Post on 01-Sep-2020
Kim Setterlund, MSW, LCSW
Director of Field Education
Cathy Fisher, MSW, LCSW
Assistant Director of Field Education
Develop a working knowledge of the APU MSW
field education requirements
Be familiar with effective agency orientation,
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 2011-2012 year
Katy Tangenberg, Ph.D.◦ Director & Chair, MSW Program
Stephen Brown, Ed.D◦ MSW Faculty
Adria Navarro, Ph.D.o MSW Faculty
Shayna Neshama, Ph.D.◦ MSW Faculty
Olivia Sevilla, LCSW◦ MSW Faculty
Karen Maynard, MA◦ Student Services Director
Support Staff Lucinda Adam
◦ Administrative Assistant
Kim Setterlund, LCSWDirector of Field Education
Cathy Fisher, LCSWAssistant Director of Field Education
Field Faculty Liaisons
George Taylor, LCSW
Maria Carmichael, LCSW
Nicole Arkadie, LCSW
Lilli Flores, LCSW
Robin Worker, LCSW, PsyD
Luanna Bickham, MSW
Azusa Pacific University is an evangelical Christian
community of disciples and scholars who seek to
advance the work of God in the world through academic
excellence in liberal arts and professional programs of
higher education that encourage students to develop a
Christian perspective of truth and life.
The MSW program in the Department of Social Work at Azusa Pacific University seeks to develop competent advanced social work practitioners who can integrate the knowledge, values, and skills of social work to advance social justice and provide services to assist individuals, families, groups, organizations, and communities.
Grounded in the profession’s Code of Ethics and sensitivity to diversity, the MSW program is committed to excellence in our teaching and scholarship, the integration of faith and learning, the development of professional leadership, and the strengthening of communities in local, national, and international contexts.
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, now named the Graduate Social Work Department, 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 MSW Department received full accreditation in February 2011, and currently has over 135 students enrolled.
The Azusa Pacific University MSW Department
trains students for professional practice and
emphasizes adherence to the NASW Code of
Ethics.
In keeping with Azusa Pacific University Christian
faith tradition, students learn to
balance faith, ethics and values in a
professional setting.
F/T 2nd year students 38
F/T Advanced Standing students 14
F/T 1st year students 23
P/T 4th year students (2nd year field) 16
P/T 3rd year students (not in field) 17
P/T 2nd year students (1st year field) 25
P/T 1st year students (not in field) 24
Total in Field*: 116
Total Enrolled: 156
New Students
# %
Asian 15 9
Blacks 19 12
Caucasian 46 30
Hispanic 59 38
Other 17 11
156 100%
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 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
The Clinical Practice
Concentration prepares
students for clinically oriented
practice in contexts focused
on health and mental health
care, shelters, group homes,
child welfare agencies,
hospices, schools, older adult
services, correctional
facilities, and other settings
where personal helping relationships are developed.
The Community
Practice Concentration prepares students for
community-based practice in
local, national, and
international contexts. This
curriculum is designed for
students interested in
international social work and
community development
activities, policy and advocacy,
transnational issues,
leadership, social service
administration and grant
writing.
Each student bring a unique set of needs
Similarities exist Learning NASW Code of Ethics, basic interviewing and assessment
skills, human behavior in social environments, case management
skills
Differences exist MSW students learn advanced clinical practice skills in applying
DSM-IV diagnosis and therapeutic interventions as well as
advanced social work administration and community organization
skills
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
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
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
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
Completion of Field and Field Seminar I,
II, III, and IV is a requirement of the MSW
program. Students are required to attend
Field Seminar concurrent with Field.
Successful completion in field with a
minimum grade of ―B‖ or better is required
to move on to the next field sequence.
A minimum of 16 hours a week field work is required for FT
and PT students, with a total of 480 hours for each academic
year.
A minimum of 20 hours a week for Advanced Standing (A/S)
students is required for a total of 600 the academic year.
Students must receive ONE hour a week of individual
supervision from their designated MSW field instructor
Student Field Days should be Mondays, Wednesdays, and/or
Fridays for FT students; any weekday is available for PT
students
Students must provide at least one 8 hour block day at their
field placement site
Students must complete ONE process recording every week
for a total of 12 recordings each semester.
Cohort: FT 1st Year FT 2nd Year &
AS
PT 1st Year
Available
Field
Days
M,W, or F M, W, or F M, T, W, Th,
or F
Required
Hours16 16 (20 for A/S)
(or as otherwise specified)
16(at least one 8 hr.
block of time required)
Field
Liaison
Visits
Minimum of 1 visit
during the 6th-12th
week of each semester
Minimum of 1 visit
during the 6th-12th
week of each semester
Minimum of 1 visit
during the 6th-12th
week of each
semester
Field
Seminar
Schedule
Thursdays, 2:30-
4:30 p.m.
