Post on 28-Jun-2020
Christine Guzman, MSW, LCSWBSW Field Director
Kimberly Setterlund, MSW, LCSWMSW Field Director
August 26, 2010
Develop a working knowledge of the APU BSW/MSW field education requirements
Be familiar with effective supervision and training strategies
Utilize practical applications for building a strong field internship program at your agency
Apply field training materials in preparation for your students in the 2010-2011 year
Mary Rawlings, Ph.D., LCSW◦ BSW Program Director/
◦ Social Work Dept. Chair
Sally Alonzo Bell, Ph.D., LCSW◦ Full Professor
Barbara Johnson, MSW,LCSW◦ Assistant Professor
Deb Baker, MSW◦ Assistant Professor
Christine Guzman, MSW, LCSW◦ BSW Field Director
Adjunct FacultyThuy Chen, MSW, LCSW
Adjunct FacultyCathy Miller, MSW, LCSW
Adjunct FacultyJonathan Clark, MSW
Adjunct FacultySupport StaffDana Pinedo
Administrative Assistant
Jennyfer MartinezStudent Worker
Katy Tangenberg, Ph.D.◦ Director, MSW Program
Stephen Brown, Ed.D◦ MSW Faculty
Shayna Neshama, Ph.D.◦ MSW Faculty
Karen Maynard, MA◦ Student Services Director
Cathy Miller, LCSW◦ Asst. Director of Field
Education Kimberly Setterlund, LCSW
◦ Director of Field Education
Olivia Sevilla, LCSW◦ MSW Faculty
Adjunct Faculty Nicole Arkadie, LCSW
◦ Adjunct Faculty, Field Liaison
Maria Carmichael, LCSW Adjunct Faculty, Field Liaison
Thuy Chen, LCSW Adjunct Faculty, Field Liaison
Josefina Sierra, LCSW Adjunct Faculty
George Taylor, LCSW Adjunct Faculty, Field Liaison
Support Staff Lucinda Adam
◦ Administrative Assistant
Azusa Unified School District
DCFS
Sunrise Senior Living
Pacific Clinics
Foothill Family Services
Hillview Acres
San Bernardino Public Defenders Office
Salvation Army
Foothill Presbyterian Hospital
Canyon Ridge Hospital
Family Solutions
David & Margaret Youth & Family Services
Santa Anita Family Services
Santa Fe High School (WUSD)
Azusa Police Department
Unity Center
San Gabriel Regional Center
Whittier Hills Health Care Center
Aegis Medical Systems, Inc.
Alliance For Children's Rights
Anaheim Union High School District
Atherton Baptist Home
Azusa Unified School District
Baldwin Park USD Tri Cities Head Start
Bilingual Family Counseling Services
Carolyn E. Wylie Center
Catholic Charities Administrative Office
Chinatown Service Center
Community Counseling Center -APU
County of Orange Social Services Agency
David and Margaret Home
Davita Dialysis Chino
Davita Dialysis Pomona
Davita Fontana
Department of Children and Family Services (Glendora)
Family Solutions Collaborative
Green Dot Public Schools Clinical Services
Hillsides Children Services
Human Options, Inc.
Huntington Hospital, Della Martin Outpatient Program
LA Co. Probation Dept., Probation Intern Initiative/Making It Through
Little Tokyo Service Center
Los Angeles House of Ruth
Maryvale Residential Tx Ctr.
