SCHOOL OF SOCIAL WORK
Master of Social Work Program
FIELD EDUCATION MANUAL
2015-16
Manhattan Campus
2 Washington Street
New York, NY 10004
TABLE OF CONTENTS---2
MESSAGE FROM DIRECTOR 5
GRADUATE SOCIAL WORK PROGRAM FACULTY AND STAFF 6
GRADUATE SOCIAL WORK PROGRAM MISSION 7
GRADUATE SOCIAL WORK PROGRAM GOALS 7
FIELD EDUCATION PROGRAM GOALS 8
I. PROCEDURES
STUDENT ADMISSION AND PLACEMENT PROCESS---8Field Application 8
Criteria for Student Placement in Field 8
Field Education Program Options 9
Two Year Track 9
Advanced Standing Track 9
One Year Residency Track 9
Agency Placement Process and Procedures 9
SELECTION OF AGENCIES & FIELD INSTRUCTORS ---11
Agency Selection Process 11
Criteria for Selection of Agencies 11
Criteria for Selection of Field Instructors 12
Expectations of Field Instructors 12
Off-Site Field Instructors 13
Task Supervisors 13
DESCRIPTION OF ROLES & RESPONSIBILITIES 13
Field Director 13
Field Coordinator 14
Field Liaison 14
Agency Field Instructor 15
Student 16
II. CURRICULUM---17
FOUNDATION YEAR 17
COMPETENCIES AND PRACTICE BEHAVIORS 17
Field Education Courses: 20
Field Instruction I 20
Field Instruction II 20
ADVANCED YEAR--- 21
COMPETENCIES AND PRACTICE BEHAVIORS Clinical Concentration 21
Leadership in Organization & Communities 24
Field Education Courses: 27
Field Instruction III 27
Field Instruction IV 27
Field Education Learning Plan 27
Process Recording 28
Journal 28
Field Evaluation 28
GUIDELINES FOR FIELD EDUCATION ASSIGNMENTS IN THE AGENCY 29
Advanced Year Clinical and Direct Services Concentration 29
Advanced Year Leadership in Organizations and Communities Concentration 29
EDUCATIONAL METHODS AND RESOURCES FOR FIELD INSTRUCTORS 29
The Educational Contract (Field Learning Plan) Between Instructor and Student 29
Guidelines for Field Learning Plan 30
Guidelines for Student Evaluation 31
Training and Support for Field Instructors 33
III. POLICIES
GENERAL POLICIES OF FIELD EDUCATION---33Absences 33
Change of Field Placement 34
Course Policies 34
Grading 34
Repeat Policy 35
Early Completion of Placement 36
Nondiscrimination 36
Professional Liability Insurance 36
Students with Disabilities 36
Use of Employment Site as Field Education Site 36
FIELD PROBLEMS AND RESOLUTIONS---37
General Problem Solving Procedures 37
Unsuccessful Placement Interview 38
Conflicts of Interests 38
Criminal Convictions 38
Drug Free Departmental Policy 39
SAFETY GUIDELINES AND PROTOCOL---39
Guidelines for Safety 39
Health Risks 40
Procedures When Safety Issues Arise 40
Safety Tips for Students in Field 40
Sexual Harassment 41
IV. FORMS
APPENDIX---42Agency Agreement Foundation 43
Agency Agreement Clinical and Direct Services Concentration 45
Agency Agreement Leadership in Organization and Communities Concentration 48
Learning Contract Foundation Year Fall 51
Foundation Year Spring 60
Advanced Year Clinical Fall 68
Advanced Year Clinical Spring 81
Advanced Year Leadership Fall 92
Advanced Year Leadership Spring 105
Field Evaluation Foundation Year Fall 118
Foundation Year Spring 127
Clinical Concentration Fall 137
Clinical Concentration Spring 145
Leadership in Organization and Communities Fall 153
Leadership in Organization and Communities Spring 161
MESSAGE FROM THE DIRECTOR OF FIELD EDUCATION
Welcome students, field instructors, task supervisors, field liaisons, and faculty!
