MASTER OF SOCIAL WORK PROGRAM
DEPARTMENT OF SOCIAL WORK
UNIVERSITY OF MINNESOTA, DULUTH
FIELD MANUAL
http://www.d.umn.edu/sw/field/field.html
June 2009
CONTACT INFORMATION
Kathy Heltzer 218-726-8935 kheltzer@d.umn.edu
Field Coordinator
See updated information on our web site for other field faculty contact numbers/e-mails.
http://www.d.umn.edu/sw/field/field.html
Department of Social Work Phone Number is 218-726-7245 or 1-888-534-9734
FAX number is 218-726-7025.
TABLE OF CONTENTS
I. Department of Social Work Mission,
Goals and Objectives................ 3
iI. Field Program
mission.................................................................................................... 4
iii. descriptions of
field i and field ii.......................................................................... 5
A. What is Field I about?............................................................................................................ 5
B. What is Field II about?........................................................................................................... 5
iv. field i objectives............................................................................................................... 5
V. FIELD II
Objectives............................................................................................................. 6
VI. PRE-REQUISITES...................................................................................................................... 7
VII. CONCURRENT PLACEMENTS............................................................................................... 7
VIII. BLOCK PLACEMENTS............................................................................................................ 7
IX. FIELD PLACEMENT
POLICIES............................................................................................... 7
A. Agency Affiliation................................................................................................................ 7
B. Process..................................................................................................................................... 8
C. Criteria for Selection of Agencies...................................................................................... 8
D. Criteria for Selection of the Agency Supervisors............................................................ 9
E. Ongoing Agency Responsibilities....................................................................................... 12
F. Agency Terminations........................................................................................................... 13
G. Student Responsibilities...................................................................................................... 13
H. Insurance............................................................................................................................... 14
I. Hours....................................................................................................................................... 14
J. Compensatory Time............................................................................................................... 14
K. Field Days............................................................................................................................. 14
L. Holidays/Other Days Off.................................................................................................... 14
M. Absences................................................................................................................................ 15
N. Transportation.................................................................................................................... 15
O. Seminars................................................................................................................................. 15
P. Periods in Field...................................................................................................................... 15
Q. Duration of Placement....................................................................................................... 15
R. Credit for Hours Worked.................................................................................................... 15
S. Repeating Placements.......................................................................................................... 15
T. Using Employment for Field Placement........................................................................... 16
U. Students with Handicaps..................................................................................................... 16
V. Using an Outside MSW-Supervisor.................................................................................... 16
W. Child Welfare Scholar Placement Requirements......................................................... 16
X. No Field Credit for Previous Work Experience............................................................... 18
Y. Application of Kolb Learning Style Theory.................................................................. 18
Z. Four Step Teaching Process Model................................................................................... 18
AA. International Field Placements........................................................................................ 19
X. FIELD
COORDINATOR/FACULTY LIAISON RESPONSIBILITIES.............................. 19
A. Field Coordinator:.............................................................................................................. 19
B. Faculty Liaison:.................................................................................................................... 20
XI. FIELD PLACEMENT
PROCEDURES.................................................................................... 20
A. Background Checks............................................................................................................ 20
B. First Year Placements......................................................................................................... 21
C. Second Year Placements..................................................................................................... 21
D. Early Termination of Placement...................................................................................... 21
E. Requests for Approval for Using Employment as Field................................................. 22
F. Requests for Approval for Using an Outside
MSW-Supervisor.................................... 22
G. Questions Which Students Should be Prepared to Answer
When They Interview with the Field Agency Supervisors 23
XII. THE LEARNING
CONTRACT.............................................................................................. 23
A. Purpose.................................................................................................................................. 23
B. Field Guidelines Explained................................................................................................ 23
C. How to Develop a Learning Contract.............................................................................. 24
D. First Year Learning Contract Guidelines....................................................................... 25
E. Second Year Learning Contract Guidelines.................................................................... 33
A. Evaluation of Student
Performance................................................................................... 41
B. Student’s Evaluation of
the Agency................................................................................... 41
C. Summer Field Placement
Evaluations................................................................................. 42
D. Calendar for Student
Evaluations..................................................................................... 42
XIV. Grading Procedures for Field................................................................................ 44
APPENDIX A: Agency
Application..................................................................................... 46
APPENDIX B: Agency
Contract......................................................................................... 52
APPENDIX C: Student
Evaluation................................................................................... 56
APPENDIX D: Student
Evaluation of Field/Agency............................................... 72
APPENDIX E: Background check
forms....................................................................... 78
APPENDIX E: CSWE Educational
Policy and Accreditation Standards... 82
UMD SOCIAL WORK FIELD MANUAL
The mission of the Department of Social Work at the University of Minnesota Duluth is:
1) To promote the well-being of all individuals, families, groups and communities and
2) To advance social justice through teaching, research, and service.
The Department provides student-centered graduate social work education to prepare advanced practitioners for northern Minnesota and beyond. Priorities of the Department include preparing culturally competent advanced generalist social workers, emphasizing services with American Indians and their communities, services to children and families, and social work education for practice in rural settings.
Based on general systems theory and the understanding of the person-in-environment, the general program goal is to graduate students with advanced knowledge and skills in strengthening individuals, groups and families, and organizations and communities, through interventions at the direct service, administration and community levels. Furthermore, graduates will have acquired skills to move into positions of leadership, both within the profession, as well as in the community. To accomplish this goal, an integrated sequence of courses has been developed to meet the needs of the students.
Effective helping at any system level requires a combination of approaches. The effective helping process requires that students have a broad base of knowledge in psychological, social, economic, political and societal problems and the skills to solve them.
Graduates will have developed self-awareness, as well as have acquired an “advanced generalist” base of knowledge and skills. Accordingly, students are prepared to work in a variety of social and health settings, and at a variety of levels of system intervention. Working with American Indians receives a special emphasis in the program.
Field I is the equivalent of the Field experience that the BSW students received. The focus is on generalist social work at the direct practice, organizational and community level. This year is also referred to as the foundation year. The learning experiences and content are operationalized in the student’s learning contract. They must prepare the student for the concentration year by including the core interviewing skills and the development and application of the problem-solving model, within the context of systems theory. Case management and individual/family advocacy are appropriate assignments, as well as work on agency committees and community organizing projects.
Field II is designed to help students develop the knowledge and skills needed for effective advanced generalist practice. Accordingly, the seminar is focused on integrating classroom theories and intervention methodologies with applied agency practice at the micro and macro levels of the advanced generalist model.
1. Integrate within a social work practice setting the theories and principles of generalist practice learned in the classroom, including the ecological-systems perspective, the strengths perspective, and multi-level intervention and the use of eclectic theory.
2. Effectively utilize a problem –solving process within a generalist practice framework, including the steps of engagement, data collection assessment, planning, intervention, termination and follow-up.
3. Examine social work values and ethics in a critical manner and to apply them in a professional setting and tolerate ambiguity in resolving ethical conflicts.
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, effectively using supervision and consultation, and attending to professional social work roles and boundaries.
6. Demonstrate the knowledge and ability to appropriately use health and social service resources available in the community, including scientific and technological developments relevant to the field setting.
7. Utilize effective interpersonal skills in relating to clients and colleagues, including the ability to receive and provide feedback.
8. Demonstrate a beginning understanding regarding the impact of social policy issues and promote changes to improve the quality of social services.
9. Identify as a professional social worker and conduct oneself accordingly by engaging in career long learning.
In order to satisfactorily complete Field II, students must demonstrate the following practice behaviors in relationship to Advanced Generalist Practice.
1.
Take independent
initiative to negotiate, mediate, and advocate with client clients.
2.
Engage in
self-reflection, self-monitoring and self-correction with particular
attention to issues of diversity.
3.
Assume appropriate professional roles and maintain
appropriate boundaries with particular attention to diverse populations
4.
Demonstrate professional demeanor in behavior,
appearance, and communication in challenging and difficult situations
5.
Develop a plan for post-MSW, career-long
learning and ways to contribute to the professional knowledge base
6. Apply social work ethical principles to guide professional practice
7. Autonomously apply models of assessment, prevention, intervention and evaluation
8. Demonstrate clear and concise oral and written communication
9. Seek
out situations beyond one’s comfort zone in an attempt to broaden cultural
understanding and professional competence.
10. Plan
for ongoing professional development of cultural competence both in one’s
practice and
within
agency and community settings.
11. Actively
participate in a variety of community activities and events to promote social
and
economic
justice
12. Systematically
collect, analyze and report information that can inform relevant practice
decisions
13. Apply
policy practice skills to advanced generalist practice
14. Apply
scientific and technological knowledge to effectively serve clients
15. Provide
leadership in promoting sustainable changes in service delivery and practice to
improve the quality of social
services
16. Demonstrate empathy and other interpersonal skills in
advanced generalist practice
17. Utilize
a problem-solving model to autonomously collect, organize, and interpret client
data, assess strengths and limitations,
develop mutually agreed upon outcomes, goals and
objectives, implement appropriate
prevention and interventions strategies, facilitate
transitions and endings and critically
analyze, monitor and evaluate interventions in order
to help diverse clients to resolve
problems and enhance client capacities.
