SOCIAL WORK PROGRAM FIELD PRACTICUM MANUAL LAMAR UNIVERSITY

Transcription

SOCIAL WORK PROGRAM
FIELD PRACTICUM MANUAL
Summer
Fall - Spring 2014- 2016
LAMAR UNIVERSITY
COLLEGE OF ARTS AND SCIENCES
DEPARTMENT OF SOCIOLOGY, SOCIAL WORK
AND CRIMINAL JUSTICE
P.O. BOX 10026
Beaumont, Texas 77710
(409) 880-8544
[email protected]
Dr. Brenda Nichols, R.N., F.R.C.N.A., Dean, College of Arts and Sciences
Dr. Stuart Wright, Chair Department of Sociology, Social Work & Criminal Justice
Dr. Michael Sullivan, Director, Social Work Program
Mrs. Deb Tomplait., Director Field Placement
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Table of Contents
Preface................................................................................ ...............................3
Mission Statement: Social Work Program........................................................4
Program Narrative.............................................................................................4
Social Work Program Goals .............................................................................4
Nondiscrimination Policy..................................................................................6
Field Practicum Introductory Information........................................................6
Policy for Selection of Field Practicum Agencies.............................................7
Criteria for Selection of Field Practicum Agencies...........................................7
Directions to Students.......................................................................................8
Field Practicum Roles and Expectations...........................................................9
Student..................................................................................................9
Field Practicum Coordinator.................................................................10
Minimal Requirements for student participation in field practicum…………..11
Sowk 4100: 1 hour field preparation class........................................................11
Placement in Employee Setting.........................................................................12
Placement Reassignment...................................................................................12
Professional Liability Insurance........................................................................12
Students Who Experience Sexual Harassment at the Field Agency................13
Transportation..................................................................................................13
Faculty Field Instructor....................................................................................14
Agency Field Instructor....................................................................................14
Field Termination Policy..................................................................................15
Lamar University Student Grievance Procedures.............................................16
Lamar Student Due Process Rights and Procedures.........................................16
Faculty / Staff Behavior: Filing Student Grievances........................................16
Appendix
Social Work Intern Declaration.............................................................................17
Syllabus: SOWK 4321/4324 Field Practicum.......................................................18
(Including assignments and case staffing)
Third Week Evaluation of Student.......................................................................37
Student Evaluation Instrument Summer I (Zastrow)............................................38
Student Evaluation Instrument summer II (Zastrow)...........................................45
Student’s Evaluation of Field Placement..............................................................54
Student’s Evaluation of Field Agency Supervisor................................................56
Agency Evaluation of Lamar University Social Work Program...........................57
Time and Attendance Record Summer I...............................................................59
Time and Attendance Record Summer II..............................................................60
Bibliography..........................................................................................................60
Policy for Criminal Background Check…………………………………………64
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PREFACE
The Social Work Program began in 1969 as an eighteen hour minor housed within the Sociology
Department. In 1974, this minor area was moved, administratively, to the newly created
Department of Public Affairs, which also administered the Criminal Justice Program.
In 1977, an institutional request for the establishment of a Bachelor's Degree in Social Work
(BSW) was approved by the coordinating Board of Texas. In 1980, the University created the
Department of Sociology, Social Work, and Criminal Justice as a result of the merging of the
Departments of Sociology and Public Affairs.
The initial three year accreditation of the Program by the Council on Social Work Education
(CSWE) began in June, 1980. A four year extension was granted in June 1983, based on the
Supplemental Self-Study Report. Reaffirmation for Accredited Status was granted by the
Commission on Accreditation October 1988, June 1996 and again in June 2004 and June 2012.
The Reaffirmation of Accreditation process will begin again in 2018.
The purpose of this manual is to present to the field agency supervisors, senior social work majors
and other constituent groups the expectations for Field Practicum. All students who graduate from
the Lamar University Social Work Program must satisfactorily complete Field Practicum (SOWK
4321 and SOWK 4324).
Field Practicum is a either a block placement occurring during Summer Session I and Summer
Session II of the senior year or a concurrent placement in the Fall and Spring semesters of the
senior year.
We wish to thank the agency field instructors and their respective administration and staff for their
support of the Lamar University Social Work Program. Your participation provides social work
students with a learning environment which is necessary for the development of competent entry
level generalist social work practitioners.
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Lamar University Social Work Program
Field Practicum Manual
Program Introductory Information
Mission Statement: Social Work Program
Within the larger context of a liberal arts education, the mission of the Lamar
University Social Work Program is to develop competent and ethical beginning
generalist professional social work practitioners who possess the knowledge, skills,
and values required to understand, prevent, and eliminate social problems for all sizes and
types of client systems, specifically for populations at risk due to social and economic
injustice.
Program Narrative
Grounded in Ecological Systems, Empowerment, and Strengths perspectives, the Lamar
University Social Work Program prepares students for beginning generalist social work
practice with individuals, families, groups, organizations and communities with a focus on
vulnerable and oppressed populations. The program prepares students to understand and
develop sensitivity to human diversity and advocate for change in areas of social, racial,
economic, and cultural injustice in families, organizations, communities and government. The
program emphasizes and prepares students to contribute to the development of social policies
and resources, specifically in areas that enhance quality of life, create accessible, equitable, and
accountable social service programs, and link those in need of assistance with quality services.
Students are prepared to be non-biased, empirically-based, effective and critically-thinking
practitioners who have a strong identification with the values and ethics of the profession, and
the required commitment identification with the history as well as the future of the profession.
Social Work Program Goals
The Social Work Program is consistent with the University’s Mission of expanding
knowledge, awakening intellectual interests, examining values, developing talents, new skills,
and roles as an informed citizen. Our Mission Statement directs us to build our graduates
social work knowledge within the larger context of a liberal arts education:
“The mission of the Lamar University Social Work Program is to develop competent and
ethical beginning generalist professional social work practitioners who possess the knowledge,
skills, and values required to understand, prevent, and reduce/eliminate social problems for all
client system levels, specifically for populations at risk due to social and economic injustice”.
Grounded in ecological systems, empowerment, and strengths perspectives, the Lamar
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University Social Work Program prepares students for beginning generalist social work
practice with a focus on vulnerable and oppressed populations. The program prepares
students to understand and develop sensitivity to human diversity and advocate for change in
areas of social, economic and cultural injustice with individuals, families, organizations,
communities and government. The Program emphasizes and prepares students to contribute to
the development of social policies and resources, specifically in areas that enhance quality of
life, create accessible, equitable, and accountable social service programs, and link those in
need of assistance to needed services. Students are prepared to be non-biased, empiricallybased, critical-thinking practitioners who have a strong identification with the values and
ethics of our profession, and the required commitment to identification with the history as well
as the future of the profession.
Our Mission Statement directs to develop competent and ethical beginning generalist
professional social work practitioners who possess the knowledge, skills, and values required
to understand, prevent, and reduce/eliminate social problems for all client system levels,
specifically for populations at risk due to social and economic injustice. Additionally, we strive
to foster a commitment to using dynamic evidence based knowledge in work with client
systems.
Our Mission Statement directs to develop competent and ethical beginning generalist
professional social work practitioners who possess the knowledge, skills, and values required
to understand, prevent, and reduce/eliminate social problems for all client system levels,
specifically for populations at risk due to social and economic injustice. Additionally, we strive
to foster a commitment to using dynamic evidence based knowledge in work with client
systems.
From this directive The Lamar University Social Work Program has five Program Goals that
we derived:
1.
Prepare graduates to identify and address oppression, discrimination, and social and
economic injustice within the context of the historical roots of the profession.
2.
Prepare graduates to use effective generalist social work interventions with
individuals, families, groups, organizations, and communities in a variety of social
work field settings.
3.
Prepare graduates who value and respect human diversity and who are capable of
practice with diverse populations without discrimination.
4.
Prepare graduates to understand the impact of policy on all social work practice, and
to be engaged in policy development, analysis, and change when social injustice exists.
5.
Prepare graduates who are committed to life long professional growth and
development, primarily through the utilization of how to obtain and update evidence-5-
based research knowledge to enhance their social work practice.
Lamar University Social Work Program
Nondiscrimination Policy
The Social Work Program values human diversity. The Program accords all its stakeholders
(i.e. students, faculty, staff, field representatives, Program committees) dignity and worth and
therefore prohibits discrimination in its policies and practices based on differences in age,
class, color, disability, ethnicity, family structure, gender, marital status, national origin, race,
religion, sex and / or sexual orientation.
Field Practicum Introductory Information
The field practicum is designed to create an environment in which the student is able to put
into practice their generalist social work knowledge skills and values under the supervision of
an approved trained professional. The entire process is designed to help the student make the
transition from classroom to professional setting.
The practicum consists of two courses, SOWK 4321 and SOWK 4324. The broad goal of
each course is to develop and refine the professional foundation knowledge, skills and values
taught in previous social work courses. A central feature of the field experience is the sharing
of experiences with fellow students during a weekly integrative seminar. The field practicum
is a comprehensive developmental experience. As such, it is expected that the second field
course will build upon that which was accomplished in the first.
In the summer block field practicum, students enter the field sequence after a series of
program courses including: two policy courses; three practice courses; one research methods
class; and two human behavior in the social environment courses, child welfare I and two
social work seminar courses. In the concurrent Fall and Spring field placement, students
concurrently enroll in the upper level social work courses. Earlier in the major, as part of an
introductory social work course, students complete a fifty hour volunteer experience in a
social agency, under supervision. The structured field practicum sequence is taken in the
senior year and consists of two semesters of agency experience, for a total of 400 hours.
Students receive six credits for the two semesters of field practicum. A three hour weekly
integrative seminar accompanies the field experience for both semesters. Supervision in the
field is provided by an approved agency representative.
It is important to understand what field practicum is not. It is not a time for developing a
specialized area of practice. For instance, students will not be prepared to be a child therapist
by the time they complete field practicum. BSW’s are prepared to enter generalist social
work practice. What this means is that the entire classroom and field curriculum should
combine to prepare graduates to have abilities to provide social work interventions that fit a
variety of settings. Regardless who the clients are and needs that students are working to
meet in their particular placement, the knowledge and skills acquired should be transferable to
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other settings staffed by BSW’s.
Policy for Selection of Field Practicum Agencies
Agencies selected as sites for field practicum are drawn from a variety of agencies and
organizations within the community that share parallel missions with Lamar University’s
Social Work Program and whose delivery of social work services and professional practices
are compatible with the purposes of the social work profession, the mission, goals, and
objectives of the Program, and the learning needs of the students.
The process for an agency to be selected as a field practicum setting can be initiated by the