Field Education is a vital and integral component of our Social Work Education
program and is essential for helping students to develop and practice
professional competencies and behaviors outlined by the Council for Social Work
Education.
Through participation in Field Education students have the opportunity to
engage in supervised learning activities that promote the development of
professional identity, self-awareness and competent practice.
Field Education is identified by the CSWE as being the signature pedagogy of
social work education. It is the specific method utilized to prepare and
transition students to become Professional Social Work Practitioners.
This Field Education Manual was developed to help you to have a successful
experience with our Field Education Program by providing you with important
information about our program structure, curriculum, policies, and protocol. It
is intended to be a resource and reference guide for your participation in our
program.
I welcome any suggestions and feedback you have as to how we can make our
program and manual more useful.
Thank you to all of the field instructors, agencies, and faculty who help to create
a quality Field Education Program for our students!
Sincerely,
DeVonne Allen, LCSW, MSEd
Director of Field Education
GRADUATE SOCIAL WORK PROGRAM FACULTY
Dr. Kwiryung Yun, Program Director, Professor and Associate Dean 2 Washington Street – Rm. 2019New York, NY 10004
646.378.6170, [email protected]
Dr. Carol Awasu, Chair of the Rockland Campus Social Work Department, Professor 1 South Boulevard
Betty Knopp Bldg. – Rm. 5A Nyack, NY 10960-3698
845.675.4555, [email protected]
Dr. Mayra Lopez-Humphreys, Associate Professor and MSW Program Director 2 Washington Street – Rm. 2021B
New York, NY 10004
646.378.6169, [email protected] Dr. James Long, Lecturer
2 Washington Street – Rm. 2020A New York, NY 10004
646.378.61693, [email protected] Dr. Brian Roland, Assistant Professor 2 Washington Street – Rm.2020B New York, NY 10004
646.378.7745, [email protected]
Ms. DeVonne Allen, Director of Field Education, Lecturer 1 South Boulevard
Betty Knopp Bldg. – Rm. 8 Nyack, NY 10960-3698
845.675.4536, [email protected] Field Coordinator - TBA
2 Washington Street – Rm. 2021A New York, NY 10004
STAFF
Ms. Percelene McLain, Administrative Coordinator, Student Advisor 2 Washington Street – Rm.2022
New York, NY 10004
646.378.6165, [email protected] Miriam Airoldi, Student Worker
1 South Boulevard Nyack, NY 10960 Betty Knopp Bldg. Rm. 5 845.675.7170, [email protected] Fadja Pierre 2 Washington Street New York, NY 10004 [email protected]
SOCIAL WORK PROGRAM MISSION
To prepare students with knowledge, values, and skills of the social work
profession in a Christian context for competent and compassionate service and
leadership in order to increase the well-being of all people and promote just and
caring communities locally, nationally, and globally.
SOCIAL WORK PROGRAM GOALS
1. To provide a curriculum that equips students for competent practice with
knowledge, values, and skills of the social work profession guided by a
person-in-environment framework, strengths perspective and evidence
based practice, respect for human diversity, and a global perspective.
2. To provide a transformational learning environment that models
integration of Christian faith with learning that helps students grow
personally, professionally, and spiritually, and promote their compassion
and commitment to the calling that is consistent with the Christian values
of loving God and serving all people.
3. To prepare students for service and leadership in public and private sector
including faith-based organizations responding to community needs.
4. To produce students who are able to identify and think critically about the
multiple causes of problems, the nature and dynamics of change, and
strategies for bringing about reconciliation and social justice with
particular attention to underserved urban populations.
5. To provide a stimulating, challenging, and supportive environment that
facilitates students’ commitment to on-going growth and development.
FIELD EDUCATION PROGRAM GOALS
1. To provide students with enriching learning opportunities where they can
apply professional knowledge, values, and practice professional skills,
fostering the development and mastery of social work competencies.
