UNIVERSITY OF MINNES0TA-DULUTH

Department of Social Work

SW 8801: FIELD PLACEMENT I

Spring Semester, 2005

Section 1: Thurs., 1-2:30pm;Bohannon 112

INSTRUCTOR:   Kathy Heltzer,MSSW,LICSW

                                 OFFICE HOURS: Thursdays 10am-12noon

and by appointment

OFFICE:   220 Bohannon Hall (mailing address)

217 Engineering Building (in-person)

PHONE:  726-8935 or 1-888-534-9734

E-MAIL: kheltzer@d.umn.edu

HOME PAGE:  http://www.d.umn.edu/~kheltzer

 

INTRODUCTION:

 

This is the first of two field placements.  Students are placed in community agencies for experience in integrating classroom learning with practical, hands -on work with clients.  In community agencies, students will work with clients dealing with a variety of problems using many different intervention methods and community resources.  The focus in Field I is on developing the knowledge and skills for direct social work practice at the beginning generalist level.  Although emphasizing micro practice, an introduction to mezzo and macro experiences and principles will be provided.  This will be done by integrating practice throughout the field placement experience.

 

A concurrent seminar further assists students in integrating classroom theories, approaches and intervention methodologies in the experiences with their clients.  The foundation year of practice courses must be taken concurrently or before the student takes Field I.  Field Placement is an integral component of the program to prepare students for advanced generalist social work practice in their communities.  Accordingly, students must develop skills for interventions at all three levels of practice-micro (direct service to clients), mezzo (agency administration), and macro (community organization/development) by graduation.

 

COURSE OBJECTIVES:                              

 

Upon the completion of Field I requirements, students should have

achieved the knowledge and skills to perform effectively as generalist

social work practitioners as demonstrated by their ability to:

 

1.   Integrate within a social work practice setting the theories and

principles of generalist social work learned in the classroom,

including the ecological-systems perspective, the strengths

perspective, multi-level intervention and the eclectic use of theory.

 

2.    Effectively utilize a problem-solving process within a generalist

framework, including the steps of engagement, data collection,

assessment, planning, intervention, evaluation and termination.

 

3.  Examine social work values and ethics in a critical manner and

apply them in a professional setting.

 

4.  Demonstrate knowledge and skills for working with diverse

populations, especially with American Indian people (i.e.., ethnic,

racial, cultural, spiritual, sexual orientation, socioeconomic and

gender diversity).

 

5. Effectively practice within an organizational structure by

developing a working knowledge of the mission, policies, procedures and

structure of the agency.

 

6.  Demonstrate the knowledge and ability to appropriately use health

and social service resources available in the community.

 

7.  Utilize effective interpersonal skills in relating to clients and

colleagues, including the ability to provide constructive feedback.

 

8.  Demonstrate an understanding of the impact of social policy on

client systems at the micro, mezzo and macro levels of practice.

 

REQUIREMENTS REGARDING SEMINAR ATTENDANCE, PARTICIPATION AND FIELD HOURS:

 

Students attendance at all ten field seminars Spring Semester is expected.  The dates of seminars for Spring Semester, 2005 have been mutually agreed upon by the Instructor and the students.  When seminars are missed, except for family emergencies, short make-up papers on the topic for the day missed will be required.  Students are expected to actively participate in each seminar.  Students are required to spend 16 hours per week each semester for two concurrent semesters for a total of 480 hours per year in their agency to successfully meet program requirements.  Students should turn off cell phones during seminar time.  Please speak with the Instructor if this is a problem.

 

TEACHING METHODS:

1.   A learning contract/plan must be developed in consultation with the

   Field Supervisor and the (faculty) Field Liaison within the first four

   weeks of the beginning of Fall Semester.

 

2. Students will be responsible for setting up the appointments with the   Field Supervisor and the Field Liaison to review the learning contract at the beginning of the year and for the mid-year and final written evaluations of the students learning progress.

 

3.  Each student will be required to keep a weekly journal of his/her Field

  experiences and learning.  Journals will be turned in monthly to  Field Liaison.  They will be reviewed and returned to the student with comments.  Field Journals should include the following information:

 

            a.  Objective fact: what occurred during the week and what the student

                 learned in the field agency.

 

b.  Subjective response: what did the student personally feel and think about the field experience that week.

 

c.  Integration and interpretation: application of the student's classroom   learning to the field experiences with the clients, e.g., did a certain activity demonstrate the knowledge and skills for beginning generalist practice (including the theories and values covered in the classroom courses.                                                   

4. Field Liaison will give assignments for journaling on particular topics, as well as presentations, to help demonstrate studentsÕ ability to integrate theory and practice.

 

5.  All students will also be required to complete assignments via on-line threaded discussion using the UMD Web Crossing Threaded Discussion format.

 

PURPOSES OF FIELD SEMINAR:

 

The Field Seminar:

           

1.         Encourages the discussion of current issues and concerns arising from

            the students agency assignments and experiences.

 

2.         Enables students to enhance their knowledge and skill base by integrating their classroom learning (i.e., the knowledge, skills, and values of the Òbeginning generalist) and the practical experience in their agencies.  

 

3.         Provides a forum for case study discussion.

 

4.         Gives students the opportunity to discuss their agency within the context of its service delivery system.

 

5.         Provides students time to provide feedback to other students and to receive feedback from the other students on their performance in their agency.

 

6.         Provides students with an avenue for expressing any personal difficulties being experienced, e.g., sexual harassment, at placement.