Social Work Program or the agency. Agencies may contact the Field Coordinator to request
consideration as a field practicum agency. The Field Coordinator is responsible for identifying,
recruiting, and with faculty input, approving field practicum settings.
Once an agency has been identified as potential field agency, the Field Coordinator makes an
appointment to meet with an agency representative, often the prospective field supervisor, or
the program or agency administrator. During this meeting, an assessment is made of the
agency’s mission, purposes, activities, staff, location, client population served, and the
educational commitment to students. If the agency meets with the following criteria, it may
be approved as a field practicum agency.
Criteria for Selection of Field Practicum Agencies
1.
The agency’s mission/purpose must be compatible with the values and ethics of
the social work profession and with the mission/purpose Lamar University’s
Social Work Program.
2.
The agency must provide experienced staff to act as field instructors and
provide them with the time and resources necessary to fulfill the teaching and
supervisory roles.
3.
The agency must be willing to provide a broad, comprehensive learning
experience for the students (i.e. opportunities to attend staff meetings, training
sessions, have weekly meetings with agency field instructors and have direct
contact with clients).
The agency must provide physical resources, such as space, telephones, and
clerical support needed for the student to fulfill their field placement
obligations. The student must be allowed to conduct interviews and client
contacts and consult with the agency field instructor in a space that allows
privacy and confidentiality.
Directions to Students
4.
During your field practicum you will be a representative of Lamar University and the host agency.
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Your conduct and performance on the job will reflect these institutions. You have been given an
assignment suitable only for mature adults and we are confident that you are capable of conducing
yourself in such a manner. It is expected that you will conform to acceptable standards of dress and
behavior, and assume the basic responsibilities of promptness, neatness and courtesy to your
coworkers, staff members of the agency, and especially your clients. In addition, please make sure
that you adhere to the following four principals at all times:
1.
Do not enter into a personal relationship with any client. Do not make promises to
provide favors or special treatment during the practice course or afterwards. Do not
join in any criticism of any client, the practice setting or the Lamar University Social
Work Program.
2.
Keep confidences, as you would in any professional situation. It is not acceptable to
discuss the affairs of the agency with the general public. Say nothing that will identify
an individual client, employee, or situation. The information you discuss with your
agency field instructor regarding agency business or client issues is confidential.
3.
Do not participate in agency gossip or in employee conflicts within the agency.
4.
You will be expected and encouraged to ask questions to facilitate your learning process.
Please share your ideas with your supervisor who will listen and be interested, however
keep in mind that you are a student in this agency and your ideas may not by
implemented. It may be that your ideas will warrant serious consideration by the agency
in due time. Keep in mind that the persons with whom you are working are experienced
administrators. Please be mindful of the complex nature of agencies and organizations.
Field Practicum Roles and Expectations
Student
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The student is thought of as a worker-in-training because of role expectations. From the day
students enter the agency, they are expected to assume in some ways the role of a regular staff
member. As they acquire knowledge and skills, they should move closer to the role of a more fullytrained professional practitioner.
The student roles include:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Adhering to agency work hours, to agency policies and procedure, working hours,
attendance, dress codes and rules governing professional behavior by staff members.
Adhering to agency policies governing the strict observance of confidentiality and
the handling of confidential information.
Assuming responsibility for her/his actions and activities.
Maintaining strictly professional and not personal relationships with any and all
clients served.
Being a learner by using a courteous, enthusiastic, open- minded, and critical
approach to facts, fallacies or fantasies.
Relating and using knowledge acquired in the classroom to practice in the agency.
Assuming a positive attitude, a proper maturity, and an eagerness to help people.
Developing self-awareness in regard to attitudes, values, and behavior patterns that
influence his/her practice.
Preparing for and utilizing conferences and other opportunities for learning afforded
him/her in the agency.
Being consistent and punctual in the submission to her/his field faculty instructor and
agency instructor of all work assignments.
Adhering to professional agency behavior according to NASW standards and
NASW Code of Ethics
Utilizing professional client/worker interactions and refraining from allowing student
personal opinions from entering the professional-client interaction process.
Report absences to the field instructor in advance and make arrangements with the
field instructor to make up any lost hours as soon as can be arranged.
Field Practicum Coordinator
The Field Practicum Coordinator is responsible for the delegation and planning of all activities
related to the field practicum. The responsibilities of the Field Practicum Coordinator include:
1.
Designing and maintaining a viable process for integrating the field practicum into
the social work curriculum.
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2.
Identification, recruitment, development and approval of field practicum agencies.
3.
Development and dissemination of information regarding the Social Work Program
to approved and potential field practicum agencies.
4.
Development of manuals and forms which are necessary to the field practicum.
5.
Student placement which includes setting up workshops between agency
representatives and students; acting as liaison between agency and students in
the placement process; interviewing students regarding readiness for field
practicum; deciding where students should be placed; and handling other
activities necessary to a viable field practicum.
6.
Planning and coordinating field-related meetings, workshops, and seminars.
7.
Coordinating with social work faculty in guaranteeing relevance of field
experience to rest of curricula.
8.
Making suggestions and recommendations regarding changes and/or
modifications in curricula.
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Minimal Requirements for Student Participation in Field Practicum
To be eligible for field practicum the student must have a grade of "C" or better in all social work
courses is required in order to enroll in field practicum courses, and:
*Have Completed
Intro 2361 & 2371
3300 HBSE 1
3310 Practice 1
4100 Special Topics Seminar for Field (1 credit hour)
*Concurrent or Completed
3360
3330
3320
3350
Social & Economic Justice
Practice 2
HBSE 11
Practice 3
*Must be a SOWK Major in good standing with:
A GPA < 2.5 in Social Work Courses &
A GPA < 2.25 Overall
Interview & approval by Field Director
And have completed the University's core curriculum
Any exception must be approved by the student’s academic committee (Program Director and
Advisor)
SOWK 4100: 1 HOUR FIELD PREPARATION CLASS
All students must enroll in SOWK 4100 during the spring semester preceding their practicum.
This is true for all students whether in the Summer I and Summer II or the Fall and Spring field
practicum. The Field Practicum Coordinator will consult with students concerning their
preferences for the field practicum. Each student will complete the Field Practicum Preference
Form to assist the Field Practicum Coordinator in the recruitment of appropriate field agencies.
The Field Coordinator will make initial contact with the agency followed by the student
arranging a pre-placement interview with the assigned agency. Each student must have a
resume approved by the Field Coordinator before conducting potential agency interviews. This
interview between the student and the potential field agency allows the student and the Field
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Coordinator to assess the potential for a match. While every effort is made to provide
placements in the type of agency desired by the student, the Program cannot guarantee that
each student is placed in their first choice of agency. UNDER NO CIRCUMSTANCES MAY
STUDENTS ARRANGE THEIR OWN PLACEMENTS WITHOUT EXPRESSED
CONSENT OF THE FIELD PRACTICUM COORDINATOR.
Placement in Employee Setting
Some students may be working in social service agencies and request a field practicum in their
place of employment. The Lamar Social Work faculty do not encourage this. However, if a
student wants to pursue this option the following conditions must be met:
1.
2.
3.
4.
5.
6.
The field practicum must be in an entirely different program than where the
student is employed.
The student’s work supervisor cannot be the field instructor.
The student must secure a letter from the agency indicating the agency’s support
of this plan along with a delineation or work hours and field hours. This letter
needs to be from the student’s current work supervisor or from an appropriate
administrative staff person such as a program supervisor or executive director.
Field time cannot be counted when performing the duties in the student’s current
position.
The student may receive salary for their field placement, only if the agency
assures the Field Practicum Coordinator in writing that the field placement is not
part of the student’s current employment duties.
The Field Practicum Coordinator must approve the plan.
Placement Reassignment
In a very small number of cases it is necessary to terminate the student’s original placement.
The student and the Field Practicum Coordinator need to thoroughly discuss the issues. The
Field Practicum Coordinator will make the final decision regarding termination and new
placements. Students initiating a request for reassignment need to submit a written statement to
the Field Practicum Coordinator delineating the reasons that reassignment is necessary.
Professional Liability Insurance
Students in field practice can be sued for malpractice. Therefore, it mandatory that each
student have in place a Student Professional Liability Insurance Policy. These low cost policies
are issued through the American Professional Agency to members of NASW. Each student
entering field practicum in the summer must have a copy of their insurance policy in the Field
Coordinators Office by April 1. Students entering the fall practicum must have a copy of their
in the Field Coordinators Office by August 1. Students must join NASW as only members of
NASW are permitted to purchase this liability insurance. No other form of liability insurance is
acceptable.
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Students Who Experience Sexual Harassment at the Field Agency
Sexual Harassment of students is a violation of Title IX of the Education Amendments of 1972,
which prohibits sex discrimination in education. Sexual harassment is a form of sexual
discrimination prohibited by Title VII of the Civil Rights Act of 1964. Unwelcome sexual
advances, requests for sexual favors, and/or other verbal or physical conduct of a sexual nature
constitute sexual harassment. Whether the harassment comes from the field supervisor or any
other agency employee, it is destructive to the learning and working environment, is
demoralizing, and it adversely effects students’ performance in their inte4rnship. Even if the
agency has no sexual harassment grievance policy, students may make complaints of sexual
harassment directly to the Office of Civil Rights, U. S. Department of Education, or file a
lawsuit.
Students should follow the following procedure if they have experienced sexual harassment in
their field agency.
1.
The student should contact the Field Practicum Coordinator as soon as possible
to report this situation and to receive advice on how to proceed. If the Field
Practicum is unavailable and the situation is urgent, the student may contact any
Social Work Faculty Member.
2.
The most important consideration is the student’s safety. That will be discussed
the Field Practicum Coordinator and an immediate “safety plan” will be designed
if that is necessary.
3.
The Field Practicum Coordinator will work with the student to decide upon an
intervention strategy.
4.
The future of the student’s placement at the agency will be determined after a
thorough assessment of the situation. The student may choose or be advised not
to return until the assessment has been completed.
5.
If needed, referrals to appropriate resources will be made to help the student
cope with the situation.
Transportation
All students must provide their own transportation to and from the agency. If transportation is
a problem, this should be noted on the Field Practicum Preference Form. Students who drive
their own vehicles must have a current, valid driver’s license and automobile insurance. Some
agencies will pay mileage for travel required to perform agency work. Ask your field instructor
about mileage reimbursement if you are required to travel on the job.
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Faculty Field Instructor
A social work faculty member is assigned for direct University supervision of students in the
field practicum. This responsibility is delegated by the Program Director. Responsibilities
include:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Attendance at all agency and student field practicum meetings scheduled by field
practicum coordinator.
Assuming overall responsibility and consultation with the agency in terms of
objectives, content, and methodology.
Availability to the student for advice with respect to assisting the student to
achieve the course objectives.
Consulting with the agency instructor on a regular basis and as otherwise
indicated regarding a student's learning experiences.
Evaluating the content of the student's written reports and helping the student
integrate classroom and practice learning.
Utilizing the performance evaluations submitted by the agency supervisor for
purposes of consultation and as a part of the final grading of the student.
Recommending to the program director and/of field practicum coordinator the
suspension or complete removal of a student. See Appendix for Termination
Policy.
Overall evaluation of performance and integration of knowledge for purposes of
assigning a course grade.
Conduct weekly field seminar.
Agency Field Instructor
The agency instructor either supervises directly or is responsible for the selection and
assignment of a qualified staff member (as approved by the Field Practicum Coordinator)
to provide consistent and close supervision for the student during the term of the student's