2. To place students in field learning agencies with the structure and
capacity to provide students the opportunity to engage in activities
reflective of social work practice behaviors and competencies.
3. To train and develop quality field instructors who will adequately supervise
and facilitate students’ development of specific social work competencies
by providing opportunities for students to demonstrate practice behaviors
through the daily function and service of the field agency.
4. To provide field liaisons who will guide, support, and monitor the field
agency’s implementation of program requirements and ensure the
appropriateness of learning opportunities for students to demonstrate
social work practice behaviors.
I. PROCEDURES
STUDENT ADMISSION AND PLACEMENT PROCESS
Field Application
Upon admission to the MSW Program students will receive an electronic Field
Education Application which will be used to determine student’s readiness for
field placement, program track, and to match students with an appropriate field
agency.
Criteria for Student Placement in Field
1. Confirmed Admission and acceptance to the Nyack College MSW program. 2. Commitment to professional values and learning goals.
3. Academic capacity.
5. Ability to complete field required hours and assignments.
FIELD EDUCATION PROGRAM OPTIONS
Traditional 2-Year Track
Students admitted to the Traditional 2-Year Track are required to complete 450
field hours of practice in the Foundation Year and 600 field hours of practice in
the Advanced Year.
Advanced Standing Track
Students admitted to the Advanced Standing Track are required to complete 600
field hours of practice.
One-Year Residency Track
The One-Year Residency Track is designed for students who are already
employed in a social service setting for at least one year and are able to
complete the required internship hours in their place of employment. The total
of 900 internship hours is completed during the Advanced Year, 450 hours each
semester, 32 hours per week. The employment agency must meet the criteria
for employment based internships.
Agency Placement Process and Procedures
The Field Coordinator, in consultation with the Field Education Faculty, is
responsible for arranging the field placements of all students. Students should
not contact an agency directly without approval from the Field Faculty. Agencies
may not arrange placements with students without the student going through
the formal placement process.
1. A Field Education Faculty will contact each admitted applicant to schedule a consultation meeting to discuss field placement interests, needs, and
opportunities.
2. The field faculty with input from the student will identify agencies of interest. Agencies can be identified from the Field Education Directory of Agency
Placements. In addition a student can suggest an agency. If a student suggests and agency, the field faculty will contact the agency personnel to determine if the agency meets the Field Education Program's criteria.
3. The Field Faculty will contact each agency identified to determine which agencies are prepared to supervise a student placement for the upcoming semester.
4. The Director of Field Education will subsequently inform the student of an agency to interview with for potential placement. Students are responsible for
contacting the agency Field Instructors and arranging for an interview and/or meeting.
5. The Field Faculty will follow up with the agency and notify the student of the agency’s decision to accept the student as an intern.
Assignment and placement of students are made on the basis of educational
needs as determined by Field Faculty with input from students. All placements
are made considering the learning needs of the student, the educational
opportunities available at the agencies, and other specific concerns related to
location and special needs of students.
Interview Process
This Interview process serves the following functions:
1. To assist the student in learning the functions and expectations of the field
setting.
2. To give agency Field Instructors the opportunity to meet and to assess the
student's suitability for the agency setting.
3. To allow both the student and the agency Field Instructor to begin to
formulate learning activities.
Some agencies may prepare reading lists that will help the student
prepare for the placement. Use of such a list is strongly encouraged
by the faculty.
The field agency is under no obligations to accept the student until
the Agency Agreement Form is signed. (See Appendix)
Once a placement has been finalized, both the field instructor and
the student will receive a letter from the Field Education Program
confirming the field placement assignment and the date for the
commencement of their internship. The Agency Agreement Form is
to be signed after the Field Coordinator, the Field Instructor and the
Student have reached an agreement.
The Agency Agreement Form is to be returned to the Field
Coordinator before the first week of the commencement of the field
internship. Field Instructors are expected to retain a copy for agency
records.