18. Initiate actions to achieve organizational goals in advanced generalist practice.
8801 Field Placement I (3 cr/sem. or credit arranged; enrollment required for entire academic year or summer sessions; pre-req, admission to MSW program; co-reqs., SW 8111 & 8112) (S-N only). Students may, with special practice faculty approval, complete SW 8111 and 8112 (our foundation practice methods courses) before enrolling in Field I. At a minimum, this requires having had six months of paid social work related experience (so that they can adequately participate in SW8111 & 8112).
8802 Field Placement II (4cr/sem. or credit arranged; pre-reqs. admission to MSW program and completion of SW 8801; co-reqs. SW 8441, 8551, & 8661; enrollment required for entire academic year or summer sessions (S-N only).
These placements span 16 hours per week over the course of the nine-month academic year. A full classroom course load is carried by full-time students.
Only the summer sessions can be used for block placements, which require twelve weeks of placement at forty hours per week. All prerequisites apply.
The Social Work Department seeks formal affiliations with public and private non-profit agencies whose policies and programs are consistent with the mission of the Social Work Department.
The potential placement agency's capability to provide the setting, experiences, supervision and instruction, is assessed and approved by the Field Staff using the following procedure:
Agencies are selected based on their ability to give a student the opportunity to gain practice experience through directed instruction and supervision in activities and settings reflective of the Field Guidelines for each level of the Field Program. The following criteria are used to assess the agency's capability to provide appropriate field placements:
a. Hold an MSW degree from an accredited program and have two years post-MSW experience.
b. Have been employed at the agency for at least six months prior to becoming an Agency Supervisor for this program.
c. Develop a clear learning contract with the student about performance expectations.
The expectations are to be stated in terms of behavioral learning goals, methods of achievement, and standards of measurement. The conceptualization of the learning
contract is shared between the Agency Supervisor and the student. The Agency
Supervisor must inform the student about the activities possible to meet each of the goals
in the learning areas, as there is no way the student
can know these ahead of time. The
students will write the contract.
d. Provide instruction on a regular basis in an individual supervisory conference, at least one hour a week. The Agency Supervisor must be willing to serve as the teacher/mentor and educational coordinator for the student and provide feedback to the student on an ongoing basis.
e. Develop specific practice opportunities, which will enable the student to fulfill the expectations of the learning contract. This includes arranging for specific learning activities that address issues of diversity.
f. Communicate with the student and the Faculty Liaison about any unusual opportunities, conditions or problems as soon as they are evident.
g. Participate with the student in the preparation of the student performance evaluations during the middle and final evaluation times.
h. Participate in Field Program meetings regarding the program curriculum and/or effective field instruction. All Field Supervisors are required to complete the Department of Social Work Field Supervisor Training program prior to being eligible to supervise an MSW student.
For new applications, both the on-site and MSW supervisors must attend orientation sessions with the Field Faculty.
Definition of supervision (Maypole, 1997):
For the purposes of this paper, supervision is considered to have three components, which interact to achieve the goals of the agency and the UMD-MSW Field Program:
· to ensure the student's accountability to the agency and to the UMD-MSW Field Program
· to ensure the professional education of the student and
· to provide emotional support for the student's learning.
Although there are different ways in which field placement programs can be structured, the field agency/field program "contractual model" (Bogo and Globerman, 1995) is used at UMD. This model entails close coordination between the Agency Supervisor and the Field Program's Faculty Liaison.
The Field Agency Supervisor is the administrative "linking pin" (Plunkett, 1983) between the agency and the UMD-MSW Field Program. In this role, the Supervisor functions as the channel of communication between the two.
In addition, this role connotes "accountability" to both the agency and to the Field Program. This "accountability," however, may create both "role conflict" and "role ambiguity" for the Supervisor (Plunkett, 1983). The former occurs when the agency and the UMD-MSW Field Program make competing demands in relation to administrative issues and the student's learning and the latter occurs when the demands of the agency and the Field Program are unclear. Both the agency and the Field Program have a responsibility to avoid these problems. However, it is expected that Supervisors will contact the Field staff to clear up conflicts and ambiguities expeditiously.
In working with the student, it is the Supervisor's responsibility to ensure that the student follows the policies and procedures of the agency and the Field Program.
In addition to serving as the overall "educational coordinator" for the student's learning experiences in the agency and community, the supervisors are (1) coach/teacher (to actualize the student's learning contract to develop specific skills/competencies in the advanced generalist curriculum model), (2) judge/evaluator (to continually assess the student's progress toward the professional education goals), (3) advocate (to intervene in agency situations which are detrimental to the student's learning, e. g., harassment or role conflicts), (4) role model (to facilitate the student's learning), and (5) problem-solver (to assist the student in gaining critical thinking skills).
Graduate social work education is not easy. Learning at all levels of practice are emotionally charged and frequently challenging. The emotions created by the student’s being in new situations, which themselves are emotionally charged and frequently problematic, must be dealt with by the supervisor. Unresolved emotions can impede further learning. The student’s emotionally charged learning are dealt with in the field seminar, but must be dealt with on the spot by the supervisor.
These roles, of course, are conducted within an unequal power relationship with the student. This requires the supervisor to be aware of this differential and its potential positive or negative impact on the student. Different students come to the placements needing different levels of task assignments and monitoring. Accordingly, there is no “one size fits all” type of supervisory style.
Ellison, M L. 1994. Critical field instructor behaviors: Student and field instructor views. Arete. 18 (2), 12-20.
In this study, MSW students and their supervisors reported on what behaviors contributed to and what behaviors detracted from quality field instruction. The most frequently selected behaviors follow (p. 16):
Effective
Supervisor Behaviors |
|
Ineffective
Supervisor Behaviors |
|
* Provides needed information |
|
* Inadequate supervisory contacts |
|
* Provides opportunity for student to express concerns |
|
* Lack of needed information express concerns |
|
* Provides evaluative feedback |
|
* Poor role modeling |
|
* Validates student's feelings as normal |
|
* Lack of monitoring of student's work/workload |
|
* Clarifies student's role with the student and others |
|
* Limits student's learning opportunities |
|
* Encourages student to examine and solve problems |
|
|
These studies clearly describe the tasks and the expressive (emotional) dimensions of supervision. Both must receive the supervisor's attention. Other studies have shown that students are concerned about the quality of their relationship with the Supervisor. Within the context of all the other sources of anxiety for the student in his/her graduate education processes, the positive relationship with the supervisor is considered to be a major facilitator of learning.
The agency is an important teaching/learning component of the Field Program. The Agency Supervisors are expected to function as "educational coordinators." It is expected that the Agency Supervisors will be actively supportive of social work, as a profession, and model social work values and ethics. Agencies are expected to:
Each year, the field faculty will evaluate the appropriateness of agency participation (MSW, agency responsibilities, quality of supervision, 480 hours, provision of teaching model, provision of organizational and community activities in Field II, etc.). A critical item, which will be evaluated each year, will be whether or not any of the students experienced personal safety problems.
Agencies experiencing difficulties in meeting these requirements at any time during the year will be contacted and problematic areas will be discussed. The option will be provided to the agency staff for a meeting to discuss corrective actions, including termination of the agency in the program.
The students are expected to take the initiative in the assigned placement to actively seek the types of practice experiences which will enable them to develop and expand their professional skills. It is expected that students will meet the following requirements:
1. Adherence to the NASW Code of Ethics. This is a critical area, which will be reviewed in the seminars.
2. Adherence to the attendance policies for seminars and placements as established by the program.
3. Discussion of learning needs and career plans with the Field Coordinator, who will suggest possible appropriate placement settings. The students implement the "Field Placement Procedures".
4. The development of a learning contract, in conjunction with the Agency Supervisor, which is submitted to the Faculty Liaison six weeks after placement begins (concurrent) or no more than two weeks for block.
5. The initiation and follow- through of all field responsibilities, as designated by the Agency Supervisor. This includes regular and prompt attendance at supervisory meetings with the Agency Supervisor.
6. Adequate recording to document the quality and effectiveness of the student's work.
7. Demonstrate an understanding of the need for strict confidentiality of information gained during work hours.
8. Recording of practice hours in the agency.
9. The completion with the Agency Supervisor of all written evaluations to be submitted to the Department of Social Work.
10. The notification of the Faculty Liaison of difficulties encountered which they are unable to resolve with the Agency Supervisor.
11. Completion of the student evaluation of the agency. Specific student tasks regarding development of the learning contract are described in the Learning Contract section.
1. Professional Liability
The University of Minnesota covers all students who are properly placed and supervised under its self-insurance program for purposes of professional liability (including "malpractice"). Students are not covered for tasks they agree to perform outside of or after they have received the grade for the 480 hours for Field II and 420 hours for Field I. Students who are being paid for their field placement are not covered by the University. Professional liability insurance can be purchased through the National Association of Social Workers for student members and non-members.
2. Automobile Liability
Students are covered by the University's policies (if doing assigned field placement work) for a maximum of $200,000 liability on top of their own auto insurance. However, agencies are expected to provide insurance coverage also for students' conducting assigned work in placement. It is the students' responsibility to check this out before transporting any clients. All usual accident reporting procedures must be followed.