practice within the agency. The role of agency instructor (i.e. agency) includes:
1.
2.
3.
4.
Introducing and orienting the student to the agency's policies, structure,
programs, and function.
Introducing and orienting the student to the agency's expectations regarding
appropriate dress, policies governing confidentiality, and other related modes of
professional behavior.
Teaching the students the agency's role in the community and of the working
relationships with other agencies, including referral procedures.
Familiarizing the student with available community resources most frequently
used by the supervising agency.
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15
5.
6.
7.
8.
9.
10.
11.
12.
Familiarizing the student with the agency's policies and procedures regarding
case management, record keeping, intake, and termination.
Alerting the student to the conflicts affecting the agency because of the political
realities of the community. In a sense, this means protecting the student against
unnecessary exposure to struggles that do not enhance the learning situation.
Assigning caseloads and supervising the completion of client- related tasks and
responsibilities that are in keeping with the student's readiness to complete those
tasks adequately.
Allowing the student to accompany the supervisor to home visits, office
interviews, meetings, conferences, etc., where the student has the opportunity to
identify with the supervisor as a professional practitioner.
Allowing the student a time each week that he may use for developing a report
on observations related to weekly assignments for seminar discussion.
Submitting periodic performance evaluations of the student to Faculty Field
Instructor.
Provide student with a minimum of one hour weekly supervision, preferably at
the beginning and end of each week.
Contact Field Instructor, if necessary, concerning student progress or problems.
Field Termination Policy
Under the following circumstances a student can be removed from field practicum:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Conduct that is inconsistent with the Code of Ethics of the National Association
of Social Workers. The Code can be located at the following internet address:
http://www.naswdc.org/.
Failure to follow field practicum policies.
Unethical conduct of any type in field practicum.
Behavior that threatens the welfare of clients, agency employees, other students
or faculty.
Failure to use sound judgment with clients, colleagues and faculty.
Failure to utilize professional assistance (counseling or consultation) for serious
personal problems which interfere with the student’s behavior in field, or with
their academic performance.
Failure to attend Agency during work hours.
Failure to communicate with supervisor or staff.
Failure to keep Field Director informed of student problems affecting placement.
Failure to report criminal background issues to Field Director.
Failure to notify agency of illness/absences in advance.
Lamar University Student Grievance Procedures
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General University Student Grievance Procedures
The Social Work Program adheres to the grievance procedures as outlined in the Lamar
University Faculty Handbook, the Lamar University General Catalog and the Lamar
University Student Handbook. Students should refer to these documents for a comprehensive
discussion of all grievance procedures. Students may obtain a copy of the Lamar University
General Catalog in the Wimberly Building. The Lamar University Student Handbook is
available in the Wimberly building and Setzer Student Center. A copy of the Lamar University
Faculty Handbook is available in the Department Office for student viewing.
Lamar Student Due Process Rights and Procedures
The Lamar University Student Handbook clearly outlines the due process procedures
for student disciplinary hearings on pages 75 to 79. In part the Lamar University
Student Handbook states, “In those cases in which the accused student disputes the
facts upon which the charges are based, such charges shall be heard and determined by
a fair and impartial person or committee, hereinafter called the hearing officer or
hearing committee, selected in accordance with procedures adopted by the university.”
The Lamar University Student Handbook outlines the procedures, appeal process and potential
range of penalties for general student offenses.
Faculty / Staff Behavior: Filing Student Grievances
If students believe that they have been treated unfairly or unprofessionally by a faculty or staff
member, or that a policy or procedure is unjust or unwise, then the student may submit, in
writing, a formal grievance petition to the Chair of the Department. Grievance petitions are
reserved for those issues or incidences that warrant formal and thorough investigation. Such
petitions should be submitted in a professional manner, consistent with social work norms,
values, and ethics.
Social Work Intern Declaration
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I, ______________________________________________________, declare that as a
social work intern, I have read, understand, and will follow the tenets of the NASW Code
of Ethics. I further declare that I am committed to the practicum phase of my BSW
curriculum, and will abide by the relevant policies and procedures outlined in the Lamar
University Social Work Program's Field Manual as well as the Lamar University Social
Work Student Handbook. I will also abide by the policies and procedures of my assigned
field agency as outlined by my agency field instructor. I agree to keep all client
information fully confidential.
I further understand that activities and/or behaviors on my part that violate the abovementioned policies might possibly lead to my expulsion from the Lamar University Social
Work Program or from the social work practicum.
________________________________________
__________________
Signature (Social Work Intern)
Date
Copy: Agency Field Instructor
Lamar University
Department of Sociology, Social Work and Criminal Justice
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Social Work Program
_________________________________________________________________________________________
Social Work 4321 & 4324
Social Work Field Practicum I & II
Course Number:
SOWK 4321 (field I) &
SOWK 4324 (field II)
Instructor’s Name:
Steve Saur
Course Title:
Social Work Field Practicum
Office:
Maes Building: Room No. 81
Semester
Summer 2013
Office Phone:
(409) 880 8544
E-Mail:
[email protected]
Office Hours:
Tue-Wed-Thur 11-12
Meeting Place:
Meeting Time:
Maes 125
TU 3-5
Also by appointment
Services for students with disabilities:
Any student who feels that s/he needs any accommodation based on the impact of a disability should contact me privately to discuss
his/her specific needs. All information will be kept confidential. If you have any questions you may contact the Services for Students
with Disabilities Office (SFSWD) at 409-880-8026 in room 105 C, Communication Bldg.
Academic honesty:
* Please consult the student handbook for Lamar University policies on academic dishonesty:
According to the Lamar University handbook,” Any student found guilty of dishonesty in any phase of academic work will be
subject to disciplinary action punishable offenses include, but are not limited to, cheating on an examination or academic work
which is to be submitted, plagiarism, collusion, and the abuse of resource materials: (81) One aspect of the handbook’s definition
of cheating is “Purchasing ,or otherwise acquiring and submitting as one’s own work any research paper or other writing
assignment prepared by an individual or firm” (82) Plagiarism is defined as, “The appropriation and the unacknowledged
incorporation of another’s work or ideas into one’s own offered for credit” (82) Students seeking to avoid plagiarism should consult
with the course instructor recent handbooks like , THE LITTLE HANDBOOK and the MLA HANDBOOK FOR WRITERS IF
RESEARCH PAPERS, consultants in the writing center, or websites such as
http://www,utexas.edu/depts/doc/sjs/academicintegrity2.html.
Textbooks
Lamar Social Work Field Manual (provided in class)
Course Description:
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The field practicum is designed to create an environment in which the student is able
to put into practice their generalist social work knowledge skills and values under
the supervision of an approved trained professional. The entire process is designed
to help the student make the transition from classroom to professional setting.
The practicum consists of two courses, SOWK 4321 and SOWK 4324. The broad goal of
each course is to develop and refine the professional foundation knowledge, skills and values taught in previous
social work courses. A central feature of the field experience
is the sharing of experiences with fellow students during an integrative seminar.
The field practicum is a comprehensive developmental experience. As such, it is expected that the second field
course will build upon that which was accomplished in the first.
Accommodations:
Students who feel they may need an accommodation based on the impact of a disability should contact me
privately to discuss their special needs. They may also contact the Coordinator for Students with Disabilities,
Callie Trahan, at 409.880.8026 in room 101 of the Wimberley Building for assistance.
Dropping Policy:
Texas state law now limits the number of undergraduate courses a student may drop to six (6). This
law affects only students who are first-time freshmen in the fall of 2007 and after.
Class: 3 hours. Credit: 3 semester hours.
Prerequisites:
All required social work courses must be completed with a grade of "C" or better. Students must have a 2.25
overall GPA and a 2.5 social work GPA as a prerequisite for this course. (See the Lamar University General
Catalog or the Social Work Student Handbook.)
Social Work 4321 Field Practicum Learning Outcomes
CSWE EPAS Practice Behavior Measurements Embedded Within This Course
1.
Educational Policy 2.1.1—Identify as a professional social worker and conduct oneself
accordingly. Students will advocate for client access to services of social work; practice personal
reflection and self-correction to assure continual professional development; attend to professional roles
and boundaries; demonstrate professional demeanor in behavior, appearance, and communication;
engage in career-long learning; and use supervision and consultation. This learning outcome is derived
from EPAS 2008 Program Competencies: 2.1.1.1; 2.1.1.2; 2.1.1.3; & 2.1.1.4; 2.1.1.5; & 2.1.1.6
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2.
Educational Policy 2.1.2—Apply social work ethical principles to guide professional practice.
Students will apply strategies of ethical reasoning to arrive at principled decisions. This learning
outcome is derived from EPAS 2008 Program Competency: 2.1.2.4.
3.
Educational Policy 2.1.5—Advance human rights and social and economic justice. Students will
advocate for human rights and social and economic justice. Measurement: This learning outcome is
derived from EPAS 2008 Program Competency: 2.1.5.2
4.
Educational Policy 2.1.8---Engage in policy practice to advance social and economic well-being
and to deliver effective social work services. Students will analyze, formulate and advocate for
policies that advance social well-being and collaborate with colleagues and clients for effective policy
action. This learning outcome is derived from EPAS 2008 Program Competency: 2.1.8.1 & 2.1.8.2.
5.
Educational Policy 2.19---Respond to contexts that shape practice. Students will provide leadership
in promoting sustainable changes in service delivery and practice to improve the quality of social
services. This learning outcome is derived from
EPAS 2008 Program Competency: 2.1.9.2.
4.
Educational Policy 2.1.10 (a) Engagement. Students will use empathy and other interpersonal skills;
and develop a mutually agreed-on focus of work and desired outcomes. This learning outcome is
derived from EPAS 2008 Program Competency: 2.1.10 ( a).1, 2.1.10 (a). 2 & 2.1.10(a).3.
5.
Educational Policy 2.1.10 [b]—Assessment. Students will collect, organize, interpret client data;
assess client strengths and limitations; develop mutually agreed-on intervention goals and objectives;
and select appropriate intervention strategies. This learning outcome is derived from EPAS 2008
Program Competency: 2.1.1.10(b).1; 2.1.10(b).2; 2.1.10(b).3 & 2.1.10(b).4.
6.
Educational Policy 2.1.10 [c]—Intervention. Students will initiate actions to achieve organizational
goals; implement prevention interventions that enhance client capacities; help clients resolve problems;
negotiate, mediate, and advocate for clients; and facilitate transitions and endings. This learning
outcome is derived from EPAS 2008 Program Competency: 2.1.10(c).1; 2.10(c).2; 2.1.10(c).3;
2.10(c).4 & 2.10(c).5.
7.
Educational Policy 2.1.10 [d]—Evaluation. Students will critically analyze, monitor, and evaluate
interventions. This learning outcome is derived from EPAS 2008 Program Competency: 2.1.10(d).1.
Throughout the learning experience provided by the field practicum, the student is
expected to relate classroom content and experience to practice. The extent to which the above objectives are
attained will be judged through written reports, seminar discussions, individual conferences and field instructor
evaluations.
Role of Student in Agency:
Students will be assigned to an established community social service agency from which they will derive the
first-hand experience required to meet the field learning objectives. Although students will function as both a
learning participant and an agency member and must follow both University and Agency policy; they are at all
times to be considered students, not employees of the agency.
Scheduling of Course:
The practicum course will be conducted twice year. Block practicum will be offered during Summer Sessions I
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and II of each academic year and concurrent practicum will be offered in the fall and spring semesters.
Clock Hours:
Total minimum number of hours in the field: 400 clock hours. (This does not include class seminars).
Attendance:
Students will observe the office hours of the agency. Attendance is mandatory. Faculty and agency instructors
must be notified in case of an emergency absence. Students must make up hours missed in their agency.
Class Seminars:
Class seminars will be on the campus of Lamar University and/or selected
agencies. The faculty field instructor will schedule the location for seminar meetings. Seminar classes will be
held each week for 3 hours. Attendance is mandatory. Absences from seminar must be approved by faculty
field instructor. Absences from seminar may result in reduction of student grade or removal from field with the
grade of F.
Required Text:
Each student will purchase a Field Practicum Manual. Faculty instructors will assign outside readings in
preparation for weekly seminars and assigned reports. Agency supervisors may assign additional
readings/written assignments as needed.
DROPPING POLICY
For summer, June 17, 2013 is the last date to drop with no penalty. In the Fall/Spring September 30, 2013 and
February 14, 2014 are the last dates to drop with no penalty. After these drop dates, requests for a drop will be