Mission Hospital St. Joseph Health System Family Resource Center
Olive Crest Treatment Centers
Dept Corrections & Rehab., Div. of Juvenile Justice, SYCRCC Norwalk
Downtown Women's Center
East Valley Community Health Center
Eastlake Youth Services
Ettie Lee Youth and Family Services
Exceptional Children's Foundation Los Angeles
Family Promise East San Fernando Valley
Family Service Long Beach/ Aspiranet
Optimist Youth Homes and Family Services-FFA
Pacific Clinics Bonita Family Center
Pacific Clinics
Pasadena Mental Health Center (Five Acres)
Pasadena Public Health Department, Andrew Escajeda Clinic, HIV/AIDS Services
Pasadena Unified School District Phoenix Houses of Los Angeles, Inc. Placentia-Yorba Linda USD (Valadez
Middle School) Riverside County DMH Riverside County, DPSS, APS Salvation Army, So Cal Division Salvation Army- Pasadena San Bernardino Co. Public Defender's
Office San Fernando Valley Community
Mental Health Santa Anita Family Services Senior Care Network, Huntington
Hospital Serenity Infant Care Homes Silverado Senior Living Newport Mesa Silverlake Medical Center Sylmar Health and Rehabilitation Vitas Hospice Covina West End Family Counseling Norton-
Fisher Child & Family Center Whittier Union HS District
Includes:
APU Mission Statement
History of APU
BSW Mission Statement
MSW Program Mission Statement
MSW Concentrations
The Department of Social Work at Azusa Pacific University received initial accreditation from the Council on Social Work Education in 1982. Reaccreditation was successfully reinstated in 1990, 1998 and 2006.
The program has a strong and diverse generalist BSW program with approximately 115 majors.
The MSW Program, admitted the first cohort in fall of 2008, with approximately 70 students. Full-time and part-time options as well as Clinical Practice with Individuals and Families and Community Practice and Partnerships are program concentration options. The Program is currently in candidacy for full accreditation scheduled for 2011.
Emphasis on NASW Code of Ethics
Students learn to balance faith, ethics and values in a professional setting
Q: Will APU students try to evangelize to the clients and staff at the agency?
A: APU students, like students in a non-faith based university, are held to the same standards and are expected to abide by the NASW Code of Ethics. Students should be using appropriate boundaries in classroom and field settings. If a student does try to evangelize to a client, this is an important boundary issue to be discussed in supervision.
Accepted majors: 115 Seniors entering field: 36 109 women 6 men
----------------------Asian 7%Black 7%Caucasian 53%Latino 19%Native American 1%Other/Mixed 6%
F/T 2nd year students 25 F/T Advanced Standing students 12
P/T students (1st year field) 20 F/T 1st year students 33
Total in Field: 90
Total Enrolled: 137
Male 11%
Female 91%
New Students
# %
Asian 10 7
Blacks 17 12
Caucasian 45 33
Hispanic 52 38
Native Amer. 1 1
Other 12 9
137 100%
1 2 3
33% 33%33%1. First time Field
Instructor or Preceptor
2. Veteran Field Instructor or Preceptor
3. Faculty
Education Policy and Accreditation Standards (EPAS) of the Council on Social Work Education:
Accreditation Standard 2.1—Field Education—sets standards for the use of field education as an integral part of the MSW program. Defines the minimum number of hours required at bachelor’s and master’s level. Mandates that orientation and field instructor training be provided to agency-based field instructors. (2008 EPAS, pg 9-10) www.cswe.org
Field Education is now considered the signature pedagogy.
Field Education is the capstone of the social work education experience
Students are develop skills through experiential learning in a supervised field setting
Focus turns from acquisition to application of knowledge (classroom to field)
Students learn to successfully integrate theory into practice
Upon completion, students should be ready to begin social work practice within an agency setting.
To facilitate positive and challenging experiential learning in a supervised field setting.
To partner with skilled, experienced, and motivated social work practitioners who love to teach
To train students in evidence-based practice methods consistent with current trends
To train competent advanced social work practitioners
To contribute to the workforce in the field of social work
To promote the integration of faith and social work practice
Application of knowledge(Field Setting)
Acquisition of knowledge(Classroom) Integration
Assessment & Interviewing
Crisis Intervention
Law and Ethics
PracticeTheories
MacroInterventions
Interventions &
TreatmentPlanning
It sets the tone for a positive field experience
It alleviates fear and anxiety, common emotions for students new to social work
When a formal orientation is not provided, students waste agency time trying to find the information on their own, leaving less time for learning
Students are made to feel welcome at the agency
Plan before student arrives:◦ Physical location –where will the student work?