Thursdays, 2:30-
4:30 p.m.
Tuesdays, 5-7
p.m.
SOCW 511
Introduction to the Social Work Profession
SOCW 512
Social Welfare Policy and Policy Practice
SOCW 513
Micro-Theory and Human Development
SOCW 514
Practice I: Interviewing and Assessment
SOCW 515
Field Seminar I
SOCW 516
Field I
SOCW 521
Introductory Research Methods
SOCW 522
Diversity and Social Justice
SOCW 523
Macro-Theory and Practice with Communities and Organizations
SOCW 524
Practice II: Intervention and Evaluation
SOCW 525
Field Seminar II
Overview of the helping process: exploration, engagement, assessment, planning, implementing plan, attaining goals, termination
Risk assessment of both adults and children: Suicidal ideation, child abuse, family violence, cutting behavior, substance abuse, run-away
ethical and legal issues, purpose of supervision and student responsibilities Discussion of advice vs. guidance and empowerment. Boundary issues. Ethical duties of informed consent, confidentiality, personal vs. professional
values, attitudes, and behavior. Beginning discussion of counter-transference, self determination, documentation as an ethical and legal responsibility.
Assessment skills and tools: Bio-psycho-social assessment Begin discussion of DSM IV-TR and diagnosis and as it relates to practice setting.
Discussion of the ethicality of diagnosis in particular settings. Assessment of client strengths Cultural considerations and diagnoses. Family and systems theory Monitoring goal achievement in treatment Specific issues regarding children vs. adolescents vs. adults
Sexual Harassment Training
HIPAA/PHI and Documentation Standards
Blood Borne Pathogen Training
Safety in the Workplace & Community
Professional Conduct in the Workplace
The Field Manual serves as a resource for both students
and field instructors.
Important excerpts:
◦ Program Curriculum (p. 15-16)
◦ Policies and Procedures (p.18)
◦ Attendance (p.25)
◦ Holidays and Seasonal Breaks (p.26)
◦ Field Instructor Changes (p.30)
◦ Fitness for Duty Criteria (p.30)
◦ Handling Problems Situations in Field (p.31)
◦ Remediation (p.31)
◦ Risk Management (p.36)
◦ Role of Field Faculty (p.37)
◦ Responsibilities of Student (p.42)
Q: Will the students continue field hours during holidays?
A: Although APU is closed for the major holidays, students in field are expected to discuss their obligations to the agency and their clients during holidays. If a student is facilitating a group or needs to continue to see a client for therapeutic reasons, it is reasonable for the supervisor to expect the student to continue in field during this time. A modified field schedule is acceptable during the holidays.
Q: What happens if the student is involved in a problematic situation in field?
A: There are policies in the field manual that discuss the action to be taken if a student gets into trouble or is involved in a problematic situation or ethical issue. Typically if the issue requires on-going remediation, a Student Support Plan is developed.
Students are to provide field instructors with a
copy of their field &practice syllabus each
semester.◦ This informs the field instructor of class curriculum topics
and assignments
◦ Gives field instructors an opportunity to reinforce practice
topics in a supervised practice setting
◦ Strengthens the learning process for student
Students should also review field assignments with field
instructors including: macro or capstone projects, case
presentation, process recordings
◦ The Field Instructor is the primarysupervisor assigned to the student at the internship site
◦ He/she is responsible for providing 1 hour/wk of scheduled supervision, assigning field activities, reviewing students work, and giving ongoing feedback about students progress
◦ The MSW Field Instructor develops social work learning opportunities appropriate to the students developmental level
◦ He/she may assign a secondary supervisor, known as a preceptor, to provide additional supervisor oversight and guidance.
The field liaison is a faculty member who
facilitates field seminar & coordinates the field experience for the
student and field agency.
The field liaison maintains contact with the agency field instructor and
completes a minimum of one field visit per semester, and as needed
to ensure student progress in field.
The field liaison is responsible for reviewing the field paperwork
requirements, as follows: Process recordings & logs, Time logs, and
Learning Agreement.
The field liaison notifies the Field Education Director if significant
problems have been identified in the field internship necessitating a
Field Support Plan of action.
Complete and submit Learning Agreement by the date specified on
syllabus..
Consistently demonstrate professional conduct and adherence to the
NASW Code of Ethics.