Students are responsible for observing agency working hours. A minimum of 480 hours of field experience per academic year (Field II) and 420 hours (Field I) is required by the University of Minnesota, Duluth in order to adequately meet the standards set by the Council of Social Work Education. The agency should keep records to enable it to certify a specific number of practice hours for students at the end of each semester or summer session.
Occasionally the student's field responsibilities may require work during non-regular hours. This may be treated as overtime, for which compensatory time promptly will be given. It may not be saved in order to shorten the semester/summer session or enable students to leave early for vacation.
Field days are assigned by the Department in conjunction with class schedules. To allow for scheduling or classes, students must be free to attend classes on the days that are not assigned to the field. Field days may be arranged by mutual agreement of agency and school only if they cause no conflict with class schedules or other school requirements.
Students must work 480 hours for Field II and 420 hours for Field I in their placement. They are allowed those holidays observed by the agency and also those observed by the University. Students are not expected to work in their field placements during the final examination weeks nor during regularly scheduled academic breaks.
Students are expected to telephone the Agency Supervisor at the beginning of the field day to report illness or any other emergency requiring absence during the student's field time. Absence, which exceeds two consecutive field days, should be reported by the Agency Supervisor to the Field Liaison. It is the student's responsibility to make arrangements for the make up of missed time by the end of the grading period (i.e., semester or summer session).
Students are responsible for transportation to and from the agency. However, unless prevented by law or agency policy, it is expected that the agency assume the expenses for all agency-delegated activities that include travel. The Social Work Department does not reimburse students for field travel expenses.
For students in our Duluth-based program, there are 10 one-and-one half-hour seminars per semester. Summer session field seminars are arranged between the Instructor and seminar students. Distance Education seminars will, whenever possible, be held near distance sites.
Students will stay in the same seminar group for the duration of the placement. This is necessary for learning continuity purposes.
The school year placement at the UMD Department of Social Work is concurrent, i.e., students are enrolled in class and field education simultaneously. Students requesting a block placement must complete the methods courses at the appropriate level prior to enrolling in field.
Concurrent placements are for the academic year, i.e., two consecutive semesters in one agency placement. Student requests for change in placement once placement has begun will be considered only if there are irresolvable issues in the placement that inhibit the student's learning opportunities. Block placements are for twelve consecutive weeks during summer terms only.
If the student withdraws from enrollment in the field course, no credit for hours completed will be applied to the next enrollment in field.
Students are discouraged from completing their field
placement in one agency setting/department for two year-long placements. A special request must be made to the
Field Coordinator outlining the rational for completing field requirements in
the same agency twice, specifically explaining how Field II learning objectives
will be achieved and what new learning
opportunities will be available.
Students are encouraged to use different MSW supervisors for
their Field I and Field II field placements.
An employment setting may be used as a field placement if all the regular department requirements of agencies and Agency Supervisors are met in the setting and if, for the hours regarded as the field placement time, the student is assigned tasks and supervision different from his/her regular job. Also, the field placement is an educational experience, which requires controlled, limited, and closely monitored assignments. The employment situation creates different expectations and thus makes it difficult to safeguard the student's learning needs. The student is in an agency to learn; and employee is in the agency to work. Not all employment situations will be approved for field placement and approval depends on how clearly the student and agency can describe the learning opportunity and how it is to be monitored and evaluated by the Department. A written application (as described in the procedure section) is required.
If the student has been employed in the agency six months or less, a Field Placement proposal (refer to the procedures section) can be filed to show that her/his regular duties meet the requirements for Field I or II. A different supervisor is required. The other requirements above apply, including the written application.
Students with handicaps, which could adversely affect their performance in the placement, should so inform the Field Coordinator and Agency Supervisor. Possible adaptations can be considered.
Agencies must file written applications for approval to use outside MSW-supervisors. (Refer to the procedure section.)
Child Welfare Scholars must complete at least one field placement* either, 1) at a Minnesota county department of social services in a unit with a focus on child welfare or else 2) at an American Indian human service agency with a focus on strengthening families and preventing out-of-home placements of at-risk children. For Non-Advanced Standing students, this placement must be completed for the Field I requirement. Since Advanced Standing students are involved only in Field II, they must meet these IV-E requirements through Field II.
Examples of the above primary IV-E placements are: Itasca County Health and Human Services, Bois Forte Human Services, Cass County Human Services, Carlton County Human Services, St. Louis County Social Services, Mille Lacs Reservation Health & Human Services, White Earth Tribal Services, Beltrami County Human Services, Lake County Social Services, Fond du Lac Human Services, and Leech Lake Social Services.
Non-advanced standing students may complete their Field II in a secondary child welfare agency. This placement needs to involve working with children at risk for out-of-home placement. This could include preventative social work where the child clientele are not necessarily currently at risk for placement.
Possible examples of acceptable secondary IV-E placements include residential treatment facilities for children, elementary or secondary schools, and family service collaboratives. Community mental health clinics and hospitals are also possible if the clear focus is on serving children either individually or through family or community work. First preference is given to placement settings under contract by county agencies to provide IV-E services.
As previously indicated, standard program students must use Field I instead of Field II to satisfy their primary IV-E placement requirement (i.e., they must arrange to have their Field I placement at a county child welfare agency or American Indian child/family agency). Exceptions to this rule need to be approved by the Field Coordinator in consultation with the Child Welfare Project Scholars Coordinator.
In order to ensure that their proposed placements qualify under IV-E, students must get this specifically approved by the Field Coordinator.
Child Welfare
Scholars are required to also complete an "Addendum to Field Learning
Contract" that includes the following:
1. The field agency description should describe
clearly the child welfare services provided by your unit and the agency
2. An explicit statement that the student will
be working with Title IV-E eligible foster care or pre-adoptive children in the
field placement.
3. Identification and assessment of child abuse
and neglect:
a) Discuss the risk assessment instruments (if
any) used in your agency
b) Discuss the process of risk assessment with
appropriate workers, including discussion of risk factors, behavioral and
emotional indicators of neglect, and cultural/racial issues considered in
assessment.
4. Knowledge of community: Describe and discuss
with your Field Supervisor, the roles and responsibilities of the following in
relation to child welfare/child protection in the community:
A. Your field agency
B. Schools
C. Law Enforcement
D. Courts, prosecutors, agency attorneys
E. Health Care System
F. Specialized agencies, e.g. for sexual abuse, crisis nurseries, foster care, etc
5. Learning contracts must explicitly
demonstrate an understanding the student will be making a direct application of
the knowledge and skills obtained from the field placement experience to their
practice with children in their county social services job.
Additionally, students should consult the "Field Information for Child Welfare Scholars" link on the Department web site for specific activities which should be discussed with their Agency Supervisor as they draft their learning contracts. This can be found at:
http://www.d.umn.edu/sw/field/cwfieldinfo.html
* Those Child Welfare Scholars with 5 years of prior social work experience in a child welfare setting should consult the Child Welfare Scholars Coordinator for information regarding the waiving of this requirement.
Under no circumstances may credit be given for prior work or volunteer experience.
We have found that field supervision is enhanced if supervisors and students are aware of their respective learning styles and ways they can design their supervisory interaction to complement each of their learning strengths. According to Kolb, all learning is composed of four components:
Kolb believes that people usually begin their learning about a particular task or problem with the component that represents their primary learning style. For complete learning, they must move from their primary style through the other three types of learning.
The student's predominant learning styles must be accommodated to the extent that is practical. For example, many students have concrete/active learning styles. With these students, it is necessary to start at the experiencing, rather than abstract/conceptual level. Initial discussions about theories would not meet the student's needs.
Conversely, for some students, it would be appropriate to start at the abstract/conceptual level. The Supervisor would then lead the student through each of the other steps to complete the full learning cycle.
Written materials regarding Kolbs theories (including the actual Kolb Learning Style Inventories which supervisors and students can complete in about 10 minutes) are available by request from the Field Liaisons.
Supervisors must assess the student's maturity, learning style and skill developmental levels. This information is needed to assess where to start with the student in the UMD-MSW Field Program four-step teaching process model. The information can be acquired from the students in interviews, in review of the student's resume or student profile, the Kolb Learning Styles Inventory and initial observations in the placement. Then, the following model should be applied:
Preparatory assessment and training (orientation/workshops; information on agency policies and procedures and "how things are done;" introductions to staff).
Shadowing (Student observes the Supervisor and others doing tasks he/she will do; reflections/discussions with the Supervisor about the objective and subjective experiences).
Observation (Supervisor observes the student in assigned learning tasks, which could include videotaping and role playing, and provides information and feed- back; discussions on theories and meanings of objective and subjective learnings for practice; generalizations and conclusions made).
Semi-independent practice (Supervisor provides information and feedback on specific skills as needed by the student, continuation of reflecting and the relating to and construction of practice theories).
As it can be seen, a beginning-level student should not be assigned learning tasks at the 4th level. The notion of "one size fits all" supervision is not appropriate for use with the students. Generally, it is desired that the student will attain the skills to operate at the semi-independent practice level in various tasks, such as interviewing or community data-gathering, by the end of the school year. Some students might come to the field placement with 3rd or 4th-level skills in some tasks, but be at the 1st or 2nd in other tasks.