The selection of agencies and Field Instructors for Field Instruction is
an important part of the Field Education Program’s educational
planning. The Field Education Program carries the responsibility for
determining the suitability for student training and works closely
with interested agencies and potential field supervisors in this
process.
SELECTION OF AGENCIES AND FIELD INSTRUCTORS
Agency Selection Process
A Field Instruction faculty member will visit the agency to make a formal
assessment. The assessment covers such topics as: the function and services of
the agency, possible student assignments, availability of resources for the
student, level of practice competence of the Field Instructor, and special
requirements for student placement. The member of the Field Instruction staff
will also interpret MSW Program curriculum, Field Instruction requirements and
the MSW Program's expectations regarding assignments, supervision and
evaluation. The ability and willingness of the agency to provide learning in the
required competencies and practice behaviors will determine whether a site is
selected as a practicum placement.
Criteria for Selection of Agencies
1. The agency's orientation and objectives must be educational rather than
"apprenticeship."
2. There should be a correlation between the agency and MSW Program's
practice perspective so as to provide an integrated class-field curriculum and a
consistent learning experience for the student.
3. The agency provides a written description of the agency's program, examples
of potential student assignments, the availability of interdisciplinary and
collateral work, seminars, and other learning opportunities.
4. The agency should provide a range of assignments on an ongoing basis,
which are appropriate to the student's educational needs. The student workload
should reflect opportunity for involvement in varying modalities of service, as
well as exposure to a diversity of people and problems.
5. The agency must provide the necessary space and facilities, including privacy
for interviewing, and clerical assistance.
6. The agency will be expected to participate with the MSW Program in the
development, monitoring, and review of a sound educational program.
7. Administrative provision for sufficient supervisory and consultative time for
student training is required.
Criteria for Selection of Field Instructors
1. Licensed Master of Social Work credential (LMSW).
2. Minimum of three years, relevant full-time, supervised post-MSW experience.
3. Seminar in Field Instruction Certificate or willingness to enroll in the course
concurrently.
4. Interest in and time to fulfill teaching responsibilities of social work trainees.
5. Agreement to act as Field Instructor on a continuing basis during the
academic year or full placement period and to participate in the required 3-hour
“Introduction to Field Instruction” training required of all Field Instructors and to
engage in Field Instructor trainings every 3 years thereafter.
6. Familiarity with agency policies, program and procedures and the nature of
client needs.
Expectations of Field Instructors:
1.
A desire to work collaboratively with the MSW Program’s Field Liaison for
the purposes of meeting student educational needs and to call upon the Field
Liaison for consultation and guidance as needed.
2.
A flexible approach to practice that allows for a range of modalities
including work with individuals, families and groups both within the agency as
well as outreach to community systems.
3.
An ability to ensure open communication involving the Student, Field
Supervisor, and Faculty Field Liaison.
4.
A commitment to submit requested materials to the Field Liaison (e.g.,
student evaluations, agency description forms, etc).
5.
Willingness to participate in Field Instructor trainings provided by the Field
Education Program.
6.
Knowledge of the Field Education program’s curriculum and practice
content.
Off-Site Field Instructors
Field Instructors who are off site are responsible for insuring that the
responsibilities noted above are carried out in whole through both their own
efforts as well as those of the Task Supervisor (see below). The off-site Field
Instructor must meet with the student weekly for one hour. The focus of these
meetings is social work content—social work perspective, values, ethics, practice
theories and theories for practice. The reference point for discussion should be
the Field Learning Plan. These hours constitute the “instructional hour.” In
addition to the instructional hour, the off-site Field Instructor must communicate
with the Task Supervisor to obtain feedback on the student’s progress in the
area of skill development and must review the student’s process recordings and
case notes. Lastly, the offsite Field Instructor is responsible for completing the
student’s evaluation in concert with the Task Supervisor.