recorded as F if the student is not passing at that time or as Q if the student is passing at that time. Requests to
drop within 15 class days of the beginning of final examinations require a waiver of university policy. These
requests will generally not be considered by the Department chairs.
Grading:
Evaluation of the mastery of the subject matter and the integration of class and field learning is the responsibility
of the faculty member. This will be done through evaluation of students by agency supervisors, individual student
conferences, assigned reports, case staffing, and through participation in seminars based on the following scale.
Each semester you will be graded on: assigned reports, case staffings, weekly seminar attendance and
participation, and agency instructor’s evaluation. The Field Supervisor will recommend a grade for the student.
In general, unless the Lamar Field Instructor determines there was a severe problem with the Field Instructor’s
grade, this grade will represent ½ of the semester grade for each student. The second ½ will be determined by
the student papers. Each of the class assignments will represent 5% of the semester grade and the case staffing
will represent 35% of the grade. The student case staffing must meet the instructor’s approval. Case Staffings
not deemed adequate by field faculty will result in a failing and/or incomplete grade. Students MUST HAVE
AN ADEQUATE CASE STAFFING IN ORDER TO PASS THIS CLASS. Students who deliver an
UNSATISFACTYORY CASE STAFFING will be allowed one opportunity to deliver a satisfactory case
staffing. Students must confer with the instructor if they receive an unsatisfactory grade on their case staffing.
Students who have deficiencies in attendance, behavior, interpersonal interaction, etc. may be removed from
field. Attendance and professional behavior are critical. Students with deficiencies in these areas may have their
grades reduced significantly or be removed from class.
Grade summary:
Supervisor (performance in agency setting):
Case Staffing:
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50%
35%
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course assignments
(3 each semester of field)
15%
Field Practicum Written Assignments
A total of six major written assignments are required for partial completion of Social
Work Field Practicum Courses. These assignments are designed for both learning and
self-evaluating experiences. All papers must be written in outline fashion. All papers must
be typed. Spelling, grammar, punctuation, and usage will heavily influence grading.
Note: Practice Behaviors highlighted in Bold
Points of Consideration:
Assignment I:
First Report
TOPIC: Orientation to Field Practice Setting-Institution, Department, Agency, or
Division
1. Community
Describe the type of community in which the practice setting is located (population, industry, urban-rural boundaries,
occupations, local government). Describe the relationship between the practice setting and the state government.
Identify the strengths of the community.
2. Administration and Organization
Who makes policy governing the field practice setting? Is there a board of directors, governing board, or another
designated committee that is responsible at state or local level for policy-making? What federal-state-local legislation
authorized the program or setting? How are boards or committee members selected? What is their term of office?
What are the top management positions (Director, Assistants, Supervisors, Chiefs, etc.)? Please give specific names
of the people who hold these top management positions.
3. Program Objectives, Functions, and Services
What services are provided by the practice setting and to whom are the services administered? Describe the sources
of financial revenue which make possible the ongoing operations of the practice setting. What is the relationship of
the practice setting with other agencies in the community?
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4. Theoretical Perspective
Describe the agency’s approach to service delivery to clients and client systems. Does the agency use a traditional
problem-solving approach or a Strengths-based/Empowerment approach? Does the agency consider the impact of the
social environment on the client situation when planning interventions?
5. Social Work Perspective
Using all the information gathered thus far, discuss how the history and current services offered by your
agency relates to the history and development of the social work profession.
DATE DUE: ___________________________________
Grading Key for all Rubrics:
1. Minimum Expectations not met
2. Minimum Expectations were met (Marginal performance)
3. Met Expectations (Satisfactory Performance)
4. Above Expectations
5. Excellent
Grading rubric for
first report
orientation to
agency
Excellent- 5
Above - 4
Expectations
Met -3 Expectations
(Satisfactory
Performance)
1. Type of
community
2. Relationship
state/local govt
3. Strengths
community
4. Agency Board
5. Legislation
Authorization
6. Board selection
process
7. Names of Board
members
8. Agency services
provided
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Minimum- 2
Expectations were
met (marginal
performance)
Minimum -1
Expectations were
not met
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9. Agency revenue
sources
10. Agency
approach service
delivery
11. Social work
perspective in
agency
Assignment II:
1.
Second Report
Topic: Generalist Social Work Intervention
Points of Consideration: Each student will explore the nature of generalist social work practice in his/her field
practicum setting (agency/organization) using a generalist perspective
.
Define generalist social work practice.
2.
Give the name of your agency and identify the field of practice. Describe the client population. Who seeks and
receives services from your agency?
3
Analyze your agency from a generalist perspective. (For each of the questions below, please describe and give
specific examples.)
A.
B.
C.
D.
E.
F.
G.
H.
How does your agency work with individuals?
How does your agency work with families?
Is group work practiced within your agency?
How does your agency collaborate with other agencies and organizations?
What are the gaps in services in the community for your agency’s clientele?
Briefly describe how policy impacts social service delivery in your agency?
Describe how research is used in your agency in order to more effectively deliver services.
Describe other means by which your agency adds to the knowledge base of its
staff in order to enhance effective practice, i.e., conferences, workshops,
seminars.
DATE DUE: ______________________________
5. Excellent
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grading
Excellent-5
Above-4
Met-3
Minimum-2
Rubric for
second reportgeneralist
practice
1.Define
generalist practice
2. Client
population
3. Agency’s work
with individuals
4. Agency’s work
with families
5. Agency group
work
6. Collaboration
with other
agencies
7. Gaps in
services for
agency clients
8. Policy
impacting services
9. Research
utilization in
agency
10. Other
enhancement to
knowledge base
Assignment III:
Third Report
TOPIC: Use of Groups in Agency Setting
1.
2.
3.
4.
5.
The group paper is designed to allow students to integrate their knowledge
and understanding of group work practice.
In many placement settings the student will not be able to experience a group
process. However, they may be able to experience group work via collaboration
with other agencies. The purpose of this assignment is for the student to
demonstrate the ability to intellectually organize a group.
It is not mandatory that the student implement the group designed
This paper must not be a simple recitation of a group that is currently utilized by the
agency. You must creatively and professionally create develop a new and
unique group that has never been used by the agency. This group must be your
creation.
Students may ask for input from agency staff, field supervisors, and faculty.
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Not met-1
26
THE MAJOR EMPHASIS OF THE GROUP MUST BE IN ACCORD WITH SOCIAL
WORK PRINCIPLES AND ETHICAL STANDARDS. THE PURPOSE OF THE
GROUP SHOULD BE DEMONSTRATED IN RELATION TO THE GOALS OF
YOUR AGENCY.
Outline for paper: (assignment III)
1. Describe how groups are currently used within the agency. Give the group’s purpose,
when the group meets, target population, etc..
2. Discuss some innovative ways to use groups within your agency.
3. Design a group and include the following:
a. Identify the type of group you plan to create (therapeutic, task, informational, social support, and recreational,
self help)
b.
Give the purpose.
* Why might this group be needed in your agency?
* Does the group “fit” into the agency structure?
c. Composition of group (Size? How will members be chosen? Will membership change?
If so, how? Is this an open or closed group? Will it be open to public or for only agency
clients/staff, etc.).
d. Duration of group (each session as well as number of sessions).
e. Location of group (physical location).
f. Roles of group members including leaders of group, i.e., tasks, duties, responsibilities of
the members of the group.
g. Role(s) of the social work intern, i.e., tasks, duties, responsibilities.
h. Anticipated potential problems; potential solutions.
I. Strengths and weakness of the group project outlined in this paper.
Grading Key for all Rubrics
5. Excellent
Grading rubric for third
report: groups in agency
Excellent- 5
Above
-4
Met
-3
Expectations
(Satisfactory
Performance)
Expectations
1. Groups currently in use
at agency
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Minimum - 2
Expectations were
met (marginal
performance)
Minimum -1
Expectations were
not met
27
2. Innovative ways to use
groups
3. Type group planned
4. Purpose planned group
5. Composition planned
group
6. Duration planned group
7. Roles group members
planned group
8. Social worker roles
planned group
9. Anticipated problems
planned group
10. Strengths weakness
planned group
Assignment IV:
Fourth Report
TOPIC: Supervision in Social Work Practice
1. Who is your supervisor (s)? Provide name (s), title (s), or position (s).
2. How many people does your supervisor supervise? How many students?
3.
Does your supervisor have other duties? If so, please list.
4.
How often do you have a private conference with your supervisor?
5.
Who initiates these conferences?
6.
Do you staff cases with your supervisor? How, when, how often, etc.
7.
Discuss the supervisory process in your field practicum setting based on your reading and
understanding of the following articles:
Brashears, F. (1995). ASupervision as Social Work Practice: A Re-conceptualization@, Social Work, Sept.1995, Vol. 40(5), pages 692-700.
AUsing Agency Supervision@, Sheafor, B. & Horejsi, C. (2006) Techniques and Guidelines for Social Work Practice, 6th ed. Boston: Allyn &
Bacon, pages 209-210.
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A.
From the Brashear article, give Pettes= definition of supervision.
From the article in Sheafor, state the purpose of supervision.
B.
From Brashear, identify (do not explain) the (3) traditional functions of
supervision.
From the article in Sheafor, identify (do not explain) the functions of supervision.
C.
Evaluate the performance of your supervisor (or supervisors) in EACH of the
functions (areas) of supervision giving specific examples. NOTE: Look at
Shaefor’s guidelines@.
D.
Briefly explain Brashear=s alternative model for supervision.
E.
How does your supervision reflect this model? EXPLAIN
8.
Are your supervisor’s goals and expectations of you clear? Provide example(s). How are these goals transmitted: orally, written, or both?
Do you feel that you understand the expectations for your position as student worker?
9.
What do you feel are the most important characteristics of a supervisor/student worker relationship? Why?
10.
In what ways in your agency can the use of supervision be improved to enhance your
professional development?
11.
How has the supervision you have received enhanced your understanding of the importance
of life long learning for the continued improvement of your practice?
DATE DUE: _________________________________
5. Excellent
Grading rubric for
fourth report:
supervision
Excellent - 5
Above - 4
Expectations
Met - 3
Expectations
(Satisfactory
Performance)
1. Supervisor
2. Span of supervision
3. Other supervisor
duties
4. Frequency of private
conferences with
supervisor
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Minimum - 2
Expectations were
met (marginal
performance)
Minimum - 1
Expectations were
not met
29
5. Initiation of
conferences
6. Ability to staff case
with supervisor
7. Pettes’s definition of
supervision
8.(3)traditional
supervision definitions
9. Evaluation your
supervisor according to
definitions
10. Brasshear
alternative model
11. Clarity of
goals/exceptions of
student
12. Most important
characteristic supervisor
13. How agency can
improve supervision
14. Life long learning
from supervision
Assignment V:
Fifth Report
TOPIC: Use of Research - Measurement and Evaluation
Using case assigned to the student, students will prepare this
written assignment.
1.
Describe the concept - the dependent variable - you and the client wish to change (client's behavior, client's living arrangement, client's employment status,
etc.) How will the dependent variable be operationalized?
2.
Describe specifically how you will measure this concept (presence or absence, duration, frequency, magnitude, etc?) Will you use standardized instruments?
3.
How often will this concept be measured? Will there be a baseline utilized? Why was this measure chosen? Are there other potential ways to measure this
concept?
4.
Who will measure this concept?
5.
Describe the treatment - the independent variable. The treatment should be described specifically, not generally. Simply suggesting that group or individual
counseling will be the treatment is not adequate. Students must provide more detail about the treatment.
6.
Describe any additional variables that may interfere with the goal of changing the dependent variable with manipulations of the independent variable? Is it
possible to control any potential interference? How?
7.
Describe the goals, the desired outcome. How will one know that the goals have or have not been reached, i.e. what threshold of a measurable goal will be
judged successful? Will the client believe that this measure reflects a successful outcome?
9.
Produce a graph demonstrating changes in the operationalized target concept.
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DATE DUE: _____________________
5. Excellent
Grading rubric for
fifth report: use of
research
Excellent-5
Above-4
Expectations
Met-3 Expectations
(Satisfactory
Performance)
Minimum-2
Expectations were
met (marginal
performance)
Minimum-1
Expectations were
not met
1. Concept,
dependent variable
2. How measured
3. How often
measured
4. Who measures
5. Treatment,
independent variable
6. Intervening
variables
7. Overall goals
8. Graph
Assignment VI:
Sixth Report
Topic: Advocacy
Identify within your agency an opportunity to engage in advocacy for a client system.
The following paragraph has been taken from: Sheafor, B. & Horejsic, C. R. (2007).
Techniques and Guidelines for Social Work Practice. Boston: Allyn & Bacon. This