Students may develop international placements, but all of the policies, procedures and learning expectations listed in the Field Manual must be met, without exception.
The Field Coordinator is the general facilitator of the Field Program in the Department's curriculum. This includes but is not limited to:
Developing the framework within which the program takes place
Maintaining the currency of the Field Manual and the policies and procedures relating to the Program
Liaison Roles:
Liaison Functions:
(Faria, Brownstein & Smith (1988) Model Adaptation)
Any student placed for academic credit in a UMD department in which there is direct contact with minors or other vulnerable populations must undergo a background check. This includes all MSW students. HireRight, Inc. must be used for students who are required by UMD to have background checks for their placements. A HireRight background check is considered valid for two years from the calendar date that the background check was completed. (The background check does not need to be repeated if the student changes location of her/his placement.) The Department of Human Resources will facilitate these checks.
MSW students are responsible for completing the appropriate forms and providing them to the HR Department. Forms are available on the Social Work Department web site at http://www.d.umn.edu/sw/field/field.html
During the spring or summer prior to their enrollment in the Department of Social Work, the student meets with the Field Coordinator to develop a placement plan based on the student's request, experience, interest, and faculty knowledge of placements. The plan includes a recommended list of placements for each student. Students are expected to select possible field sites which are different from their past work experiences.
In preparation for this meeting, the student may decide to review the list of agencies that have indicated an interest in having students during the time (summer or academic year) when students want to do their placements. They also may want to review the Field I - Placement Agencies Book that includes all agencies that have had our students over the past 5-6 years.
All students should complete the on-line Student Profile form at: http://www.d.umn.edu/sw/field/field.html
Students schedule a personal interview with the Agency Supervisor. Students should plan to bring a resume with them to this interview. [We usually recommend that students interview with at least 2-3 different agencies.]
If the student and Agency Supervisor mutually decide that the placement would be a good match, the student gives the Supervisor the Agreement to Placement Form (Agency Contract - Appendix B) to sign. The student is responsible for seeing that this form is expeditiously returned to the Field Coordinator.
If the placement is not acceptable to either the Agency Supervisor or the student, an alternative placement will be worked out following the above procedures.
In March, each first year student reviews the available information on agency placements supplied by the Field Coordinator, in the Placement Agencies Book (Field II), and on web. Students should complete the on-line Student Profile form at: http://www.d.umn.edu/sw/field/field.html
Based on student requests and faculty knowledge of placements, a second year placement plan is developed with the Field Coordinator.
Students schedule and complete a personal interview with their proposed second year Agency Supervisor, who will confirm whether this placement is mutually acceptable through completing an Agency Agreement to Placement Form (Agency Contract - Appendix B).
This process should be completed by the end of the spring semester.
It is expected that this procedure will be implemented only under special circumstances.
a. The Faculty Liaison must be informed immediately if an issue develops that potentially affects a student’s continued placement.
b. Faculty Liaison may discuss the situation with the full Field Staff.
c. Student/Agency Supervisor/Faculty Liaison discuss the problem/issue.
d. If the issue is not resolved, students must submit a written request to the Faculty Liaison describing the reason for the request and the steps taken to resolve the issue. It will be discussed by the full Field Staff.
e. After review by the entire Field Staff which approves or disapproves the request, the decision will be communicated to the agency and the student and: (a) a new placement is developed for the student if the request is approved; or (b) efforts to resolve the problem will be continued with the Faculty Liaison, student and Agency Supervisor if the request is denied.
a. The Faculty Liaison is notified by the agency if an issue develops that jeopardizes the student's continued placement.
b. Student/Agency Supervisor/Faculty Liaison conference. A specific behavioral plan will be mutually developed if all agree that the placement may continue for the present. This plan will be evaluated in a specified time frame (1-3 weeks).
c. Second student/Agency Supervisor/Faculty Liaison conference. The plans in the previous conference will be evaluated. If the student has met expectations, the placement will continue. If not, alternative plans/expectations may be formulated or the placement may be terminated.
The student must submit in writing the rationale for approval at least four weeks prior to the beginning of the field instruction period for which the request is being made. This request will be submitted to the Field Coordinator, using the following format:
a. Supervision: name and qualifications of supervisor.
b. Agency's willingness to support, plan and sign a formal learning contract/plan with the student and the Field Program.
c. Relationship between employment and education: description and relationship between planned learning experiences and student's regular work assignments.
d. Descriptions of specific learning tasks to fulfill the Field I or Field II placement requirements (i.e., beginning direct service, organizational and community level tasks for Field I and more advanced direct service, organizational and community level tasks for Field II). The inside back page of the Manual can be helpful in identifying appropriate tasks.
In general, requests for approval for using an MSW not employed by the field placement agency will only be considered for Field II placements. Field I placements should have on-site MSW supervision. Under special circumstances, a variance to this policy may be granted.
a. Supervision: name and qualifications of supervisor(s).
b. Agency's willingness to support, plan and sign a formal learning contract/plan with the student and the Field Program.
c. Copy of the contract with the outside MSW supervisor explaining the coordination between the on-site and MSW supervisor. This should provide for ongoing communication between the two parties, as well as for the on-site supervisor(s) attending the learning contact meeting and the mid-year and end-of-the-year student evaluation sessions.
The major purpose of developing the Learning Contract is for guidance and accountability. The development and completion of the contract provides a mechanism for planning, monitoring, and evaluating the student's field experience.
The contract should represent the end product of a process - a process that integrates the requirements of the Department of Social Work for certain learning goals to be accomplished in placement. The contract is the formal agreement between the Department (represented by the Faculty Liaison), student and field agency that the student will fulfill the requirements of placement.
The field guidelines are derived from content in the practice courses. They illustrate basic professional expectations the student must meet in the field and ways in which the Agency Supervisor can plan learning experiences so that the student can meet the expectations. Each set of field guidelines has three parts.
Learning Areas: Content topics are major units of study included in the methods courses.
Goals: Reasonable expectations the student should meet during the course of the field placement. The expectations are based on related classroom content.
Possible Learning Assignments: These are suggestions for developing learning assignments for the student to meet the expectations. The Agency Supervisor and student should develop learning assignments which are reasonable to achieve in the field setting. The possible learning assignments in this Manual provide suggestions of broad areas which can be covered in the assignments. Learning assignments should include specific learning/teaching strategies, i.e., teaching interviewing by the supervisor modeling and then the student demonstrating the skill and the supervisor providing feedback.
The assignments must be specific, measurable and tailored to the learning opportunities in the agency, possible to achieve in the specified time frame.
All of the possible field assignments listed in each set of field guidelines is considered to be reasonable and fair assignments to give to students at that level, although timing of assignments is an important consideration.
By following these steps, the student and Agency MSW Supervisor should be able to construct a Field Contract. Review and input from the Faculty Liaison is required but they are not specified in these steps because they will occur at various times depending on the placement.
STEP I: Orientation and Assessment: The Agency/MSW Supervisor and others should provide a complete orientation to the agency and discuss learning opportunities in the agency.
STEP II: Student Learning Objectives: Careful exploration of the student’s interests and abilities, in conjunction with the MSW Program’s learning objectives, is completed by the MSW Supervisor.
STEP III: Time Allocation: The Agency MSW Supervisor estimates the allocation of the student's field time, appropriate to complete the objectives identified by the MSW program and the field agency. Mutual agreement is reached pertaining to actual scheduled field hours and appropriate blocks of time that the student needs to spend in their field placement for each semester. Summer field is done as a “block placement” and in this case special attention should be given to project/cases appropriate for a 12-week block field placement.
STEP IV: Development of Learning Assignments: Field I and Field II contracts each have prescribed learning objectives (see below). Specific field activities that will facilitate the completion of each objective will be identified. When appropriate, specific completion dates should be designated. [Upon request, Liaisons will provide learning contracts of previous field students to serve as models.]
STEP V: Planning of Evaluation: Following each objective and learning assignment, specific evaluation procedures should be identified. Such procedures might include review and evaluation by the Agency MSW Supervisor and other staff members from oral and written presentations made by the student.
STEP VI: Learning Contract Review: The student, Field Supervisor(s), and Faculty Liaison should review the entire learning contract to be sure that it accurately reflects the requirements of the UMD MSW Field Program, as well as the placement agency.
STEP VII: Completion of Contract: A final draft of the Learning Contract should be reviewed and signed off by the student, Agency MSW Supervisor and Faculty Liaison. Each should retain a copy.
Brief Program Description: The 1st year of the MSW program is designed to prepare the students to become generalist social work practitioners. The focus of the 1st year field placement is on professional values and relationships, basic communication and interviewing theory and skills, the problem-solving process, social systems, planned interventions, evaluation and termination and the systematic use of community resources.
As previously noted, the possible Learning Assignments are merely general guidelines. Tasks for a particular student must be specifically tailored to the learning opportunities of the placement agency and the student’s unique learning style.
Child Welfare
Scholars are required to also complete an "Addendum to Field Learning
Contract" that includes the following:
a. Discuss the risk assessment instruments (if any) used in your agency
b. Discuss the process of risk assessment with appropriate workers, including discussion of risk factors, behavioral and emotional indicators of neglect, and cultural/racial issues considered in assessment.