◦ Communicate with other staff re: intern roles
◦ Ensure paperwork is taken care of
Conduct tour of agency
Schedule brief presentations by other staff
Develop an orientation packet
(Handout 2A – Agency Orientation Quiz)
How do you prepare your agency and/or staff for your students’ arrival?
What do you provide that is a unique aspect of the orientation?
Who is involved in developing the field orientation packet?
Who is involved in the orientation?
How long is your orientation?
Important Policies and Procedures Agency Description Identification (how will students be
referred) Confidentiality Safety Issues Agency Jargon Making Referrals The Supervisory Relationship Providing a Safe Learning Environment
On-site security, local law enforcement contact information
Provide emergency contact numbers Abuse reporting numbers Chain of command Home visit protocol Safety in the office Dealing with violent or potential violent
individuals Dealing with suicidal individuals
Sexual Harassment Training
HIPAA/PHI and Documentation Standards
Blood borne Pathogen Training
Safety in the Workplace
Professional Conduct in the Workplace
Which of the following means the most to you?
Elvis joins the Army.
Jimi Hendrix dies
MTV debuts.
Kurt Cobain dies.
Your answer, of course, depends on your age—or more specifically, on the generation you belong to.
While pop music milestones may not seem all that important, the sum total of experiences, ideas and values shared by people of different generations makes for a melting pot of work approaches and priorities.
The Traditionalists/Silent/Great
Generation (1933-1945)
The Baby Boomers (1946-1964)
Generation X (1965-1977)
The Millennial Generation (1978-
1998)
Characteristics:
Hardworking
Loyal
Work within the system/submissive
Technically challenged
Traditional
Have knowledge of legacy to share
Implications:
Prefer face to face communication
Your word is your bond and you mean what you say
Good team players
You do not want your time wasted
Characteristics:
Optimistic
Independent
Competitive (in the workplace)
Focused on personal accomplishment
Work-centric
◦ Created the 60-80 hour work week
Implications:
Expect for Generation X and Y should pay their dues
Prefer to be thorough when answering questions
Prefer options and flexibility
Characteristics Independent Resilient High adaptability/ flexible Feedback is important ―I don’t need someone
looking over my shoulder‖
Implications: Email is a primary
tool for communication
Two-way feedback is valued
Informal communication style is preferred
As an X’er the more information, the better
75 million members
The most child-centric time in our history
Technically literate
Team oriented, band together socially
Multi-task with high energy
Expect structure in the workplace
Celebrate diversity
Socially conscience
Teamwork
Technology
Structure
Entertainment and excitement
Experiential activities
Resource: Millennials Rising: The Next Great Generation (2000)
Gives an account why they are hopeful for our future with this generation.
Compares Millennials to the
―G I generation‖ or our
greatest generation
Explains cycling of generations
Millennials are confident, but unskilled:
◦ Provide mentors
Silent generation and a millennial are a nice pair
◦ Respond well to personal attention
Thrive in individual supervision/mentoring
◦ Give deadlines
planners
◦ Work well interactively
Groups and pairs
(Thielfoldt & Scheef, 2003)
Present them with challenges with structure:
◦ Mentor in groups◦ Break down goals into
steps◦ Offer necessary resources
to complete the task◦ Encourage them to use
each other as a resource◦ Utilize technology – this
is their strength!
Deadline reminders
Informal relationships
Confidence
Want quick responses
Personalize outcomes
Capitalize on these teaching moments!
Field implications
Modeling
Reinforcing
Educate on the therapeutic process
These include students who have returned to school after extended work experience
Part-time students (AKA ―working students‖)◦ Characteristics:
Extremely responsible
Insecurity – needing to prove they are graduate school ―material‖
Juggling multiple responsibilities – work, home & family, school
Interns with more experience than field instructor
―are they teachable?‖
Considerations: student openness to teaching, making school/field a priority
BSW Students are generally in their early 20s.