Task Supervisors
A Task Supervisor is a regular staff member who is responsible for the
day-to-day assignments of the student and the observation and assessment of the skills
portion of student learning. The individual staff member assuming this role
must be approved by and able to work with the Field Instructor of record. It is
expected that the Task Supervisor will model skills and observe the student in
his/her daily assignments, meet with the Faculty Liaison as appropriate, and
provide relevant feedback to both the student and the Field Instructor. The
Task Supervisor does not need to have a social work degree.
DESCRIPTION OF ROLES & RESPONSIBILITIES IN FIELD INSTRUCTION
Field Director
Role
It is the responsibility of the Field Director to organize and monitor all facets of
the field education program under the supervision of the Social Work Program
director(s). The Director of Field Education is responsible to develop, manage,
and update Field Education Program for all program sites. The director is
especially expected to continuously improve the Field Education Program as the
signature pedagogy of the social work program.
Assume responsibility for the overall direction and coordination of the
social work Field Education Program.
Provide policy regarding the implementation of Field Education Program.
Resolution of problems affecting field learning.
Participate in ongoing evaluation of the field education program
Field Coordinator
Role
It is the responsibility of the Field Coordinator to oversee the day to day
operations of the Field Education Program under the supervision of the Field
Director. The Field Coordinator assists in the development and implementation
of field instruction and monitors the field liaison activities of faculty. The Field
Education Coordinator is the immediate link between the students, field
instructors, and field liaisons and provides resources to all parties to optimize
implementation of the Field Education Program.
Responsibilities include:
Screen student applicants and assess their readiness for social work Field
Instruction.
Assign eligible students to field education agency sites.
Recruit, assess, and select field agency sites.
Enhance agency’s understanding of core competencies.
Select, orient and train Field Instructors and Faculty Liaisons.
Be available to students, agencies, and faculty liaisons to facilitate the
resolution of problems that may arise.
Nyack Faculty Field Liaison
Role
The Faculty Liaison is the college-based field educator who oversees and monitors the student’s placement.
The Faculty Liaison’s role is threefold:
1) To assist and assess students in their professional growth and development as they progress through the field education curriculum;
2) To assist Field Instructors in the development of appropriate learning opportunities or support them in their role as a Field Instructor; and
3) To mediate or resolve problems affecting a student’s progress in the field.
Responsibilities
Meet at least once per semester with the student and the agency field supervisor together.
Ensure responsibility for end of semester evaluations & grades of the students’ performance in conjunction with the agency field supervisor.
Assist the student in developing a Field Learning Plan to structure the field education experience.
Assist in orienting new agency supervisors to the college’s curriculum and field education program.
Act as a resource person for students and agency in regard to questions, about the Field Education Program.
Submit grades for each student’s social work Field Instruction. Agency Field Instructor
Role
Field Instructors carry out three different roles relative to each student: they are educators, teachers, and gatekeepers. As an “educator,” they guide and assess the overall professional development of the student. As a “teacher,” they facilitate “learning opportunities” for students and model for and observe the student and provide meaningful feedback. As a “gatekeeper,” they assist the Field Faculty in assessing whether or not the student is appropriate for the profession – demonstrates the personal/professional capacities/behaviors requisite of professional social workers. Responsibilities
Provide a minimum of one hour per week of direct supervision to student and regularly review recordings, which can include, process recordings or journaling.
Orient new students to agency structure and function, student responsibilities, policies and procedures, and commonly used community resources.
A sufficient number and variety of assignments to support the progression of student learning. We expect students to become involved in practice activities within three weeks of the start of the placement (includes shadowing, etc).
Assist the student in developing a Field Learning Plan at the beginning of the fall and spring semesters to structure the field instruction experience.
Complete a formal evaluation of the student at the end of each semester.
Structure assignments to help the student learn a broad range of social work interventions common to generalist or advanced social work practice.
Provide suitable office space.
Ensure student’s primary role as learner.
Reimburse the students for any expenses they incur in the same manner as for agency employees.
Abstain from sexual or other harassment of the student.
Allow use of selected agency records (appropriately disguised to ensure client and agency confidentiality) for class assignments.