4. Knowledge of community: Describe, and discuss with your Field Supervisor, the roles and responsibilities of the following in relation to child welfare/child protection in the community.
A. Your field agency
B. Schools
C. Law Enforcement
D. Courts, prosecutors, agency attorneys
E. Health Care System
F. Specialized agencies, e.g. for sexual abuse, crisis nurseries, foster care, etc
5) Understand the impact of domestic violence on child welfare cases and strategies for responding effectively. Complete at least 10 hours of domestic violence related activities to enhance this understanding from a list of opportunities provided to child welfare scholars (e.g., training, observation of court hearings, observing groups, touring community agencies).
Additionally, students should consult the "Field Information for Child Welfare Scholars" link on the Department web site for specific activities which should be discussed with their Agency Supervisor as they draft their Learning Contracts. Link is at: http://www.d.umn.edu/sw/field/cwfieldinfo.html
In developing their learning contracts, students must develop learning
activities to address each major learning area and the practice behaviors that
accompany them. The learning activities should be designed to allow the
students opportunities to achieve and master the practice behaviors. Sample
learning activities are provided below.
FIELD I:
1. THEORY
AND PRINCIPLES OF GENERALIST PRACTICE
Practice Behaviors:
·
Apply the ecological-systems perspective to
case situations
·
Apply the strengths perspective to case
situations
·
Apply a multi-level intervention to case
situations
·
Apply the eclectic use of theory to case
situations
·
Utilize
conceptual frameworks to guide the processes of assessment, intervention, and
evaluation
Sample Learning Activities:
1. Given a case assignment, the student can draw an eco-map of the relevant social systems and identify both strengths and problem areas.
2. Given a case assignment, the student can identify potential intervention strategies at the direct service, organizational and community levels of intervention.
3. Given a case assignment, the student will identify an intervention strategy based upon a major practice model and describe the rationale for the selection of the model as it relates to case factors.
Completion Date __________
Supervisor’s Initials __________
2. USE
OF THE PROBLEM-SOLVING MODEL AND STRENGTHS-BASED PERSPECTIVE
Practice Behaviors:
·
Develop a
mutually agreed-on focus of work and desired outcomes
·
Assess
client strengths and limitations
·
Develop
mutually agreed-on intervention goals and objectives
·
Select
appropriate intervention strategies
·
Help
clients resolve problems
·
Negotiate,
mediate, and advocate for clients
·
Facilitate
transitions and endings.
·
Critically
analyze, monitor, and evaluate interventions
·
Collect,
organize, and interpret client data in developing assessments
Sample Learning Activities:
1. The student will conduct an effective initial interview with a client system, which demonstrates relationship-building skills.
2. The student will collect relevant client data and demonstrate competency in agency data recording practices.
3. The student will develop case assessments that identify strengths, as well as problem areas, and which are useful for intervention planning.
4. Given a case assignment, the student will develop an intervention plan with the client system and present this plan to an interdisciplinary team or Agency Supervisor.
5. The student will facilitate the implementation of an intervention plan and evaluate its effectiveness with the client system.
6. The student will demonstrate skills for addressing termination with client systems and implement a plan for follow-up.
Completion Date __________ Supervisor’s Initials __________
3. SOCIAL
WORK VALUES AND ETHICS
Practice Behaviors:
·
Tolerate ambiguity in
resolving ethical conflicts
·
Apply social work values
in a professional setting
·
Make ethical decisions by applying standards of the
National Association of Social Workers Code of Ethics and, as applicable, of
the International Federation of Social Workers/International Association of
Schools of Social Work Ethics in Social Work, Statement of Principles.
·
Recognize and manage
personal values in a way that allows professional values to guide practice.
Sample Learning Activities:
1. The student will identify value-based factors that facilitate or inhibit problem- solving in a case situation.
2. The student will examine an ethical dilemma confronted and draw from the NASW Code of Ethics in the decision making process on a monthly basis.
3. The student will discuss ethical conflicts with their MSW field supervisor and demonstrate the ability to tolerate ambiguity in resolving them
Completion Date __________
Supervisor’s Initials __________
4. DIVERSITY (10% (48 hours) of the student’s
field placement activities must focus on this area)
Practice
Behaviors:
·
Recognize
the extent to which a culture’s structures and values may oppress, marginalize,
alienate, or create or enhance privilege and power.
·
Gain
sufficient self-awareness to minimize the influence of personal biases and values in
working with diverse groups.
Sample Learning Activities:
1. The student will interview professionals within their placement agency and/or the community from diverse backgrounds regarding social work practice issues with diverse populations.
2. The student will work with diverse populations in their placement setting and discuss the implications for social work practice with their supervisor.
3. The student will make a site visit to at least one community agency/program that serves a diverse client base.
4. The student will discuss with their supervisor barriers to providing appropriate and culturally sensitive services to diverse populations in their placement agency.
Completion Date __________
Supervisor’s Initials __________
5.
ORGANIZATIONAL
STRUCTURE AND PROCESSES
Practice Behaviors:
·
Use
supervision and consultation
·
Effectively practice within an organizational
structure
·
Initiate
actions to achieve organizational goals
·
Demonstrate a working knowledge of the
mission, policies, procedures and structure of the field agency
Sample Learning Activities:
1. Given the opportunity to review agency policy and procedure
materials and to observe agency decision-making processes, the student will
orally present a brief agency description paper to their Agency Supervisor or
field seminar.
2. Come prepared to weekly MSW field supervision with relevant questions regarding social work roles and boundaries, as well as organizational structure issues. Discuss reading material from MSW coursework related to professional social work roles, etc.
3. Interview agency administrators/policy-makers
4. Attend an agency Board meeting and/or other meetings where policy issues are discussed
Completion Date __________
Supervisor’s Initials __________
6.
UTILIZING COMMUNITY RESOURCES, INCLUDING SCIENTIFIC AND TECHNOLOGICAL
DEVELOPMENTS
Practice Behaviors:
·
Advocate for client access to the services of
social work
·
Demonstrate the ability to appropriately use
health and human services available in the community
·
Identify scientific and technological developments
relevant to provide effective services specific to the field placement setting
and client population
Sample Learning Activities:
1. Given a case assignment, the student will be able to identify
appropriate community resources for their client(s) and will demonstrate the
ability to make a referral and advocate, as needed.
2. The student will visit at least three other service providers/agencies in the community and gather information regarding what services are available, eligibility issues, etc.
3. The student will discuss with their MSW Supervisor the role of networking in terms of improving service delivery.
4. The student will use technology to identify best practices and evidence-based research relevant to their field placement
Completion Date __________
Supervisor’s Initials __________
7.
INTERPERSONAL
SKILLS
Practice Behaviors:
·
Demonstrate
effective oral and written communication in working with individuals, families,
groups, organizations, communities, and colleagues.
·
Use
empathy and other interpersonal skills
·
Demonstrate
the ability to provide and receive feedback
·
Attend to professional social work roles and
boundaries
Sample Learning Activities
1. Given a case assignment, the student will demonstrate appropriate
interpersonal skills while interviewing a client, under the supervision of
their MSW Supervisor.
2. The student will participate in staff meetings and other appropriate forums within the agency during which time their supervisor will have the opportunity to observe the student’s interpersonal skills with colleagues.
3. Given a case assignment, the student will demonstrate the ability to establish rapport with a client in the implementation of a case plan, including providing appropriate feedback.
Completion Date __________
Supervisor’s Initials __________
8. SOCIAL
POLICY ISSUES
Practice Behaviors:
·
Analyze, formulate, and advocate for policies that
advance social well-being
·
Provide leadership in promoting sustainable changes
in service delivery and practice to improve the quality of social services.
Sample Learning Activities:
1. The student will read historical documents pertaining to the client
population served by the agency, including prior legislative initiatives and
agency policies. Then, discuss with MSW field supervisor.
2. The student will review current materials pertaining to the client population served by the agency, including proposed policy changes and procedures at the local, state, and national level.
3. The student will discuss the impact of social policy issues at the direct service, organizational and community level with their MSW Supervisor.
4. The student will attend relevant meetings (City Council, County Board, Tribal meetings, Legislative hearings and regional meetings) where policy issues are discussed
5. The student will participate in “Day at the Capital” activities sponsored by NASW or another group
Completion Date __________
Supervisor’s Initials __________
9. PROFESSIONAL
IDENTITY AND CAREER-LONG LEARNING
Practice Behaviors:
·
Practice personal reflection, and self-correction to
assure continual professional development
·
Engage in career-long learning
Sample Learning Activities
1. The student will have ongoing dialogue with their MSW supervisor,
colleagues and others regarding the role of self-care in professional social
work practice.
2. The student will identify a range of coping strategies, appropriate to their professional social work practice.
3. The student will develop and discuss a plan to engage in career-long learning
Completion Date_______
Supervisor’s Initials______
All Learning Contracts
must include cover page and signature page. See below examples.