Have been traditional students
Student ages (N=90)
32% (29)
34% (30)
12% (11)
10% (9)
12% (11)
21-24 25-29 30-34 35-40 41-57
MSW Students vs. Field Instructors
Talk about the generation you identify with most
What adjustments will you make to your supervision style?
―Katie,‖ 20 year old, Caucasian, traditional BSW student
―typical millennial‖ – sheltered, confident, self-centered, limited life skills, expected to be catered to both in the classroom and in the field.
Challenges in supervision – would be late or miss supervision; unprepared for supervision
Challenges in field – often late, poor attendance, required a lot of direction, perceived by staff that she was not motivated
Strengths – socially likeable, intelligent confident, multi-tasker, international minded
Build the foundation for a successful year in field by:◦ Beginning with an effective orientation
◦ Formalize a supervision schedule
◦ Discuss hopes and expectations
◦ Provide specific expectations for field performance
◦ Refer to Learning Agreement to begin goal setting
◦ Give immediate feedback when possible
◦ Give positive as well as constructive feedback often
◦ Make a point of getting to know your student(s)
◦ Identify student strengths and challenges in learning
◦ Identify your student’s learning styles vs. your own
Add up:
A______
B______
C______
Each student bring a unique set of needs
Similarities exist,
Differences exist
How to be to a critical thinker in field
What thorough case management looks like
Focus on agency documentation
How to collect data to form an assessment
Putting theory into practice
◦ Why we chose this intervention
How to use supervision
◦ Knowing what questions to ask
◦ Understanding how to use process recordings
How to identify as a professional
◦ With clients
◦ with staff and community
Use of authority
Council on Social Work Education. (2008). Educational policy and accreditation standards. Retrieved August 21, 2008 from http://www.cswe.org.
Dettlaff, A.J. (2003). From Mission to Evaluation. A Field Instructor Training Program. Council on Social Work Education: VA.
Howe, Neil and Strauss, William. (2000). Millennials Rising: The Next Great Generation. Vintage Books. New York.
Hurtado, S., Sax, L. J., Saenz, V., Harper, C. E., Oseguera, L., Curley, J., Lopez, L., Wolf, D., Arellano, L. (2007). Findings from the 2005 administration of Your First College Year. Los Angeles: Higher Education Research Institute.
Strauss, William. (2001.) The millennials come to campus. About Campus, Vol. 6 Issue 3, p.6, 7p. Retrieved August 17, 2006 from http://plinks.ebscohost.com/ehost/detail?hid=1&sid=474c91b7-8da2-4d91-bc9d-9989954cedfb%40sessionmgr4
Tucker, Patrick.(2006). Teaching the millennial generation. Futurist, Vol. 40 Issue 3, p7-7. Retrieved August 17. 2006 from http://plinks.ebscohost.com/ehost/pdf?vid=2&hid=1&sid=4b7b1e5a-0e90-4596-a8bf-33c616e0e97d%40sessionmgr103
Kaye, B., Scheef, D., & Thielfoldt, D. (2003). ―Engaging the generations‖ in human resources in the 21st century. Eds. Effron, R. Grandossy & M. Goldsmith.
Proviter, McGlynn, A. (2005). Teaching millennials, our newest cultural cohort. Education Digest, 71(4) pp 12-16. Retrieved June 5, 2008 from http://plinks.ebscohost.com/ehost/detail?hid=102&sid=d2eacc55-40c0-4952-a941-68611d5684d6%40sessionmgr4
Raines, C (2002). ―Managing Millennials‖. Connecting generations: the sourcebook. Retrieved June 11, 2010 from http://www.generationsatwork.com/articles/millennials.htm
Saenz, V. B. & Barrera, D. S. (2007). Findings from the 2005 college student survey (Css): National Aggregates Los Angeles: Higher Education Institute.