 

GRADES:
Grading is on a satisfactory/not satisfactory basis only.   The grade is

determined by the Field Liaison who uses input provided by the agency

supervisor.  Each student will be evaluated according to the following

criteria:

 

1.         Successful completion of the 480 hours of Field Placement.

 

2.         Successful fulfillment of the learning contract/plan.

 

3.         Completion of the weekly field journal.

 

4.          Participation in required on-line threaded discussions.

 

5.         Participation and attendance at the Field Seminar.  This includes successful completion of seminar assignments and presentations.

 

6.         Review of the Student Performance Evaluation forms and evaluations

            with the student and Field Supervisor. Additionally, students will be required to secure an updated" Agency Field Application" from their placement agency, reflecting accurate field activities.

 

7.         Submission of the students evaluation of the placement agency.

 

 

TEXTBOOKS:  (available in UMD Bookstore)

 

UMD-Department of Social Work Field Manual, May, 2004 (this will be provided to each student by the Field Coordinator)

 

 Berg-Weger,Marla & Birkenmaier,Julie (2000) The Practicum Companion for Social Work; Integrating Class and Field Work;; Allen & Bacon

 

Note 1.  Students with handicaps which could adversely affect their performance in the course should inform the instructor.  Possible adaptations can be considered.

 

Note 2.  Students wishing to take an incomplete for the course must submit a departmental incomplete form to the instructor for advance approval.  Students cannot enter Field II with an incomplete from Field I.

 

Note 3.  Feedback is provided by both the instructor and other students.  The class presentations and exercises encourage students to provide feedback to their classmates.  The Field Seminars encompass adult learning techniques: the instructor and the students are partners in the teaching/learning process.  Emphasis is placed on the students being responsible for self-directed learning.  Feedback on performance from all partners is valuable.  Students with questions about their performance should make an appointment to discuss this with their Field Liaison.

 

Note 4.  It is recognized that not all students will be provided extensive exposure to clients with cultural diversity, gay and lesbian issues, racial groups, etc., therefore, students are strongly encouraged to share multiple perspectives based on their experiences and backgrounds to enhance the learning of others.

 

Note 5.  The following describes the ground rules for class discussion:

 

Note 5. The following describes the ground rules for class discussion:
We can assume that discrimination exists in many forms (e.g. sexism, racism, classism, ageism, homophobia, anti-Semitism, ableism, etc.). Any critical understanding of these various isms means that we need to recognize that we have been taught misinformation about our own group as well as about members of other groups. This is true for dominant (e.g., white, male, upper class, heterosexual, able-bodied, etc.) and subordinated (e.g., people of color, women, poor, working class, gay/lesbian, disabled, Jewish Muslum, etc.) group members. Based on these assumptions, then, let us agree that we cannot be blamed for misinformation we have learned, but we will be held accountable for repeating information after we have learned otherwise. People and groups are not to be blamed for their subordinate positions. Let us assume that people are always doing the best they can. Let us actively pursue information about our own groups and those of others. Let us share information about our own group with other members of the class but never demean, devalue, or in any other way put down people for their own experiences. We each have an obligation to actively combat myths and stereotypes about our own groups so that we can break down the walls which prohibit group cooperation and group gain. Let us create a safe environment for open discussion.

 

Note 6.  Students are responsible for ensuring that all the required forms are included in their Field I file.

 

 

FIELD JOURNAL/THREADED DISCUSSION

 

1. Journal and Threaded Discussion Assignments:

 

EACH JOURNAL ENTRY NEEDS TO INCLUDE ALL THREE OF THE FOLLOWING ELEMENTS:

 

(1) Description of weekly field activities: include copies of surveys, course

 topics/syllabus, other information that helps provide a picture of your role/participation in the agency.  This description should show  (2) Integration of classroom (material/theory, practice skills, etc.) in placement. (3).  Subjective narrative regarding placement regarding feelings/thoughts/opinions/assessments/suggestion

FIELD JOURNALS ARE DUE ON THE FOLLOWING DATES:

2/17/05  weeks 1-4

3/10/05  weeks 5-8

4/21/05  weeks 9-12

5/9/05  weeks 13-15

 

Threaded Discussion Assignment:  (only seven during the semester) Students will participate in threaded discussion using the Web Crossings format accessed through the UMD web page. Threaded discussion address is http://www.d.umn.edu/webx.  The instructor will post discussion questions throughout the semester. 

 

 

SW 8801 Web Page:

 

A web page for this course can be accessed from the Instructor's Home Page.  Students should check the page regularly for updates, course assignments/changes and other information.  Again, the Heltzer Home Page URL is:  http://www.d.umn.edu/~kheltzer  Click the SW 8801 link to get to the appropriate site.

 

Spring Semester, 2005 Seminar Format:

 

The format for our Spring Semester seminars will consist of check-ins and student presentations.  The first of these presentations will be focused on the integration of classroom learning and practice in the field.  Students will make a presentation including the following:

 

1)    Overview of theory or practice model

2)    Example(s) of how this theory or practice model is implemented in real life

3)    Facilitate a discussion of the model among other seminar participants

Presentations should be 20-30 minutes in length and should be conducted at a professional masters level.  Other students should be prepared to provide constructive feedback to the student presenting, as well as participate in any discussion pertaining to the topic.

 

The second presentation will focus on the use of case consultation in social work practice.  Students will be expected to come prepared to consult on a particular case from their field placement, using the outline provided (attached).

 

TIMETABLE FOR SPRING SEMESTER, 2005

 

 

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