Cover page
information:
Learning Contract
Field I or II
Date (from – to)
Placement: Name of Agency
Address: Agency address
Agency phone
Student: Name
Address
Phone
MSW Supervisor: Name
Phone
Faculty Liaison: Name
Phone
Example of Signature Page (Last page of contract)
____________________________________________________________
MSW student Intern Date
_____________________________________________________________
MSW Supervisor Date
_____________________________________________________________
UMD Faculty Liaison Date
_____________________________________________________________
On-site Agency Supervisor (non-MSW) Date
In the second year, the placement focus is on the application of major practice theories related to interventions with individuals, families, organizations, and communities within the advanced generalist model, as well as on professional and personal growth. Skill application, increased self-awareness, and growth toward autonomous practice will be expected.
As previously noted, the possible learning assignments are merely general guidelines. Tasks for a particular student must be specifically tailored to the learning opportunities of the placement agency and the student’s unique learning style.
Child Welfare Scholars are required to also complete an "Addendum to Field Learning Contract" that includes the following:
a. Discuss the risk assessment instruments (if
any) used in your agency
b. Discuss the process of risk assessment with
appropriate workers, including discussion of risk factors, behavioral and
emotional indicators of neglect, and cultural/racial issues considered in
assessment.
4. Knowledge of community: Describe, and discuss
with your Field Supervisor, the roles and responsibilities of the following in
relation to child welfare/child protection in the community.
A. Your field agency
B. Schools
C. Law Enforcement
D. Courts, prosecutors, agency attorneys
E. Health Care System
F. Specialized agencies, e.g. for sexual abuse, crisis nurseries, foster care, etc
5. Understand the impact of domestic violence on child welfare cases and strategies for
responding effectively. Complete at least 10 hours of domestic violence related activities
to enhance this understanding from a list of opportunities provided to child welfare scholars
(e.g., training, observation of court hearings, observing groups, touring community agencies).
Additionally, students should consult the "Field Information for Child Welfare Scholars" link on the Department web site for specific activities which should be discussed with their Agency Supervisor as they draft their learning contracts. This can be found at:
http://www.d.umn.edu/sw/field/cwfieldinfo.html
FIELD II: LEARNING CONTRACT GUIDELINES
In
developing their learning contracts, students must develop learning activities
to address each major learning area and the practice behaviors that accompany them.
The learning activities should be designed to allow the students opportunities
to achieve and master the practice behaviors. Sample learning activities are
provided below.
1. ADVANCED MICRO PRACTICE WITH
INDIVIDUALS, FAMILIES AND
SMALL GROUPS
Practice Behaviors:
·
Take independent initiative to
negotiate, mediate, and advocate with clients
·
Demonstrate
empathy and other interpersonal skills
·
Utilize a problem-solving model
to autonomously collect, organize, and interpret client data, assess
strengths and limitations, develop mutually agreed upon outcomes, goals and
objectives, implement appropriate prevention and interventions strategies,
facilitate transitions and endings and critically analyze, monitor and evaluate
interventions in order to help diverse clients to resolve problems and enhance
client capacities
Sample
Learning Activities:
1. The student will engage in at least two case assignments per semester involving complex practice issues with multiple systems in assessing and implementing intervention strategies with client systems. (Examples of multiple systems: judicial, educational, health care, child welfare, and tribal).
2. Organize and facilitate on-going client group or family sessions.
Completion Date __________
Supervisor's Initials __________
2. ADVANCED MACRO PRACTICE WITH ORGANIZATATIONS,
COMMUNITIES
Practice Behaviors:
· Actively participate in a variety of community
activities and events to promote social and economic justice
· Apply policy practice skills to advanced
generalist practice
· Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services
·
Initiate
actions to achieve organizational goals
Sample Learning Activities:
1. Student will attend events at the local or state level that promote social and economic justice.
2. The student will participate with the (placement agency) in conducting program development activities including a needs assessment, the development of services, funding raising/grant writing, and/or program evaluation.
3. The student will assess the organizational dynamics of (placement agency) by identifying the key parts of the structure, system interrelationships, organizational culture, agency communication patterns, funding flows, and other organizational dynamics specific to the agency and initiate actions to achieve organizational goals.
4. The student will:
· identify a significant community problem and/or issue,
· systematically assess this problem through a model of community assessment (community development, social action, social planning and/or systemic change) learned through their MSW coursework,
· identify relevant points of community intervention,
· assess the level of impact the intervention has on the community.
· Use policy practice skills to influence key decisions makers to promote change
5. The student will:
· identify a significant organizational or community issue,
· research the policy issues (at both the system and organizational level) which affect this issue,
· identify the effects of these policies on clients, service organizations and the broader community
· present their analysis to their supervisor.
· Participate in advocacy efforts to influence the policy issue (e.g., lobbying, letter writing, attending legislative hearings etc.)
The analysis should reflect multi-level thinking and an understanding of the complex nature of this topic.
Completion Date __________
Supervisor's Initials __________
3. INTEGRATION OF THEORY, SCIENTIFIC AND
TECHNOLOGICAL KNOWLDEGE
Practice
Behaviors:
·
Autonomously apply models of assessment,
prevention, intervention and evaluation
·
Apply
scientific and technological knowledge to effectively serve clients
Sample Learning Activities:
1. The student will identify and discuss with their MSW supervisor specific theoretical approaches and apply these to their placement at both the micro and macro levels.
2. The student will identify and present research findings that they have learned in their MSW coursework that can be incorporated in their practice at the (field agency).
3. The student and MSW supervisor will discuss how technology is being used in their field setting to serve clients.
Completion Date __________
Supervisor's Initials __________
4. PROFFESSIONALISM
Practice Behaviors:
·
Engage in self-reflection,
self-monitoring and self-correction with particular attention to issues
of diversity
·
Assume
appropriate professional roles and maintain appropriate boundaries with
particular attention to diverse populations
·
Demonstrate
professional demeanor in behavior, appearance, and communication in challenging
and difficult situations
·
Develop a
plan for post-MSW, career-long learning and ways to contribute to the
professional knowledge base
·
Demonstrate clear and concise oral and
written communication
Sample Learning Activities:
1. After observing and reflecting on the different ways that agency staff functions in various organizational settings, the student will analyze how these styles would fit into their own professional technique. The student will discuss this experience with their MSW supervisor.
2. The student will engage in the assessment of their conflict management skills and participate in a conflict resolution process. The student will share this experience with their MSW supervisor.
3. The student will develop a plan for post-MSW, career-long learning and ways to contribute to the professional knowledge base
4. The student will have on-going dialogue about their unique sense of professional identity, including professional roles and setting professional boundaries and by the end of the placement the student will succinctly articulate this to their supervisor.
5. The student will systematically assess their field agency work culture and identify what administrators have done (or could do) to create cultures that are optimally positive for workers and clients.
6. The student will complete a wide variety of writing tasks relevant to their placement (e.g., formal letters, intra-agency memos, brochures, policy manuals, and grants).
7. The student will participate in agency presentations, and/or facilitate team, or subcommittee meetings.
Completion Date __________
Supervisor's Initials __________
5. EVALUATION
Practice
Behaviors:
· Systematically collect, analyze and report
information that can inform relevant practice decisions
Sample Learning Activities:
1. The student will reflect on the direct practice interventions they have chosen, analyzing their level of effectiveness and discuss with their supervisor.
2. The student will develop a plan to evaluate a specific program or community project and implement it, as possible.
Completion Date __________
Supervisor’s Initials ___________
6. SOCIAL WORK VALUES AND ETHICS
Practice
Behaviors:
·
Apply social work ethical principles to
guide professional practice
Possible Learning Assignments: Each semester, the student will apply the NASW Code of Ethics to an ethical issue at the micro and macro practice levels and then systematically problem-solve around the issues.
Completion Date __________
Supervisor's Initials __________
7. DIVERSITY
(10% (48 hours) of the student’s field placement activity must focus on this
area)
· Seek out situations beyond one’s comfort
zone in an attempt to broaden cultural understanding and professional
competence
Sample Learning Activities:
1. The student will engage in opportunities to advance their knowledge and skills in understanding the worldview and life experience of diverse populations, in order to enrich their practice. The student will discuss these experiences with their MSW supervisor.
2. The student will participate in the agency’s Diversity Committee.
3. The student will attend and participate in community meetings that focus on the needs of diverse populations. (i.e. School District Desegregation Committee, City Human Rights Commission, American Indian Commission, Twin Ports Gay Pride Committee).
4. The student will participate in advocacy at the community level which may include public hearings, marches and demonstrations.
5. Student’s caseload will represent diverse clients.
6. Student will participate in activities with colleagues and community members from diverse backgrounds.
Completion Date ___________
Supervisor’s Initials ____________
8. ASSESSMENT
OF CULTURAL COMPETENCY
Practice Behaviors:
· Plan for ongoing development of cultural
competence both in one’s practice and within agency and community settings.
Sample Learning Assignments:
1. Using the concepts and models of assessment learned in their coursework, the student will assess the cultural competency of their field agency and formulate strategies of interventions.
2. Using a model of assessing cultural competency learned in their MSW coursework, the student will assess their own cultural competency with a range of diverse populations and develop a plan to enhance their skills.
3. The student will complete a needs assessment regarding serving diverse populations.
Completion Date __________
Supervisor’s Initials ___________
All Learning
Contracts must include cover page and signature page. See below examples.