Follow through on commitments to the agency and follow through with
appointments with promptness and reliability.
When late reporting for duty or late on an assignment (due to
sickness/emergency), student is to notify supervisor immediately.
Be flexible and stay open minded to unexpected learning opportunities.
Take responsibility for supervision; be a proactive learner by preparing for
supervisory sessions.
Students must complete one process recording per week and turn in to
supervisor, for a total of 12 per semester.
Student will bring any problem regarding the field internship to the attention
of the faculty Field Liaison. Field Director should be notified immediately if
student is involved in serious incident or injury.
A letter grade is assigned for all field courses A minimum of grade of ―B‖ is required advance to the next field
sequence
Grading ProceduresThe Field Grade is calculated using the following percentage breakdowns:
20% Field instructor feedback from Comprehensive Skills Evaluation
15% Pre/Post Skills Assessment to measure competence; outcomes based evaluation
15% Professional Conduct as evaluated by field faculty, field instructor, and preceptor
50% Field Seminar Grade (includes all written field assignments)=100%
Learning Agreement & Comprehensive
Skills Evaluation (CSE)
Mid-Semester Progress Report
Weekly Process Recordings and Log◦ Formats: MICRO, MACRO, MEETING, GROUP,
AUDIO/VISUAL
Weekly Field Time Log
Annual Macro Project or Senior CAPSTONE
Project
The Learning Agreement is the learning contract used at the field internship, developed by the student & Field Instructor
Final approval is required by the field instructor.◦ It should include an assessment of the student’s strengths,
desires for learning, and specific learning activities
◦ It contains 10 field core competencies that should be the focus of your students field experience
It also includes the Comprehensive Skills Evaluation (CSE) which is the annual feedback tool to be used by your field instructor
COMPETENCY #1 – Professionalism: Intern identifies as a professional social worker and conducts her/himself accordingly
COMPETENCY #2 – Ethics: Intern applies social work ethical principles to guide her/his professional practice
COMPETENCY #3 – Thinking & judgment: Intern applies critical thinking to inform and communicate professional judgments
COMPETENCY #4 – Cultural competency: Intern engages diversity and difference in practice
COMPETENCY #5 – Social justice: Intern advances human rights and social and economic justice
COMPETENCY #6 – Evidence based practice: Intern engages in research informed practice and practice informed research
COMPETENCY #7 – Person in Environment: Intern applies knowledge of human behavior and the social environment
COMPETENCY #8 – Policy: Intern engages in policy practice to advance social and economic well being and deliver effective social work services.
COMPETENCY #9 – Current Trends: Intern responds to contexts that shape practice
COMPETENCY #10 – Practice skills: Intern engages, assess, intervenes and evaluates individuals, families, groups, organizations and communities.
Numerical rather than a letter-based rating system
Field Instructors are asked to rate interns (0-4) in all the activities under the 10 competencies.
Level 0 = Intern has not met the expectations in this area and there is not much evidence that the expectations will be met in the near future
Level 1 = Intern has not yet met the expectations in this area, but there is evidence that the expectations will be met in the near future
Level 2 = Intern understands the concept and is beginning to demonstrate the skill in this area, however, students performance is uneven.
Level 3 = Intern understands the concept and has consistently met the expectations in this area
Level 4 = Intern demonstrates a high level of skill development and has exceeded expectations in this area
Winter Quarter/Fall Semester: Students should be at Level 1 or Level 2. Please contact Field Liaison if student is at Level 0 in any objective.
Spring Quarter/Spring Semester: Students should demonstrate skills at least at the Level 2 or 3. Please contact Liaison if Student is below Level 2 in any objective.
Be aware that evaluation often produces a lot of stress among students.
Spend a significant amount of time completing the evaluation.
Base your final evaluation on clear guidelines that were set at the beginning of the internship.
Evaluate student objectively, focusing on work performance rather than personal issues.
Review strengths as well as limitations
Remember that the CSE should be a review. Ongoing, constructive feedback should be given so that their CSE brings no surprises.
Each individual responds differently to feedback.
Some personality types will welcome feedback; others may be uncomfortable at first and interpret feedback as critical.
Provide feedback with care and consideration to observe the student’s response.
Students should be encouraged to discuss their feelings of receiving feedback to establish and open and trusting environment.
Feedback is best received when a trusting and supportive environment has been established.
Process recordings are also known as educational-based recordings and are tools utilized by students to document their practice assignments. Through recordings, students are also able to process the affective aspects of their practice to develop self-awareness, awareness of the client situation, themes, theories, and interventions. Micro, Macro, Group, Meeting, and Audio/Video Process recording forms are provided to students.