selection is to be used as a guide for completing this assignment.
At the heart of social work is advocacy. This role is fundamental to social works mission and is clearly embodied in the Code of Ethics (NASW, 1999). For
example, Section 3.07 of the Code calls for social workers to advocate ‘within and outside their agencies for adequate resources to meet client’s needs’ and
to ensure that the resource allocation procedures are open and fair for all clients (p.55). At the macro level, section 6.04 indicates that social workers are
expected to ‘advocate for changes in policy and legislation to improve social conditions in order to meet human needs and promote social justice’ (p. 27).
Mickelson (1995) defines social work advocacy as ‘the act of directly representing, defending, intervening, supporting, or recommending a course of action
on behalf of one or more individuals, groups, or communities with the goal of securing or retaining social justice’ (p. 95). Social workers must balance their
methods of advocacy with the principals of maximizing client self determination and client participation in the change process. To the extent possible,
advocacy should take the form of assisting clients to be their own advocates.
Needless to say, advocacy is not usually popular within one’s own agency or within the community services system. Nevertheless, advocacy is a necessary
function performed by social workers. What is right is not always popular. The social worker should be prepared for negative responses to advocacy
activities (see Sheafor& Horejsic, 2007, p. 55).
Once you have identified your advocacy opportunity (the client(s) for whom you plan to advocate), with the approval of your agency instructor, develop and implement
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your
advocacy plan. If you cannot implement your plan for any reason, you must contact your supervisor and faculty member and also include a written explanation in your
report.
1.
The advocacy opportunity: Identify client’s system/population group who needs you to engage in advocacy to “improve social conditions, meet human
needs, and/or promote social justice.” What needs to be done and why?
2.
The advocacy plan: What are you going to do? Please be specific.
3.
Necessity of advocating for human rights and economic justice in this instance
4.
Types of advocacy for human rights and economic justice utilized.
3.
The implementation of the plan: What did you do? Please be specific.
4.
The evaluation of the plan: What were the results of your advocacy action?
Grading rubric for
sixth report:
advocacy
Excellent-5
Above -4
Expectations
Met -3
Expectations
(Satisfactory
Performance)
1. Identification of
client population
2. Description of
advocacy necessity
3. Specificity of
advocacy plan
4. Implementation of
advocacy plan
5. Evaluation of
advocacy plan
Case Staffing Section
Case staffings are utilized by most “helping professions” as a means of assisting the
helper (here, the student social worker). Input from supervisory staff and peers aid
the worker in many ways, including:
1. Supporting and giving sanction to the social worker’s actions with reference to
the case.
2. Assisting the worker in analyzing alternatives and potential consequences.
3. Providing a forum for discussion so that staffing becomes a learning experience
for all members of the staffing group.
4. In most agencies, a case is staffed for one of several reasons:
a. To develop a team approach to a service plan
b. To provide input due to a unique situation
c. To assist the worker with an impasse
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Minimum -2
Expectations were
met (marginal
performance)
Minimum-1
Expectations were
not met
32
d. To explore innovative methodologies (techniques and procedures used by the
worker)
Most cases are followed for a period of time. However, in this course, each case will have one presentation with possible “up dates”
throughout the field practicum sessions.
Generalist Integrative Model for Case Staffing
GUIDELINES FOR CASE STAFFING PREPARATION
1. Each student will select, with input from agency supervisor, a case from your practicum caseload to be staffed during
the weekly field placement seminar. The case staffing will be both a written and an oral presentation.
2. The staffing will be scheduled in advance. Students are encouraged to invite agency supervisors to attend seminar your
case staffings.
3. Typed copies of the case must be turned in to the faculty no later than NOON the day before the student’s staffing. This
allows the instructor to preview the case prior to the seminar meeting. Failure to comply will result in a ten -point
reduction of grade.
4. Students MUST bring to the Weekly seminar class copies of their case staffing for other students. The Lamar Social
Work secretary WILL NOT Xerox student case staffings. The copies are the responsibility of the individual student.
5. Grammar, spelling, and logic count heavily in case staffing grades.
6. Use pseudonyms, not client name(s) in order to assure confidentiality (do NOT use silly phrases such as “Superman,
Lois Lane,” etc.).
7. Students should assume that they no longer work at an agency and their case staffing will be read at a later date by the
next worker, a supervisor, a court official, or another social worker. Therefore it is crucial in a written document (case
staffing) to document for the reader the source of the information. For example, a case staffing should begin with a
statement of sources of information as follows.
This report is based upon X number of meetings with Y individuals. These meetings occurred at (client’s home, county jail, worker’s office, etc.)
In addition, information in this case staffing was obtained from the case file in XYZ agency. Additional information contained in this report came
from a conversation between this worker and worker ABC in the BBB social service agency. Additional information was gathered from
conversations with (fill in the blank and note relationship with client, if any.)
Each sentence does not have to state the source of information. However, controversial and crucial information should be tied to the data source.
For example: Incorrect - Mr. B has a drinking problem. Correct - Mrs. B told me that Mr. B has a drinking problem.
8. Students must provide evidence to support conclusions. For example, it is not acceptable to say “Mr. Jones was depressed.” However, it is
correct to say “Mr. Jones was depressed, as evidenced by his constant crying and inability to go to work or enjoy any life activity.” Or, “as
evidenced by test - XYZ administered by so and so.
9.
It is not necessary to document each and every statement. However, crucial statements, observations, and social worker conclusions should have
accompanying examples.
10. Case staffings should include client strengths as well as deficits. Intervention must be built upon client strengths (This must be included in the
ASSESSMENT section).
11. If possible, very briefly discuss the client’s environmental circumstances. You and the client will want to discuss and explore the significant
components of the client’s life. Example of environmental circumstances may include: members of the nuclear and extended family; occupation;
religion and ties to a church; who does and could help the client?; social support networks?
12. Goals, and most importantly, objectives must be measurable. How will the social worker and the client know that the objective has been
reached? An unacceptable objective is: ‘Client will work on depression.” An acceptable objective is: “Client will be able to discuss (divorce,
death, job loss, etc.) with social worker for five minutes without crying.”
13. Objectives ARE NOT SERVICES. An unacceptable objective is: client will begin counseling at an agency. This is not meaningful. What is
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the expected outcome for the client? What measurable change can we expect to be able to measure after this referral?
14. All objectives must be measurable and should very briefly discuss how the objective will be measured.
15. A statement should be included indicating the client’s input and understanding, agreement, or disagreement to the objectives.
16.
When delineating tasks and strategies, identify whether the task are to be accomplished by the “worker” or “client” (See Sheafor, pp 333-334).
17. Assume everything you write will be read by your client, your client’s lawyer, a court of law, and many others. Further assume that anything
you write may be later broadcast on television or in a newspaper with your picture accompanying your text. Be judicious. If you can’t or won’t
stand in public by your statements, don’t write them. Remember that many others can and probably will read your statements for years to come.
18. Subjective impressions & social worker impressions are important. Be careful to be objective.
Select words that express your observations and thoughts in an accurate and non- judgmental manner. Beware of value-laden words and
connotative meanings such as, for example, “Women’s libber,” “Chauvinist,’ “The client admits he doesn’t attend church,” and “he claims
to have completed high school.” Label your opinions and personal judgments as such and support your conclusions with data. Do not
present an opinion as if it were a fact.
When it is necessary to include highly personal information or draw conclusions that might offend the client/family, do so, if possible, by
using the client’s own words and quotation marks to convey information. Note the example below:
Correct:
Presentation of data from observations: While I was talking with Jane, her father requested a glass of water. She responded in a loud voice
and said, ‘Go to hell, you old fool.”
Incorrect: Presentation: It is apparent that Jane is a hostile and uncaring individual who is too
self-centered and immature to cope with the demands of her elderly father.
This is an assessment statement.
19.
Remember to include in your data section (written in descriptive terms) your observations of the client’s dress, affect, body
language, cognitive functioning, etc.
INTEGRATIVE MODEL FOR CASE STAFFING
In preparing your case to be staffed, adhere to the following model.
I.
Client:
II.
Presenting Challenge:
III.
Referral Source:
IV. Source (s) of Data:
(Client interview: where; client’s home, worker office; agency records; other agency records; discussion with other workers; discussion with members
of the client’s support network)
V.
Worker preliminary statement of the challenge:
VI. Client Perspective of problem
Is there congruence between client and worker’s perspective of problem?
VII. Significant Data:
Facts should be OBJECTIVE AND DESCRIPTIVE in nature. “All children in the home are well fed” is subjective. “The refrigerator and pantry in
the home were well stocked with nutritional food items such as ...” is objective. “House was filthy” is subjective; Due to the lack of laundry facilities,
dirty clothes were piled on the floor and the rent home appears to be infested with roaches which were found crawling in all living areas” is more
objective.
Identify behaviors because you must operationalize assessment concepts.
Data must be organized not rambling
VIII. Assessment:
The worker understanding of person-in-environment which is used as the bases for action –(The “what” and “why” of the person-in-situation). Include
client’s challenges, such as environmental barriers, as well as the client’s system strengths, resources, and opportunities that empower the client.
Assessment must outline client strengths and limitations
Assessment must outline MUTUALLY AGREED-ON goals and objectives
33
34
Assessment must outline range of intervention strategies
IX. Development of intervention:
Goals
Objectives (objectives must be measurable)
Task and strategies (see Sheafor & Yanca, 2007, pgs 333-334).
Plans to help clients resolve problems must be discussed
Strategies to negotiate, mediate, and advocate for clients must be discussed
Strategies to facilitate transitions and endings for clients must be discussed
X. Evaluation:
Recognizing success, evaluating outcome and making needed recommendations.
Efforts to analyze, monitor, and evaluate interventions must be discussed
XI. Termination:
Case closed: why or why not. List steps taken for ethical closure such as referral and/or
follow up (see NASW Code of Ethics 1.16 for Termination of Services).
Grading rubric for first report orientation to agency staffing
Grading rubric for
first report orientation
to agency
Excellent-5
Above-4
Expectations
Met-3 Expectations
(Satisfactory
Performance)
Minimum-2
Expectations were
met (marginal
performance)
Minimum-1
Expectations were
not met
Minimum -2
Expectations
Minimum-1
Expectations were
not met
Oral presentation: use of
empathy and other
interpersonal skills PB
2.1.10 (a).2
Oral presentation:
develop a mutually
agreed-on focus of
work and desired
outcomes PB
2.1.10(a).3
Evidence student
understands case without
referring to notes
Evidence student able to
orally convey case
sufficient for others to
understand
Evidence student
prepared for oral
presentation
Grading rubric for written
case staffing
Excellent-5
4- Above
Expectations
3- Met
Expectations
(Satisfactory
Performance)
Clear outline of presenting
challenge
Clear outline of referral
source
Source of data clearly
34
35
outlined
Data objective rather than
subjective
Evidence of collecting,
organizing and interpreting
of client data PB 2.1.10(b).1
Evidence of assessment of
client strengths and
limitations PB 2.1.10 (b).2
Evidence of mutually
agreed-on intervention
goals and objectives PB
2.1.10(b).3
Degree objectives measurable
Selection of appropriate
intervention strategies PB
2.1.10(b).4
Evidence of reasons for
supporting chosen strategy
Evidence of intervention
actions to achieve
organizational goals PB
2.1.10(c).1
Evidence of worker helping
clients resolving problems
PB 2.1.10(c).3
Evidence of negotiating,
mediating and advocating
for clients PB 2.1.10 (c).4
Evidence of facilitating
transitions and endings PB
2.1.10(c)5
Evaluations: Evidence of
workers analyzing,
monitoring, and evaluating
interventions PB
2.1.10(d).1
35
36
Three (3) Week Evaluation
Of Student Performance in Field Practicum
Dates Covered:
Beginning of placement to June 21th
Student:_______________________________________________________________
Agency:_______________________________________________________________
Performance Area
Below
Average
Average
1. Observance of office hours
_________
_________
2. Relationship with peers
_________
3. Respect for administrative authority
_________
_________
Above
Average
_________
_________
_________
_________
4. Response to supervision
_________
_________
_________
5. Attitudes toward clients
_________
_________
_________
6. Quality of task performance
_________
_________
_________
7. Task completion
_________
_________
_________
8. Potential for learning
_________
_________
_________
9. Community relations
_________
_________
_________
10. Involvement in learning
_________
_________
_________
Comments:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________
Supervisor's Signature: _____________________________Date:_______________
Please fax to Steve Saur @ 409-880-2324
36
37
Field Instrument1
Rating Scale for Evaluation of Field Placement Performance
Midterm