Student
Role
The student’s primary obligation is to his/her own learning and professional
development through the provision of social work services in the field setting in
accordance with the social work code of ethics and the agency’s policies and
procedures. Students are expected to adhere to their assigned agency's
personnel practices, policies, and procedures. Time lost for absences will need to
be made up by the student. The hours provided to the agency are part of
field instruction and a salary will not be provided.
The field experience comprises the task and activities agreed to by the Field
Instructor and his/her student as documented in the Field Learning Plan and the
Field Course Assignments required of all students enrolled in field (see Field
Education Syllabus). The tasks and activities agreed to by the Field Instructor
and student are to be documented in the Field Program’s prescribed Field
Learning Plan.
Students will meet with their Faculty Liaison during the first meeting of SWK 517
Field Instruction Seminar I course and review the field course assignments and
the required educational forms.
Responsibilities
Meet with faculty and agency supervisors together at least once per
semester.
Develop and complete all necessary field education forms in a timely
manner.
Dress appropriately according to the nature of their field setting.
Abide by agency rules, policies and procedures, including those pertaining
to confidentiality
Adhere to the National Association of Social Workers Code of Ethics.
Behave in a professional manner, taking responsibility as an adult learner
to understand duties, seek supervision when needed, and carry out
assignments.
Complete 450 hours over two semesters (225 hours per semester) without
pay during the Foundation Year.
Complete 600 hours over two semesters (300 hours per semester) without
pay during the Foundation Year.
Prepare for supervision conferences by adhering to deadlines, completing
work, formulating questions about assignments, etc.
Discuss with agency or faculty supervisor any areas of disagreement,
dissatisfaction, or confusion in respect to any part of the practicum
experience.
Complete an evaluation of the social work field education experience upon
completion of field instruction hours (See Appendix for the Student
Evaluation of Field Form).
II. CURRICULUM
FOUNDATION YEAR
During the Foundation Year students will be required to complete 225 hours of
field learning in the field placement agency site each semester for a total of 450
field hours for the year. In addition, students will attend 14 hours of field
seminar on campus each semester.
The foundation year of the MSW Program will focus on the development of
generalist practice skills and mastery of the following core competencies and
practice behaviors:
Competencies and Practice Behaviors
COMPETENCY 1: Identify as a professional social worker and conduct oneself accordingly:
PRACTICE BEHAVIORS:
1. Advocate for client access to the services of social work
2. Practice personal reflection and self-correction to assure continual professional development.
3. Attend to professional roles and boundaries.
4. Demonstrate professional demeanor in behavior, appearance, and communication.
5. Engage in career-long learning. 6. Use supervision and consultation.
COMPETENCY 2: Apply social work ethical principles to guide professional practice.
1. Recognize and manage personal values in a way that allows professional values to guide practice.
2. Make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics and, as applicable, of the International Federation of Social Workers/International Association of Schools of Social Work Ethics in Social Work Statement of Principles.
3. Tolerate ambiguity in resolving ethical conflicts.
4. Apply strategies of ethical reasoning to arrive at principled decisions. COMPETENCY 3: Apply critical thinking to inform and communicate
professional judgments. PRACTICE BEHAVIORS:
1. Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom.
2. Analyze models of assessment, prevention, intervention, and evaluation 3. Demonstrate effective oral and written communication in working with
individuals, families, groups, organizations, and communities. COMPETENCY 4: Engage diversity and difference in practice.
PRACTICE BEHAVIORS:
1. Recognize the extent to which a culture’s structures and values may opposes, marginalize, alienate, or create or enhance privilege and power. 2. Gain sufficient self-awareness to eliminate the influence of personal biases
and values in working with diverse groups.
3. Recognize and communicate their understanding of the importance of difference in shaping life experiences.
4. View themselves as learners and engage those with whom they work as informants.
COMPETENCY 5: Advance human rights and social and economic justice. PRACTICE BEHAVIORS:
1. Understand the forms and mechanisms of oppression and discrimination; 2. Advocate for human rights and social and economic justice.