Cover page
information:
Learning Contract
Field I or II
Date (from – to)
Placement: Name of Agency
Address: Agency address
Agency phone
Student: Name
Address
Phone
MSW Supervisor: Name
Phone
Faculty Liaison: Name
Phone
Example of Signature Page (Last page of contract)
____________________________________________________________
MSW Student Intern Date
_____________________________________________________________
MSW Supervisor Date
_____________________________________________________________
UMD Faculty Liaison Date
_____________________________________________________________
On-site Agency
Supervisor (non-MSW)
Date
XIII. FIELD EVALUATION
Field evaluation is divided into two parts: (1) evaluation of the student and (2) evaluation of the agency. Both of these evaluation components are explained in detail below.
The Student Performance Evaluation Form is provided by the Dept. of Social Work. The data which the Agency Supervisor and the student use to determine the student’s progress in meeting the criteria for evaluation will be drawn from a variety of sources, including: written records, oral reports of activities, tapes of the students work, direct observation, and feedback from other staff engaged with the student.
The Department of Social Work recognizes the importance of receiving student input regarding their field placements. One method by which the Department monitors and maintains a high quality field placement program is through perceptions students’ offer.
The student can share his/her ongoing perceptions of the supervisor’s role and performance throughout the field placement. This can occur in the weekly conferences, the mid-year and final evaluations, or in whatever manner seems appropriate. The responsibility of the agency and the Agency Supervisor are clearly outlined at the beginning of the placement. Some of these are also written in the student’s learning contract.
The questionnaire asks students to assess the agency on a number of different criteria based on their field experiences. The questionnaire (Appendix D) is completed by the student at the end of the field placement and returned to the Department of Social Work before the student receives a final grade. It is expected that the student and Agency MSW Supervisor and others involved in the student’s learning experiences will discuss the student’s perceptions at the end of the placement. The Department will not release information from specific forms. The results of the students’ evaluation will be kept in summary fashion.
Students should share any problems or other perceptions with the Faculty Liaison on an ongoing basis, either confidentially or in seminar.
Evaluation of the student occurs at the end of the block placement. Evaluation follows the same format as the academic year placement described above, although mid-term evaluations are scheduled as needed. During the summer, agency evaluation by the student is the same as the Academic Year Placement evaluation.
The student, Agency Supervisor, and Faculty Liaison have special responsibilities for participating in the evaluation process of the student in Field. The chart below outlines the activities and procedures for this process relating to concurrent placements.
FALL SEMESTER
SPRING SEMESTER
NOTE: Students must submit weekly logs to the Faculty Liaison at least three times during the semester or summer session. The students include their accounts of their subjective and objective learning experiences, as well as integrate their classroom learning with their practical experiences in the field. These three activities will be major contributors to the students’ grade at the end of placement.
FALL SEMESTER
SPRING SEMESTER
FALL SEMESTER
SPRING SEMESTER
1. Meets with student and Agency Supervisor to evaluate the student’s performance. Assesses all facets of the student’s work both in the field placement and in seminar.
The field course is graded on a satisfactory/not satisfactory basis. The responsibility for the assignment of student grades rests exclusively with the Faculty Liaison. The Faculty Liaison will receive a recommendation from and confer with the Agency Supervisor before assigning the final grade. Students are to be assessed and graded on their performance in the field seminar as well as in their field placement. Grades for field are assigned only after an entire year of fieldwork has been completed. At the end of the Fall semester (and, for Block placements, at the end of the first summer session), students are given an X grade. At the end of the last grading period (Spring semester or second summer session), the grades are changed to an S if the student successfully completes the entire field experience. Students are responsible for ensuring that all required paperwork is completed, including an evaluation of their field experience. Additional requirements as specified by the Faculty Liaison must also be completed and that the students attend all seminars.
UMD-MSW FIELD
PROGRAM
AGENCY APPLICATION
FOR THE FIELD PROGRAM
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Agency Name _______________________________________ |
Date ____________________ |
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Address ______________________________________________________________________ |
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_____________________________________________________________________________ |
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Contact Person ______________________________________ |
Position _________________ |
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Telephone ______________________________ |
E-mail Address _____________________ |
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Fax __________________________________ |
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PART I. AGENCY DESCRIPTION
A. Is your agency: Private non-profit ____ Tribal _____ County _____ Other ____
B. What is the mission of the agency?
C. What is the population being served?
D. What types of services are provided by the agency?
E. What methods of intervention are used (i.e. casework, group work, community organizing, etc.)?
F. Describe
the experience and educational background of the MSW social worker available
for student supervision (The MSW is required by our program to meet CSWE
accreditation standards). Attach a resume.
PART II.
STUDENT - FIELD PLACEMENT DESCRIPTION
A. Describe the educational experiences available to students. What tasks and responsibilities could be assigned to the student? Differentiate between Field I and II (This section will determine if you will be assigned Field I or Field II students. You may want to review the requirements for Field I and II in the Field Manual. The Field Coordinator is available for assistance and further discussion).
B. What types of clients will the student be exposed to?
C. What resources would students have the opportunity to utilize in performing above tasks? Will office or desk space be made available to the student?
D. How will supervision be
provided (i.e. availability and frequency of supervision)?
No less than one hour per week of intensive, teaching, individual MSW supervision is needed. However, to meet the educational needs of the students in the optimal fashion, this is probably only the minimum.
E. To what extent can students participate in staff meetings relating to cases or projects?
F. Will students be able to be exposed to/or participate in administrative meetings, research and evaluation projects (if outside their job descriptions), and policy development tasks?
G. Will the student have the opportunity to attend and participate in workshops and training sessions?
H. Does your agency provide an opportunity for students to get experience working with diverse (people of color, lesbian/gay/bi-sexual/transgender, and other oppressed populations) individuals/groups? Please explain.
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Is it necessary for students to have a car? |
Yes:_____ |
No:______ |
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If needed on the job, will you provide travel expense reimbursement? |
Yes:_____ |
No:______ |
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Are stipends or salary available? |
Yes:_____ |
No:______ |
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Hours/days needed: _____________________________________________________________ |
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Does your agency have a web site? |
Yes:_____ |
No:______ |
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If so, please indicate the URL: _____________________________________________________ |
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Submitted by name/title: ______________________________ |
Date: _______________ |
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Agency Director signature: _________________________________ |
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Please Return to:
Kathy Heltzer, Field Coordinator
220 Bohannon Hall
UMD
Duluth, Minnesota 55812
218-726-8935
(Agreement to
Placement Form)
AGREEMENT TO PLACEMENT FORM
UMD-MSW Field Program
Agency Contract
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Name of Student: ______________________________________________________________ |
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Agency Director: __________________________________________ |
Phone: ____________ |
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Agency: ______________________________________________________________________ |
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Agency Address: _______________________________________________________________ |
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FAX/E-Mail: __________________________________________________________________ |
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MSW Supervisor: _________________________________________ |
Phone:____________ |
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Supervisor e-mail:
________________________________________ |
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Address if different from Agency: _________________________________________________ |
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On-site Supervisor (if applicable): __________________________ Phone: ______________ |
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On-site Supervisor e-mail: _____________________________________ |
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(Non MSW) |
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Student Placement Level (check one): |
Field I _____________ |
Field II _____________ |
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Placement Beginning (insert year): |
Fall _______________ |
Summer ____________ |
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We certify that:
The MSW Supervisor will spend no less than one hour per week of individual, intensive, teaching supervision for the student. The meetings will be held on a routine basis at a designated time and place each week. The MSW Supervisor (or On-Site Supervisor if there is no on-site MSW) will coordinate the student’s work with other related personnel in the agency.
The Supervisor(s) will attend the two Field Program-sponsored meetings for the supervisors each year.
We have reviewed the agency and MSW Supervisor responsibilities in the Field Manual and we agree to meet them.
We agree to provide the student with the educational experiences which will fulfill the requirements of the Learning Contract.
We agree to conduct personal safety risk assessments on each case/project, which we will assign to the student and we will take appropriate protective measures, when needed.
If an outside MSW Supervisor is needed, we agree that he/she and the On-Site Supervisor will meet to develop the student’s Learning Contract, to orient the student and both will participate in the Field Liaison’s visits to the agency to evaluate student progress. A copy of the contract with the outside MSW Supervisor is stapled to this form (this contract should include those elements described under Criteria for Selecting Agency Supervisors)
If it is required that the student transports clients, the student will be covered with the agency’s auto liability insurance policy to supplement the student’s/University’s auto policy.
We understand that each agency in the UMD-MSW Field Program is evaluated by the UMD-faculty each year and that non-compliance may jeopardize our participation in future years.
Signed by: Agency Director: ________________________________________________
MSW Supervisor: _________________________________________________________
On-Site Supervisor (if applicable): ___________________________________________
Date: __________________
Please return to:
Kathy Heltzer, Field
Coordinator
Department of Social
Work
220 Bohannon Hall
University of
Minnesota, Duluth
Duluth, MN 55812
STUDENT PERFORMANCE EVALUATION: FIELD I
Student Name ___________________________ Mid-term ______ Final __________
Agency Supervisor _____________________________ Agency __________________
Faculty Liaison ________________________ Concurrent or Block ____________(year)
This evaluation should be used in conjunction with the Learning Contract to determine the degree of student learning and the grade for the Field I placement. The focus in the Field I placement is on beginning social work practice skills. The Agency Supervisor, student, and Faculty Liaison sign the form to signify it has been discussed.