Final

Name of Intern __________________________________ Date ___________________
Instructions for Rating Interns on the 10 Competencies in the First Part of the Evaluation:
The standard by which an intern is to be compared is that of a new beginning-level social
worker. The 10 competencies specified in this evaluation form are those established by our
national accrediting organization (the Council on Social Work Education). Under each
competency statement are several items that we ask that you rate according to the following
criteria.
5
4
3
2
1
n/a
The intern has excelled in this area
The intern is functioning above expectations for interns in this area
The intern has met the expectations for interns in this area
The intern has not as yet met the expectations in this area, but the gives indication s/he will
do so in the near future
The intern has not met the expectations in this area, and does not give indications s/he will
Not applicable, as the intern has not had the opportunity to demonstrate competence in this
area
Comments may be made under any competency statement, if desired. Please be sure to
indicate those areas in which you think the intern is particularly strong and those areas in which
the student need improvement.
This evaluation is intended to give the intern feedback about her or his performance. The
field instructor’s rating of these items will not directly be used to calculate the grade given to the
intern. The faculty liaison has responsibility of assigning the grade for field instruction. The
grade that is assigned will be based on: the faculty liaison’s overall evaluation of the student’s
performance in field placement in conjunction with the field instructors evaluation and
other submitted materials such as: intern logs; seminar participation; papers that integrate
field with classroom instruction.
If you prefer to use another evaluation system in addition to this form to evaluate a
student’s performance, please discuss this with the faculty supervisor.
1
This measure was created by
Zastrwo
37
38
Competence #1: Intern identifies as a professional social worker and conducts
himself/herself accordingly.
Knows the profession’s history
Has a commitment to enhancing the profession
Has a commitment to conducting himself/herself as a
professional
social worker
1.4 Has a commitment to career-long learning and growth
1.5 Advocates well for client access to the services of social work
1.6 Practices personal reflection and self-correction to assure
continual
professional development
1.7 Attends well to professional roles and boundaries
1.8 Demonstrates professional demeanor in appearance
1.9 Demonstrates professional demeanor in communication
1.10 Uses supervision and consultation effectively
1.1
1.2
1.3
5
5
5
4
4
4
3
3
3
2
2
2
1
1
1
na
na
na
5
5
5
4
4
4
3
3
3
2
2
2
1
1
1
na
na
na
5
5
5
5
4
4
4
4
3
3
3
3
2
2
2
2
1
1
1
1
na
na
na
na
Comments:
Competence #2: Intern applies social work ethical principles to guide his or her
professional practice.
2.1
2.2
2.3
2.4
2.5
2.6
Is knowledgeable about the value base of the profession
Is knowledgeable of, and abides by, the ethical standards of
the profession
Is knowledgeable, and abides by, laws relevant to social work
Recognizes and manages personal values in a way that allows
Professional values to guide practice (e.g., on such issues as
Abortion and gay rights)
Tolerates well ambiguity in resolving ethical conflicts
Is able to apply strategies of ethical reasoning to arrive at
principled decisions
Comments:
38
5
5
4
4
3
3
2
2
1
1
na
na
5
5
4
4
3
3
2
2
1
1
na
na
5
5
4
4
3
3
2
2
1
1
na
na
39
Competence #3: Intern applies critical thinking to inform and communicate professional
judgments.
3.1 Is knowledgeable about the principles of logic and scientific
5 4 3 2 1 na
inquiry
3.2 Is able to grasp and comprehend what is obscure
5 4 3 2 1 na
3.3 Is skilled in using critical thinking augmented by creativity and 5 4 3 2 1 na
curiosity
3.4 Has good assessment skills
5 4 3 2 1 na
3.5 Has good problem-solving skills
5 4 3 2 1 na
3.6 Has good data gathering skills
5 4 3 2 1 na
3.7 Analyzes complex material well
5 4 3 2 1 na
3.8 Is skilled at appraising and integrating multiple sources of
5 4 3 2 1 na
knowledge; including research-based knowledge and practice
wisdom
3.9 Is skilled at analyzing models of assessment, prevention,
5 4 3 2 1 na
intervention, and evaluation
3.10 Demonstrates effective oral communication in working with
5 4 3 2 1 na
individuals, families, groups, organizations, communities, and
colleagues
3.11 Demonstrates effective written communication in working with 5 4 3 2 1 na
colleagues
Comments:
Competence #4: Intern engages diversity and difference in practice.
4.1 Treats diverse clients with dignity and respect
5
4.2 Is knowledgeable and respectful of clients who differ by such
5
factors as age, class, color, culture, disability, ethnicity, gender
identity and expression, immigration status, political ideology,
race, religion, sex, and sexual orientation
4.3 Recognizes the extent to which a culture’s structures and
5
values may oppress, marginalize, alienate, or create or enhance
privilege and power
4.4 Has sufficient self-awareness to eliminate the influence of
5
personal biases and values in working with diverse groups
4.5 Recognizes and communicates her or his understanding of the
5
importance of difference in shaping life experiences
4.6 Views herself or himself as a learner and engages those he or
5
she works with as informants
39
4
4
3
3
2
2
1
1
na
na
4
3
2
1
na
4
3
2
1
na
4
3
2
1
na
4
3
2
1
na
40
Comments:
Competence #5: Intern advances human rights and social and economic justice.
5.1 Recognizes that each person, regardless of position in society,
5 4 3 2
has basic human rights, such as freedom, safety, privacy, an
adequate standard of living, health care and education
5.2 Recognizes the global interconnections of oppression and is
5 4 3 2
knowledgeable about theories of justice and strategies to
promote human and civil rights
5.3 Understands the forms and mechanisms of oppression and
5 4 3 2
discrimination
5.4 Is skilled at advocating for human rights and social and
5 4 3 2
economic justice
5.5 Is skilled at engaging in practices that advance social and
5 4 3 2
economic justice
Comments:
1
na
1
na
1
na
1
na
1
na
Competence #6: Intern engages in research-informed practice and practice-informed
research.
6.1
6.2
6.3
6.4
6.5
6.6
6.7
Is skilled at using practice experience to inform research
Is skilled at employing evidence-based interventions
Is skilled at evaluating her or his practice
Is skilled at using research findings to improve practice, policy,
and social service delivery
Comprehends quantitative research
Comprehends qualitative research
Understands scientific and ethical approaches to building
knowledge
Comments:
40
5
5
5
5
4
4
4
4
3
3
3
3
2
2
2
2
1
1
1
1
na
na
na
na
5
5
5
4
4
4
3
3
3
2
2
2
1
1
1
na
na
na
41
Competence #7: Intern applies knowledge of human behavior and the social environment.
7.1
7.2
7.3
7.4
7.5
Is knowledgeable about human behavior across the life course
Is knowledgeable about the range of social systems in which
people live
Is knowledgeable about the ways social systems promote or
deter people in maintaining or achieving health and well-being
Is skilled at applying theories and knowledge about biological
variables, social variables, cultural variables, psychological
variables, and spiritual development
Is skilled at utilizing conceptual frameworks to guide the
processes of assessment, intervention, and evaluation
5
5
4
4
3
3
2
2
1
1
na
na
5
4
3
2
1
na
5
4
3
2
1
na
5
4
3
2
1
na
Comments:
Competence #8: Intern engages in policy practice to advance social and economic wellbeing and to deliver effective social work services.
8.1 Understands that policy affects service delivery
5 4 3 2 1
8.2 Actively engages in policy practice
5 4 3 2 1
8.3 Is knowledgeable about the history of social policies and
5 4 3 2 1
services
8.4 Is knowledgeable about current social policies and services
5 4 3 2 1
8.5 Is knowledgeable about the role of practice in policy
5 4 3 2 1
development
8.6 Is skilled at analyzing, formulating, and advocating for policies 5 4 3 2 1
that advance social well-being
8.7 Is skilled at collaborating with colleagues and clients for
5 4 3 2 1
effective policy action
Comments:
41
na
na
na
na
na
na
na
42
Competence #9: Intern responds to contexts that shape practice.
9.1 Is informed, resourceful, and proactive in responding to
evolving organizational, community, and societal contexts at all
levels of practice
9.2 Recognizes that the context of practice is dynamic, and has the
knowledge and skills to respond proactively
9.3 Is skilled at continuously discovering, appraising, and attending
to changing locales, populations, scientific and technological
developments, and emerging societal trends in order to provide
relevant services
9.4 Is skilled at providing leadership in promoting sustainable
changes in service delivery and practice to improve the quality
of social services
5
4
3
2
1
na
5
4
3
2
1
na
5
4
3
2
1
na
5
4
3
2
1
na
Comments:
Competence #10: Intern engages, assesses, intervenes and evaluates with individuals,
families, groups, organizations, and communities.
10.1 Is skilled at identifying, analyzing, and implementing evidence- 5 4 3 2 1
based interventions designed to achieve client goals
10.2 Is skilled at using research and technological advances
5 4 3 2 1
10.3 Is skilled at evaluating program outcomes
5 4 3 2 1
10.4 Is skilled at evaluating the effectiveness of her or his practice
5 4 3 2 1
10.5 Is skilled at developing, analyzing, advocating, and providing
5 4 3 2 1
leadership for policies and services
10.6 Is skilled at promoting social and economic justice
5 4 3 2 1
10.7 Is skilled at engaging (developing a positive relationship) with 5 4 3 2 1
individuals
10.8 Is skilled at engaging families
5 4 3 2 1
10.9 Is skilled at engaging groups
5 4 3 2 1
10.10 Is skilled at engaging organizations
5 4 3 2 1
10.11 Is skilled at engaging communities
5 4 3 2 1
10.12 Is skilled at assessing individuals
5 4 3 2 1
10.13 Is skilled at assessing families
5 4 3 2 1
10.14 Is skilled at assessing groups
5 4 3 2 1
10.15 Is skilled at assessing organizations
5 4 3 2 1
42
na
na
na
na
na
na
na
na
na
na
na
na
na
na
na
43
10.16
10.17
10.18
10.19
10.20
10.21
Is skilled at assessing communities
Is skilled at providing effective services to individuals
Is skilled at providing effective services to families
Is skilled at providing effective services to groups
Is skilled at providing effective services to organizations
Is skilled at providing effective services to communities
Comments:
5
5
5
5
5
5
4
4
4
4
4
4
3
3
3
3
3
3
2
2
2
2
2
2
1
1
1
1
1
1
na
na
na
na
na
na
Overall Evaluation at MIDTERM:
Please check one of the following at the midterm evaluation. At the final evaluation do NOT
complete this section.

This intern is excelling in field placement by performing above expectations for interns.

This intern is meeting the expectations of a field placement intern.

This intern is functioning somewhat below the expectations of a field placement intern.
There is a question whether this intern will be ready for beginning level social work
practice by the end of placement.

This intern is functioning below the expectations of a field placement intern. There is
considerable concern that this intern will not be ready for beginning level social work
practice by the end of placement. This intern should perhaps be encouraged to pursue
another major.
Comments/elaboration:
43
44
FINAL OVERALL EVALUATION:
Please check one of the following at the final evaluation. At the midterm evaluation do NOT

This intern has excelled in field placement by performing above expectations for interns. If
an appropriate position were open at this agency, for a beginning level social worker, this
intern would be considered among the top candidates for this position.

This intern has met the expectations of the field placement. This intern is ready for
beginning level social work practice.

This intern is not yet ready for beginning level social work practice.

