
3
4
5
6
7
8
9
10
11
12
13
14
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TOTAL Minimum Hours Required: (BSW – 300 per term) (MSW 1st Year --144 fall term -- 216 spring term) (MSW 2nd Year or Adv Standing – 360 per term)
STUDENT SIGNATURE DATE:
FIELD INSTRUCTOR’S SIGNATURE: DATE:
*Students are required to submit a completed time sheet at the end of the term. The signature of the field instructor and the student reflects that the student has met the required hours for the term. If the student needs to clock more hours after the end of the term to achieve the minimum hours required, please note this in the below comments section.
Comments
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Field EducationSchool of Social WorkUniversity of Pittsburghhttp://www.socialwork.pitt.edu/academics/fielded/overview.html