Please explain your ratings with specific comments and/or examples. The ratings and comments should be made on the basis of the skill levels the student should have at the end of the placement. [Note: If the student didn’t have the opportunity to exhibit a particular skill, please specifically note this with an explanation, instead of trying to provide a numerical rating.]
A. Learning Goal Attainment
THEORY AND PRINCIPLES OF GENERALIST PRACTICE
1. The student applies the principles and theories of “generalist” social work practice to field work setting (e.g., an ecological-systems perspective, strengths perspective, and use of multi-level intervention strategies).
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USE OF THE PROBLEM-SOLVING MODEL
2. The student demonstrates effective practice skills for utilizing a problem-solving process within a generalist practice framework, including the steps of engagement, data collection, assessment, planning, intervention, evaluation, termination and follow-up.
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SOCIAL WORK VALUES AND ETHICS
3. Student applies social work values and ethics in the field setting drawing upon critical thinking skills.
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Comments:
ORGANIZATIONAL STRUCTURE AND PROCESSES
4.
The student understands the mission, policies,
procedures and structure of the agency and is able to function effectively
within the organization.
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Comments:
DIVERSITY (10%
of field placement hours)
5. The student has demonstrated practice skills for working with diverse populations, especially with American Indian people. (including, but not limited to ethnic, racial, cultural, sexual orientation, socioeconomic, gender diversity) Please indicate at least one example from the field placement experience.
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Comments:
ACCESSING COMMUNITY RESOURCES
6. The student has demonstrated the ability to appropriately use health and social service resources to benefit clients.
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INTERPERSONAL SKILLS
7. The student has demonstrated effective interpersonal skills in relating to clients and colleagues, including the ability to provide and receive feedback.
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SOCIAL POLICY ISSUES
8. The student has demonstrated a beginning understanding regarding the impact of social policy issues on all three levels of client systems. Indicate at least one specific social policy issue, which has been discussed over the course of the field placement.
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PROFESSIONAL IDENTITY
9. The student has demonstrated professionalism in their social work practice, including appropriate boundaries. The student has also demonstrated the ability to implement self-care skills.
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Overall Practice Skills
10. Overall, how would you rate this student’s present social work practice level, with 1 being “does not meet expectations” and 4 being “exceeds expectations”.
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B. Learning Contract Review
Staple a photocopy of the student’s Learning Contract to this form and check off learning goals that have been met to date. Comment briefly on the student’s performance giving examples.
Do you have any concerns with the student’s ability to complete the Learning Contract?
C. Assessment
of Helping Skill Development
What do you see as the student’s strongest social work skills?
What areas of social work skill development should the student devote further energy toward? How can this be facilitated?
D. Grade
The information on the previous page must clearly document the students suggested grade.
Suggested grade ___________ S = Satisfactory N = Not Satisfactory
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MSW Supervisor’s Signature _____________________________________ |
Date__________ |
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On Site Agency Supervisor (if different) Signature ____________________ |
Date _________ |
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Student Signature ______________________________________________ |
Date _________ |
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Faculty Liaison Signature ________________________________________ |
Date _________ |
E. Other
Comments:
F. Final
Evaluation Only
I certify that the student has worked a minimum of 420 hours over the course of the placement period.
Agency Supervisor’s Signature _________________________ Date __________________
UMD-MSW FIELD
PROGRAM
STUDENT PERFORMANCE EVALUATION: FIELD II
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Student Name ___________________________________ |
Midterm/Final ________________ |
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Agency Supervisor __________________________ |
Agency __________________________ |
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Faculty Liaison _____________________________ |
Concurrent or Block Year ____________ |
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This evaluation will be used in conjunction with the learning plan to determine the degree of student learning and the grade for the placement. The Supervisor, student and Faculty Liaison sign the form to signify that it has been read and discussed. For the closed-ended questions, rate the student’s abilities on a scale of 1-4.
Please explain your ratings with specific comments and/or examples. The ratings and comments should be made on the basis of the skill levels the student should have at the end of the placement. [Note: If the student didn’t have the opportunity to exhibit a particular skill, please specifically note this with an explanation, instead of trying to provide a numerical rating.]
A. Learning Goal Attainment
ADVANCED PRACTICE
The student has developed and applied knowledge of advanced assessment and intervention skills.
1. Demonstrate direct practice assessment and intervention skills. (Individual/Family/Group)
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Comments:
2. Demonstrate organizational assessment and intervention skills.
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3. Demonstrate community assessment and intervention skills.
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INTEGRATION OF THEORY AND RESEARCH
4. The student demonstrates an understanding of social work related theories and research findings and is able to incorporate these into her/his practice.
a. Social work related theories
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b. Research findings
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INTERPERSONAL SKILLS
5. The student has demonstrated a high level of interpersonal skills at all levels of advanced practice.
a. Interpersonal
communications
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Comments:
b. Conflict Management
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ADVANCED POLICY ANALYSIS
6. The student has demonstrated the ability to analyze policy issues and assess their impact on practice at all levels of advanced social work practice.
a. Policy analysis at a systems level
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Comments:
b. Policy analysis at the organizational level
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EVALUATION
7. The student has demonstrated the ability to conduct masters level evaluations integrating principles learned in their MSW coursework at a direct practice, organizational, and community level.
a. Direct Practice level
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Comments:
b. Complex organizations
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c. Communities
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VALUES AND ETHICS
8. The student has demonstrated knowledge of social work values and ethics at a direct, organizational and community level of social work practice.
a. Values and ethics
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b. In your opinion, does the student function in a responsible and professional manner?
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PROFESSIONAL IDENTITY
9. The student has demonstrated the ability to practice autonomously, be self-reflective and to incorporate feedback into one’s professional practice.
a. Autonomous Practice
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b. Task management skills
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c. Self-care skills
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d. The student shows the initiative to use supervision and seek out learning opportunities from others in the agency and in the community.
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e. The student is aware of personal strengths and areas needing further development and is able to be self-reflective.
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COMMUNICATION SKILLS
10. The student has applied critical thinking skills and communication skills and their expression in written and oral communications.
a. Verbal communications
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b. Written communications
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c. Critical thinking skills
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DIVERSITY
11. The student demonstrates a professional level of competency in their knowledge and skills and practice adaptations with issues of human diversity (people of color, lesbian/gay/bi-sexual/transgender, and other oppressed populations).
a. People of Color
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b. Lesbian/gay/bi-sexual/transgender
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c. Other oppressed populations
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ASSESSMENT OF CULTURAL COMPETENCY
12. The student demonstrates cultural competency skills in assessment and intervention at a personal and organizational level.
a. Personal level
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b. Organizational level
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13. Practice Skills
a. Overall, how would you rate the student’s present social work practice level, with 1 being
“does not meet expectations” and 4 being “exceed expectations”.
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B. Learning
Contract Review
Staple a photocopy of the student’s Learning Plan to this form and indicate which learning goals have been met and which have yet to be met. Comment briefly on the student’s performance level, with examples, to meet each of the goals at this time. Are there any issues in the student’s ability to accomplish the required tasks?
C. Assessment
of Helping Skill Development Level
Which of the following statements do you most agree with in respect to the student’s readiness to perform MSW-level Social Work practice?
1. I don’t believe that they have the potential for this.
2. I’m not sure whether or not they have the potential for this.
3. I believe that they have the potential for performing MSW level practice, but have not yet proven they are able to do it.
4. They have demonstrated their readiness for MSW level practice.
Please elaborate, as specifically as possible, on the statement you chose (e.g., if you said that the student had the potential, but had not yet proven their professional capabilities, please indicate what kind of experiences they would need to accomplish this).
D. Grade
The information on the previous page must clearly document the students suggested grade.
Suggested grade _________ S = Satisfactory N = Not Satisfactory
E. Final
Evaluation Only
I certify that the student has worked a minimum or 480 hours over the course of the placement period.
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MSW Supervisor’s Signature _____________________________________ |
Date _________ |
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On Site Agency Supervisor (if different) Signature ____________________ |
Date _________ |
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Student Signature _______________________________________________ |
Date _________ |
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Faculty Liaison Signature ________________________________________ |
Date _________ |
MSW STUDENT
EVALUATION OF FIELD PLACEMENT AND PROGRAM
Answer
each of the following questions as indicated. Many of the questions ask for a
rating on a scale of 1-5. “1 indicates a negative response and “5” indicates an
overall very positive response. Remember that this is an evaluation of the
Field Program, not the whole MSW Department. Add any specific comments you wish. Do not sign your name.
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Least_____Most
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1. Agency Please indicate the name of your field agency: _______________________________________________________________ Overall, how satisfied were you with your field
placement experience? |
1 2 3 4 5
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Would you recommend this
placement to other MSW students? (1 = Absolutely not! 2 =
I might recommend it. 3= I
do not know. 4 = Probably I would recommend it. 5 = Yes!) |
1 2 3 4 5
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Any additional comments
you would like to share regarding this field placement/agency or supervisor? |
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2. Supervisor What did you think of the MSW supervision you
received? What did you think of the “on-site” (not your primary MSW) super |