This intern is not yet ready for beginning level social work practice, and has demonstrated
serious problems in performance, and perhaps should be encouraged to pursue another
major.
Signature of Agency Field Instructor ________________________________________________
Agency ____________________________________________
Date _______________
The following section should be completed by the intern:
My agency supervisor and faculty supervisor have discussed this evaluation with me, and I have
received a copy. My agreement or disagreement follows:
I agree with the evaluation 
I do not agree with evaluation 
Intern’s Signature _________________________________ Date _____________________

If the intern disagrees with the evaluation she/he should state that disagreement in writing
and submit a copy to both the agency supervisor and the faculty supervisor. A meeting
between the student, agency supervisor, and faculty supervisor should then be held to
discuss the disagreement.
-27-
45
Field Instrument1
Rating Scale for Evaluation of Field Placement Performance
Midterm

Final

Name of Intern __________________________________ Date ___________________
Instructions for Rating Interns on the 10 Competencies in the First Part of the Evaluation:
The standard by which an intern is to be compared is that of a new beginning-level social
worker. The 10 competencies specified in this evaluation form are those established by our
national accrediting organization (the Council on Social Work Education). Under each
competency statement are several items that we ask that you rate according to the following
criteria.
5
4
3
2
1
n/a
The intern has excelled in this area
The intern is functioning above expectations for interns in this area
The intern has met the expectations for interns in this area
The intern has not as yet met the expectations in this area, but the gives indication s/he will
The intern has not met the expectations in this area, and does not give indications s/he will
Not applicable, as the intern has not had the opportunity to demonstrate competence in this
area
Comments may be made under any competency statement, if desired. Please be sure to
indicate those areas in which you think the intern is particularly strong and those areas in which
the student need improvement.
This evaluation is intended to give the intern feedback about her or his performance. The
field instructor’s rating of these items will not directly be used to calculate the grade given to the
intern. The faculty liaison has responsibility of assigning the grade for field instruction. The
grade that is assigned will be based on: the faculty liaison’s overall evaluation of the student’s
performance in field placement in conjunction with the field instructors evaluation and
other submitted materials such as: intern logs; seminar participation; papers that integrate
field with classroom instruction.
If you prefer to use another evaluation system in addition to this form to evaluate a
student’s performance, please discuss this with the faculty supervisor.
1
This measure was created by
Zastrwo
45
46
Competence #1: Intern identifies as a professional social worker and conducts
himself/herself accordingly.
Knows the profession’s history
Has a commitment to enhancing the profession
Has a commitment to conducting himself/herself as a
professional
social worker
1.4 Has a commitment to career-long learning and growth
1.5 Advocates well for client access to the services of social work
1.6 Practices personal reflection and self-correction to assure
continual
professional development
1.7 Attends well to professional roles and boundaries
1.8 Demonstrates professional demeanor in appearance
1.9 Demonstrates professional demeanor in communication
1.10 Uses supervision and consultation effectively
1.1
1.2
1.3
5
5
5
4
4
4
3
3
3
2
2
2
1
1
1
na
na
na
5
5
5
4
4
4
3
3
3
2
2
2
1
1
1
na
na
na
5
5
5
5
4
4
4
4
3
3
3
3
2
2
2
2
1
1
1
1
na
na
na
na
Comments:
Competence #2: Intern applies social work ethical principles to guide his or her
professional practice.
2.1
2.2
2.3
2.4
2.5
2.6
Is knowledgeable about the value base of the profession
Is knowledgeable of, and abides by, the ethical standards of
the profession
Is knowledgeable, and abides by, laws relevant to social work
Recognizes and manages personal values in a way that allows
Professional values to guide practice (e.g., on such issues as
Abortion and gay rights)
Tolerates well ambiguity in resolving ethical conflicts
Is able to apply strategies of ethical reasoning to arrive at
principled decisions
46
5
5
4
4
3
3
2
2
1
1
na
na
5
5
4
4
3
3
2
2
1
1
na
na
5
5
4
4
3
3
2
2
1
1
na
na
47
Comments:
Competence #3: Intern applies critical thinking to inform and communicate professional
judgments.
3.1 Is knowledgeable about the principles of logic and scientific
5 4 3 2 1 na
inquiry
3.2 Is able to grasp and comprehend what is obscure
5 4 3 2 1 na
3.3 Is skilled in using critical thinking augmented by creativity and 5 4 3 2 1 na
curiosity
3.4 Has good assessment skills
5 4 3 2 1 na
3.5 Has good problem-solving skills
5 4 3 2 1 na
3.6 Has good data gathering skills
5 4 3 2 1 na
3.7 Analyzes complex material well
5 4 3 2 1 na
3.8 Is skilled at appraising and integrating multiple sources of
5 4 3 2 1 na
knowledge; including research-based knowledge and practice
wisdom
3.9 Is skilled at analyzing models of assessment, prevention,
5 4 3 2 1 na
intervention, and evaluation
3.10 Demonstrates effective oral communication in working with
5 4 3 2 1 na
colleagues
3.11 Demonstrates effective written communication in working with 5 4 3 2 1 na
colleagues
Comments:
47
48
Competence #4:
Intern engages diversity and difference in practice.
4.1 Treats diverse clients with dignity and respect
5 4
4.2 Is knowledgeable and respectful of clients who differ by such
5 4
factors as age, class, color, culture, disability, ethnicity, gender
identity and expression, immigration status, political ideology,
race, religion, sex, and sexual orientation
4.3 Recognizes the extent to which a culture’s structures and
5 4
values may oppress, marginalize, alienate, or create or enhance
privilege and power
4.4 Has sufficient self-awareness to eliminate the influence of
5 4
personal biases and values in working with diverse groups
4.5 Recognizes and communicates her or his understanding of the
5 4
importance of difference in shaping life experiences
4.6 Views herself or himself as a learner and engages those he or
5 4
she works with as informants
3
3
2
2
1
1
na
na
3
2
1
na
3
2
1
na
3
2
1
na
3
2
1
na
1
na
1
na
1
na
1
na
1
na
Comments:
Competence #5: Intern advances human rights and social and economic justice.
5.1 Recognizes that each person, regardless of position in society,
5 4 3 2
has basic human rights, such as freedom, safety, privacy, an
adequate standard of living, health care and education
5.2 Recognizes the global interconnections of oppression and is
5 4 3 2
knowledgeable about theories of justice and strategies to
promote human and civil rights
5.3 Understands the forms and mechanisms of oppression and
5 4 3 2
discrimination
5.4 Is skilled at advocating for human rights and social and
5 4 3 2
economic justice
5.5 Is skilled at engaging in practices that advance social and
5 4 3 2
economic justice
Comments:
48
49
Competence #6: Intern engages in research-informed practice and practice-informed
research.
6.1
6.2
6.3
6.4
6.5
6.6
6.7
Is skilled at using practice experience to inform research
Is skilled at employing evidence-based interventions
Is skilled at evaluating her or his practice
Is skilled at using research findings to improve practice, policy,
and social service delivery
Comprehends quantitative research
Comprehends qualitative research
Understands scientific and ethical approaches to building
knowledge
Comments:
5
5
5
5
4
4
4
4
3
3
3
3
2
2
2
2
1
1
1
1
na
na
na
na
5
5
5
4
4
4
3
3
3
2
2
2
1
1
1
na
na
na
Competence #7: Intern applies knowledge of human behavior and the social environment.
7.1
7.2
7.3
7.4
7.5
Is knowledgeable about human behavior across the life course
Is knowledgeable about the range of social systems in which
people live
Is knowledgeable about the ways social systems promote or
deter people in maintaining or achieving health and well-being
Is skilled at applying theories and knowledge about biological
variables, social variables, cultural variables, psychological
variables, and spiritual development
Is skilled at utilizing conceptual frameworks to guide the
processes of assessment, intervention, and evaluation
Comments:
49
5
5
4
4
3
3
2
2
1
1
na
na
5
4
3
2
1
na
5
4
3
2
1
na
5
4
3
2
1
na
50
Competence #8:
Intern engages in policy practice to advance social and economic wellbeing and to deliver effective social work services.
8.1 Understands that policy affects service delivery
5 4 3 2 1 na
8.2 Actively engages in policy practice
5 4 3 2 1 na
8.3 Is knowledgeable about the history of social policies and
5 4 3 2 1 na
services
8.4 Is knowledgeable about current social policies and services
5 4 3 2 1 na
8.5 Is knowledgeable about the role of practice in policy
5 4 3 2 1 na
development
8.6 Is skilled at analyzing, formulating, and advocating for policies 5 4 3 2 1 na
that advance social well-being
8.7 Is skilled at collaborating with colleagues and clients for
5 4 3 2 1 na
effective policy action
Comments:
Competence #9: Intern responds to contexts that shape practice.
9.1 Is informed, resourceful, and proactive in responding to
evolving organizational, community, and societal contexts at all
levels of practice
9.2 Recognizes that the context of practice is dynamic, and has the
knowledge and skills to respond proactively
9.3 Is skilled at continuously discovering, appraising, and attending
to changing locales, populations, scientific and technological
developments, and emerging societal trends in order to provide
relevant services
9.4 Is skilled at providing leadership in promoting sustainable
changes in service delivery and practice to improve the quality
of social services
Comments:
50
5
4
3
2
1
na
5
4
3
2
1
na
5
4
3
2
1
na
5
4
3
2
1
na
51
Competence #10: Intern engages, assesses, intervenes and evaluates with individuals,
families, groups, organizations, and communities.
10.1 Is skilled at identifying, analyzing, and implementing evidence- 5 4 3 2 1
based interventions designed to achieve client goals
10.2 Is skilled at using research and technological advances
5 4 3 2 1
10.3 Is skilled at evaluating program outcomes
5 4 3 2 1
10.4 Is skilled at evaluating the effectiveness of her or his practice
5 4 3 2 1
10.5 Is skilled at developing, analyzing, advocating, and providing
5 4 3 2 1
leadership for policies and services
10.6 Is skilled at promoting social and economic justice
5 4 3 2 1
10.7 Is skilled at engaging (developing a positive relationship) with 5 4 3 2 1
individuals
10.8 Is skilled at engaging families
5 4 3 2 1
10.9 Is skilled at engaging groups
5 4 3 2 1
10.10 Is skilled at engaging organizations
5 4 3 2 1
10.11 Is skilled at engaging communities
5 4 3 2 1
10.12 Is skilled at assessing individuals
5 4 3 2 1
10.13 Is skilled at assessing families
5 4 3 2 1
10.14 Is skilled at assessing groups
5 4 3 2 1
10.15 Is skilled at assessing organizations
5 4 3 2 1
10.16 Is skilled at assessing communities
5 4 3 2 1
10.17 Is skilled at providing effective services to individuals
5 4 3 2 1
10.18 Is skilled at providing effective services to families
5 4 3 2 1
10.19 Is skilled at providing effective services to groups
5 4 3 2 1
10.20 Is skilled at providing effective services to organizations
5 4 3 2 1
10.21 Is skilled at providing effective services to communities
5 4 3 2 1
Comments:
na
na
na
na
na
na
na
na
na
na
na
na
na
na
na
na
na
na
na
na
na
Overall Evaluation at MIDTERM:
Please check one of the following at the midterm evaluation. At the final evaluation do NOT

This intern is excelling in field placement by performing above expectations for interns.

This intern is meeting the expectations of a field placement intern.

This intern is functioning somewhat below the expectations of a field placement intern.
There is a question whether this intern will be ready for beginning level social work
practice by the end of placement.

This intern is functioning below the expectations of a field placement intern. There is
considerable concern that this intern will not be ready for beginning level social work
practice by the end of placement. This intern should perhaps be encouraged to pursue
another major.
51
52
FINAL OVERALL EVALUATION:
Please check one of the following at the final evaluation. At the midterm evaluation do NOT

This intern has excelled in field placement by performing above expectations for interns. If
an appropriate position were open at this agency, for a beginning level social worker, this
intern would be considered among the top candidates for this position.

This intern has met the expectations of the field placement. This intern is ready for
beginning level social work practice.

This intern is not yet ready for beginning level social work practice.