Process Recordings should be
turned in weekly to the Field
Instructor and utilized as a
supervision tool
Documentation Content Information Insight Exercises Accountability
The student’s work, learning needs,
For teaching practice skills
To further assist in understanding client needs
Into the student as a practitioner & learner, the basis of the educ. assessment
To help with recall and observation
For practice content
The student’s ongoing growth & development
To address ethics, diversity, & culture
To monitor quality of work
That facilitates reflective practice
For teaching about communication
For further research
Supervisor Interview ContentStudents Gut
FeelingsClient
Feelings/Affect Analysis/ ThemesCLNT- “I am scared that my husband is cheating on me..”THX ”Tell me what you think is going on?”
I feel worried, protective of client
CLNT I discovered he has been texting messages to another woman on his phone”
tearful, affect angry, upset..
good use of empathy
THX -I can see that this really upset you..what have you been feeling? Open ended questions
Lets explore possible counter-
transference
CLNT-Well I feel like he just doesn’t love me anymore…he never wants to spend time with me or the kids…”
Feeling sad, angry, men just cant be
trusted… sad, hopelessPartner relationship problems
THX -Have you tried to talk to your husband about it?
1. Allows supervisor to look closely at the student’s work; the
data gathered in interviews, groups, or meetings; and the
overall skills of helping.
2. Supervisor can look closely at students efforts and
interventions and examine how students use themselves in
face-to-face professional encounters.
3. Supervisor can utilize recordings to help student develop
observational and active listening skills, the power of recall,
and the ability to reflect on developing practice skills and
knowledge.
4. Focuses student on problem solving, critical thinking, and
self-critiquing approaches.
5. Provides record of student professional growth and
development over time and records the content of teaching
in field instruction.
6. Can also be used to provide feedback to field faculty
liaisons. Liaisons provide feedback to the social work
education program regarding what is being taught and
learned in the placement.
7. Provides documentation of case work for evaluation of
student, or when raising issues or problems regarding
student performance in the placement.
Foundation Year (1st year)
◦ Macro project
Concentration Year (2th or 4th year):
◦ Capstone Leadership Project: Both Clinical
and Community concentrations will complete
this advanced macro-project.◦ **For Community practice majors, the Capstone
project must be separate and above their regular
macro assignments
Think Beyond a Resource Book!!
Implementation of Macro Project is expected to take up 10-15% of field hours during the Spring Semester
Think of an assignment that asks the student to apply graduate level skills and knowledge to execute.
Keep in mind that the focus of intervention should be larger than an individual .
Instead the focus should be an organization, inter-organizational system, neighborhood, county or state.
GUIDELINES: Student identifies an existing problem at their
placement agency, and develops communication and intervention
strategies to address the problem
Requires student to conduct a literature review and allows research
to inform practice
Student applies classroom knowledge and field experience in
relation to diverse and at-risk populations
Requires student to take leadership throughout the project
implementation and problem resolution.
Outcome= the Capstone project serves as a portfolio that can be
used for student’s future employment.
Group Exercise: Ask yourself what type of macro activity could:
◦ Increase organizational effectiveness?
◦ Improve quality of services to clients?
◦ Increase inter-agency collaboration?
◦ Help evaluate agency outcomes?
◦ Organize community around key issues?
Evaluation Tools
Tool Who Purpose When given
Comprehensive
Skills Evaluation
Student, FI, Field
Liaison, Field
Director
To evaluate student
performance in field; to
recommend a final grade
Mid-year and end-
of-year
Mid-Quarter
Progress Form
FI To evaluate student progress
mid-semester and to highlight
potential problems
Mid-semester
Agency Field Visit
Form
Field Liaison Conduct an in-person
evaluation of the student’s
performance
Once per semester
or as often as
needed
End of Year Student
Evaluation of Field
Site
Student Provide feedback about the
field placement experience,
including field instructor,
agency, and liaison
End of year
End-of Year Field
Instructor Survey
Field Instructor Provide feedback about field
instruction experience and
relationship with the university
End of year
The goal of feedback in field instruction is learning. Students in field are expected to make mistakes and
errors in judgment.
Students can only correct mistakes and improve their practice if these mistakes are identified and suggestions are provided for improvement.
Field instructors must provide critical and constructive feedback to students in order to facilitate learning and to promote ongoing improvement.
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.
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.
Saenz, V. B. & Barrera, D. S. (2007). Findings from the 2005 college
student survey (Css): National Aggregates Los Angeles: Higher
Education Institute.