Department of Social Work

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

Semester: Spring 2009Faculty Instructor: Field Instructor:Office: Phone: Email: Eileen.arnold@wku.eduOffice Hours:

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

1

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.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.

2

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 480/481 and 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.

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

3

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 II 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

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

STUDENT WILL COMPLETE 200 HOURS OF FIELD PLACEMENT IN SEMSETER TWO

4

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.

Online Field Journals and Peer Responses 1 20%During the semester, students will submit 4 journals. 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.

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.

5

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?

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

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.

Agency Analysis 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 (5-6 pages).

NOTE: this project will be implemented by students during their second semester in field. Students will add specific tasks to their learning plans at the beginning of their second semester and progress will be monitored by the student, field instructor, and faculty liaison.

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 clients

6

4. Making services more affordable to clients5. Enhancing interagency networking6. Fundraisers for bringing 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. First semester.

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? First semester.

3. Consult with your field instructor and identify a macro level activity that you can implement within the time frame of your field placement. Review your learning plan and jointly decide what specific steps can be added to learning objectives in order to accomplish your project. First semester.

4. Write report, according to guidelines below and submit. First semester.5. Review action steps to implement project and include in updated second

semester learning plan. Second semester.6. Implement steps and evaluate with your field instructor. Report on outcomes

and process to seminar group. Second semester.

The Report:

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 processes

7

Seminar Engagement 10%Active, skilled engagement will be discussed and group norms established in the first seminar session.

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

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.

Mezzo-Macro Project Activities in Learning Plan 5%Students are expected to specifically revise their individual learning plans to include action steps to implement their mezzo-macro project. Students will be required to bring in their revised learning plans for review by the field faculty liaison (as above) and to report on their project plan to their group.

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.

8

Online Field Journals and Peer Responses 2 20%During the semester, students will submit 4 journals. 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 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?

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

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.

Integrative Presentation and Paper-Micro Project 15%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 is 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:

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.

9

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

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 goalii. Specific objectives/action steps

iii. 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 was evaluated/reviewed? How and what has been concluded? What lessons were learned, as documented by the agency records?

10

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.

Seminar Engagement 10 %Active, skilled engagement will be discussed and group norms established in the first seminar session.

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 Policies (Faculty can individualize)1. 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.

11

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” 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

12

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 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

13

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 inassessment 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 work 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. Journalof Social Work, 52, 63-70.

Bronstein, L. (2003). A model of interdisciplinary collaboration. Journal of Social Work. 48, 297-306.

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 autonomouspractice: 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.

14

Curran, L. (2003). Social work and fathers: Child support and fathering programs. Journalof 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.

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 raisinggrandchildren: 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.

15

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 with dementia. Journal of Social Work, 49, 41-450.

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 ofSocial 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 welfaresystem: The example of methadone. Journal of Social Work, 50, 53-63.

16

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 of 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.

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, S. (2004). Learning that an adolescent child is gay or lesbian: The parent experience. Journal of Social Work, 49, 109-118.

17

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.

Zakutansky, T. J. & Sirles, E. (1993). Ethical and legal issues in field education: Sharedresponsibility 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 – First SemesterBased 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 –

extended session (3 hours)

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

Student’s placement should be approved and placement will begin if everything is finalized.

18

Date Topics Addressed Required Reading Assignments DueWeek 2 –

extended session (3 hours)

Worker safetyHIPPASW EthicsSW Field Supervision

Garthwait – Chapters 5 and 6

1st journal

Week 3 – extended session (3 hours)

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 session (3 hours)

Critical ThinkingProfessionalism

Garthwait, Chapter 4

Week 5 First week in fieldCheck-in’s and troubleshooting

Garthwait, Chapter 7 2nd 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 3rd journal

Week 11BG: 4/8/09

Seminar Garthwait, Chapter 10

Journal 3 responses

Week 12 No Class

Week 13 Seminar Garthwait, Chapter 11

4th journal Mezzo-Macro Project Paper Due

Week 14BG: 4/29/09

Seminar Journal 4 responses

19

Date Topics Addressed Required Reading Assignments DueWeek 15 Seminar Wrap-up Prepare for

next semesterFinal field visitsField evaluations due

Week 16 – finals week

Final field visits Field evaluations due

Seminar Schedule – Second SemesterBased 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

Week 2 Skilled participationCulture, diversity and social work practice

Garthwait, Chap. 12 and field discussion notes

1st 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 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 journal

Week 11 ACAT Assessment Journal 3 responses

20

Date Topics Addressed Required Reading Assignments DueWeek 12 Integrative paper

presentations & feedback

Week 13 Integrative paper presentations & feedback

Integrative papers due Presentations

Week 14 Presentations4th 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:The instructor reserves the right to make changes to the syllabus as needed with

reasonable notice and accommodations for the students.

Revised 1/21/09

21