This intern is not yet ready for beginning level social work practice, and has demonstrated
serious problems in performance, and perhaps should be encouraged to pursue another
major.
Signature of Agency Field Instructor ________________________________________________
Agency ____________________________________________
Date _______________
The following section should be completed by the intern:
My agency supervisor and faculty supervisor have discussed this evaluation with me, and I have
received a copy. My agreement or disagreement follows:
I agree with the evaluation 
I do not agree with evaluation 
Intern’s Signature _________________________________ Date _____________________

If the intern disagrees with the evaluation she/he should state that disagreement in writing
and submit a copy to both the agency supervisor and the faculty supervisor. A meeting
between the student, agency supervisor, and faculty supervisor should then be held to
discuss the disagreement.
-52-
53
Student's Evaluation of Field Placement
(Due End of Session II)
1.
Field Placement provided an opportunity for me to be involved in several social work-related
areas.
Strongly
Agree
1
2.
Neutral
Disagree
2
3
4
Strongly
Disagree
5
My Agency Field Instructor provided adequate supervision.
Strongly
Agree
1
3.
Agree
Agree
Neutral
Disagree
2
3
4
Strongly
Disagree
5
I was allowed enough freedom to enable me to make decisions on my own.
Strongly
Agree
1
Agree
Neutral
Disagree
2
3
4
Strongly
Disagree
5
4.
I was given the opportunity to actively participate in social work activities with individuals, groups,
organizations and/or communities.
Strongly
Agree
1
Agree
Neutral
Disagree
2
3
4
Strongly
Disagree
5
5.
Most of the time, my role in the field learning experience was that of an
participant.
Strongly
Agree
1
6.
Agree
Neutral
Disagree
2
3
4
observer rather than a
Strongly
Disagree
5
My time and effort spent in field placement was considered useful by my Agency Field Instructor.
Strongly
Agree
1
Agree
Neutral
Disagree
2
3
4
53
Strongly
Disagree
5
54
7.
My Agency Field Instructor communicated a positive attitude to me while
guiding my learning experiences.
Strongly
Agree
1
8.
2
3
4
Strongly
Disagree
5
Agree
Neutral
Disagree
2
3
4
Strongly
Disagree
5
Agree
Neutral
Disagree
2
3
4
Strongly
Disagree
5
Over the course of the practicum experience, I felt increasingly more accepted as
a professional member of the agency staff.
Strongly
Agree
1
11.
Disagree
I was able to make use of my knowledge, values and skills.
Strongly
Agree
1
10.
Neutral
My Field Placement proved to be a positive learning experience for me.
Strongly
Agree
1
9.
Agree
Agree
Neutral
Disagree
2
3
4
Strongly
Disagree
5
Social Work Professor (summer session I) was an effective liaison with student
and agency supervisor.
Strongly
Agree
1
Agree
Neutral
Disagree
2
3
4
Strongly
Disagree
5
12.
Social work professor (summer session II) was an effective liaison with student
and agency supervisor.
Strongly
Agree
Neutral
Disagree
Strongly
Agree
Disagree
1
2
3
4
5
13.
Would you recommend that we continue to use this agency as a Lamar Social
Work Field Placement? Yes - No. Please Explain on back of this page.
54
55
Name of Agency: ____________________________________________________________
Student’s Evaluation of Field Agency Supervisor
Students: this is your chance to tell us how to improve the field practicum component. Please be honest, frank
and fair in your assessment. We will not share your comments here with your agency or your supervisor.
Comments here will only be shared with the Lamar Social Work Faculty.
1.
Student name:
2.
Student agency (and sub agency, i.e., CPS Orange Office):
3.
Official Student supervisor
4.
Student mentor (if any):
5.
Would you recommend this particular supervisor for the next internship? Why or why not:
6.
Was your supervisor accessible to you? How often or how seldom?
7.
Do you feel supported by your supervisor
8.
Were your instructions from your supervisor clear?
9.
Does your supervisor operate from a social work perspective?
10.
Would you recommend this agency (perhaps with a different supervisor) for the next internship?
55
56
Agency Evaluation
Of Social Work Program
Due at the end of Summer Session II-Please fax completed form to (409) 880-2324
For each of the following questions, please provide your assessment of the Lamar University Social Work
Program and graduates.
1.
How important are trained bachelor of social work (B.S.W.) graduates from Lamar in the current hiring
efforts of your agency?
1
2
3
4
5
Not
Minor
Somewhat
Very
Critically
Important
Importance Important
Important
Important
2.
How often do you anticipate professional/social work vacancies in your agency?
1
2
3
4
Rarely
Every Few Years
About Once A Year More Than Once A Year
3.
When considering newly hired professional staff members, how would you rate Lamar B.S.W. graduates?
1
2
3
4
5
Poor
Marginal
Adequate Above Average Outstanding
4.
If you have previously supervised Lamar social work students, what is your overall opinion of the
professional potential of the students (past and present) that you have supervised in your agency?
1
2
3
4
5
Poor
Marginal
Adequate
Above Average
Outstanding
Potential
Potential
Potential
Potential
Potential
5.
If the Lamar social work program were terminated, what would be the effect on your agency?
1
2
3
4
5
No
Minor
Some
Serious
Critical
Problem
Problem
Problem
Problem
Problem
6.
Approximately how large is your professional staff with degrees specifically in social
work (BSW, MSW)?
1
2
3
4
5
1-5 6-10
11-20
21-30
31orMore
56
57
7.
Considering the next five years, how important to your agency is the training of professional
B.S.W. social workers from the Lamar social work program?
1
2
3
4
5
Not
Minor
Somewhat
Very
Critically
Important Importance Important
Important
Important
8.
Please provide the name of your agency:
9.
Please provide written feedback regarding the following question: Did the revised “Evaluation
of Student Performance in Field” questionnaire allow you to adequately evaluate the student’s
performance in your agency.
_____________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________
10.
Please feel free to write any additional information about the Lamar University Social Work
Program in this space.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
_
Please fax completed form to Steve Saur (409) 880-2324
57
58
Time and Attendance Record
Field Practicum- Summer I
Name: _______________________ Total # of Hours __________________________
Start Date: _______________________ End Date: ____________________________
Monday
Tuesday
Wednesday
Thursday
Friday
Total
st
1 Wk
2nd Wk
3rd Wk
4th Wk
5th Wk
6th Wk
Grand
Total:
58
59
Signature of Student__________________________________________
Signature of Field Istructor____________________________
Time and Attendance Record
Field Practicum- Summer II
Name: _______________________ Total # of Hours __________________________
Start Date: _______________________ End Date: ____________________________
Monday
Tuesday
Wednesday
Thursday
Friday
Total
7st Wk
8th
Wk
9th
Wk
10th
Wk
11th
Wk
12th
Wk
Grand
Total:
Signature of Student__________________________________________
Signature of Field Instructor___________________________________
59
60
Bibliography
SOWK 4321 & SOWK 4324: Field Practicum
Journal Articles
Bailey, D., DeVinny,G., Gordon,C. & Schadewald, P.J. (2000). AIDS and American history:
Four perspectives on experiential learning. The Journal of American History, 86(4), 17211734.
Brashears, F., (1995). Supervision as social work practice: A reconceptualization. Social Work,
40,(5), 692-700.
Caragata, C. &, Sanchez, M. (2002). Globalization and global need: New imperatives for
expanding international social work education in North America. International Social Work,
45(2), 217-239.
Cohen, B. (1999). Intervention and supervision in strengths-based social work practice. Families
in Society. 80(5), 460-476.
Globerman, J. & Bogo, M. (2003). Changing times: Understanding social workers'
motivation to be field instructors. Social Work, 48(1), 65-74.
Globerman, J. & Bogo, M. (2002). The impact of hospital restructuring on social work field
education. Health & Social Work, 27(1), 7-17.
Howard, M.O., McMillen,C.J. & Polli, D.E. (2003). Teaching evidence-based practice:
Toward a new paradigm for social work education. Research on Social Work Practice, 13(2),
234-260.
Ivry, J. & Hadden, B.R. (2002). Error! Hyperlink reference not valid.. Journal of
Gerontological Social Work, 39(1/2), 129.
Keigher, S. M. (2000). Error! Hyperlink reference not valid..Health & Social Work, 25(4),
227-232.
Mishna, F. & Rasmussen, B. (2001). The learning relationship: Working through
disjunctions in the classroom. Clinical Social Work Journal, 29(4), 387-400.
Netting, F.E., Hash, K. & Miller, J. (2002). Challenges in developing geriatric field education
in social work. Journal of Gerontological Social Work, 37(1), 89.
Sherman, E. (2001). Experiential learning: A foundation for social work education and
practice. Families in Society, 82(5) 539-541.
60
61
Tracy, E. M. & Pine, B.A. (2000). Child welfare education and training: Future trends and
influences. Child Welfare, 79(1), 93-114.
Text Books
Berg-Weger, M. & Birkenmaier, J. (2000). The Practicum Companion for Social Work:
Integrating Class and Field Work. Needham Heights, MA: Allyn & Bacon.
Cochrane, S., Hanley, M. (1999). Learning Through Field:
Needham Heights, MA: Allyn & Bacon.
A Developmental Approach.
Coggins, K. & Hatchett, B. (2003). Filed Practicum: Skill Building from a Multicultural
Perspective. USA: Eddie Bowers.
Horejsi, C. & Garthwait, C. (2002). The Social Work Practicum: A Guide and Workbook for
Students. Needham Heights, MA: Allyn & Bacon.
Miley, K., O’Melia, M. & DuBois, B. (2001). Generalist Social Work Practice: An Empowering
Approach. Needham Heights, MA: Allyn & Bacon.
Rothman, J. (2000). Stepping Out Into The Field: A Field Work Manual for Social Work
Students. Needham Heights, MA: Allyn & Bacon.
Royse, D., Dhooper, S., Rompf, E. (2003). Field Instruction: A Guide for Social Work
Students, 4th ed. Boston: Allyn & Bacon.
Sheafor, B., & Horejsi, C. (2003). Techniques and Guidelines for S
61
62
LAMAR UNIVERSITY
COLLEGE OF ARTS AND SCIENCES
SOCIAL WORK PROGRAM
POLICY FOR CRIMINAL BACKGROUND SCREENING
National and community social work agencies which provide practicum/internship opportunities
for social work students increasingly require social work programs to conduct criminal
background checks before placing students into internship placements.
Purpose
Criminal background pre-screening is designed to facilitate the internship process of social work
students. The placement process requires that students are matched with agencies that will
facilitate the field learning process for the student. Agencies increasingly require that the Lamar
Social Work faculty become aware of any issues that might be necessary in the internship
placement process. This awareness covers issues such as student interest in fields of practice
(children, adults, medical, developmental disabilities, etc.) as well as personal issues pertinent to
the individual student. These student idiosyncratic issues range from a spectrum of student issues:
personal disability, lack of transportation, necessity of coordinating child care, or coordinating
Lamar classes with the internship process, to cite just a few individual student circumstances.
While not all agencies categorically preclude social work student interns based upon past criminal
background issues, most community social work agencies demand that their potential social work
interns be pre-screened by the Lamar Social Work Faculty. Agencies require frankness about
their employees and interns’ criminal backgrounds.
Process
Criminal background checks will be performed by an external vendor and the Lamar Social Work
Faculty will review the student’s criminal history. While there is no absolute disqualification,
students must be aware that this information will be shared, if requested, with the field placement
agency. Most agencies will not allow a student to enter an internship program if the student’s
criminal background demonstrates any record of violence. Registered sex offenders are not
permitted to enter internships.
Students must provide permission to share their criminal background information with the Lamar
Social Work faculty and the assigned field agency (internship site). Students who do not grant
this permission will not be allowed to enter the social work internship/practicum classes (SOWK
4321 & SOWK 4324). A student who is convicted of a criminal offense while enrolled in the
62
63
program must report the conviction to the Program Director within three days of conviction. The
term conviction for these purposes includes probated sentences and deferred adjudications. If the
student is in the pre-field class (SOWK 4100) or in one of the social work internship/practicum
classes (SOWK 4321 & SOWK 4324) the student must report the conviction to the Social Work
Program Field Director as well as the Social Work Program Director within three days of
conviction.
Notes
Verification information will be filed in a secured area to insure confidentiality. In the event that
the student feels that an error has been made in the results of the criminal background check, it is
the responsibility of the student to contact the external vendor for a verification check and the
student is responsible for any cost associated with this check. Other than error relative to identify,
there will be no appeal, of this policy.
Fees
The social work student is entirely responsible for the fees assigned by the vendor for performing
the criminal background check.
63
64
POLICY FOR CRIMINAL BACKGROUND SCREENING
LAMAR UNIVERSITY SOCIAL WORK PROGRAM
My signature below indicates that I have read the above policy on Criminal Background
Screening and have been provided a copy of it. This form provides my irrevocable consent for the
results of the criminal background screening to be released to Lamar University Social Work
Faculty.
My signature below provides my consent to release my criminal background screening to my
internship/practicum agency for the purpose of arranging my field placement.
I understand that I have the authority to grant or deny permission for this release.
I also understand that declining to grant this permission may exclude me for consideration for
field placement. Further, I understand that declining this permission will revoke my standing as a
social work major in the Lamar Social Work Program.
My signature below indicates that I am aware that I am responsible for the cost of the criminal
back ground screening.
______________________________________
Signature
______________________________
Social Security Number
______________________________________
Printed Name
________________________________________
Date
64

SOCIAL WORK PROGRAM FIELD PRACTICUM MANUAL LAMAR UNIVERSITY

Transcription

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