3. Engage in practices that advance social and economic justice.
COMPETENCY 6: Engage in research-informed practice and practice-informed research.
PRACTICE BEHAVIORS:
1. Use practice experiences to inform scientific inquiry. 2. Use research evidence to inform practice.
COMPETENCY 7: Apply knowledge of human behavior and the social environment.
PRACTICE BEHAVIORS:
1. Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation.
2. Critique and apply knowledge to understand person and environment. COMPETENCY 8: Engage in policy practice to advance social and economic well-being and to deliver effective social work services.
PRACTICE BEHAVIORS:
1. Analyze, formulate, and advocate for policies that advance social well-being.
2. Collaborate with colleagues and clients for effective policy action. COMPETENCY 9: Respond to contexts that shapes ones practice setting. PRACTICE BEHAVIORS:
1. Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services.
2. Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services.
COMPETENCY 10: Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.
PRACTICE BEHAVIORS: (1) Engagement
1. Apply social work knowledge to engage individuals, families, groups, organizations, and communities.
2. Use professional and interpersonal skills to facilitate engagement.
3. Develop a mutually agreed-on focus of work and desired outcomes within the agency’s mandate.
(2) Assessment
1. Collect, organize, and interpret client data. 2. Assess client strengths and limitations
3. Develop mutually agreed-upon intervention goals & objectives 4. Select appropriate intervention strategies.
(3) Intervention
1. Initiate actions to achieve organizational goals.
2. Implement prevention interventions that enhance client capacities.
4. Negotiate, mediate, and advocate for clients. 5. Facilitate transitions and endings.
(4) Evaluation:
1. Critically analyze, monitor, and evaluate interventions. COMPETENCY 11: Integrate Christian faith with professional social work practice
PRACTICE BEHAVIORS:
1. Practice with compassion rooted in their personal relationship with Christ. 2. Demonstrate servant leadership with humility as they influence, equip, and
empower those who are disadvantaged.
FOUNDATION YEAR FIELD EDUCATION COURSES
The following courses are to be taken during the foundation year:
SWK 517 FIELD INSTRUCTION & SEMINAR I
Course Description:
This course is the first of two field instruction courses taken during the first year of the MSW degree program. It requires a total of 225 hours of field learning in a social service agency in addition to 14 hours of field seminars held on campus. It will provide students with opportunities to acquire skills ingeneralist social work practice, to try out social work practice roles in the field, and to test in the field theories and principles learned in the classroom. Students are assigned to social service agencies and learn by directly participating in the delivery of social services under the supervision of professional social workers and faculty. The hours provided to the agency are part of field instruction and a salary will not be provided. Seminar sessions will allow students the opportunity to process experiences in the field placement and to connect those experiences to social work knowledge, values, and skills. Sessions will be conducted in a discussion format that encourages students to examine and reflect upon their professional development and demonstration of social work competencies.
SWK 557 FIELD INSTRUCTION & SEMINAR II
Course Description:
This course is the second of two field instruction courses taken during the first year of the MSW degree program. It is a continuation of Field Instruction and Seminar I and requires a total of 225 hours of field learning in a social service agency in addition to 14 hours of field seminars held on campus. It will build upon the foundation provided in Field Instruction and Seminar I and will provide students with opportunities to persist in development of skills in generalist social work practice. Students will remain in their previously assigned agencies as they continue to learn by directly participating in the delivery of social services under thesupervision of professional social workers and faculty. Seminar sessions will continue to allow students the opportunity to process experiences in the field placement and to connect those experiences to social work knowledge, values, and skills. The hours provided to the agency are part of field instruction and a salary will not be provided. Prerequisites: SWK 517 Field Instruction and Seminar I; SWK 562 Social Work and Christianity
ADVANCED YEAR
During the Advanced Year students will be required to complete 21 hours per
week in the clinical field placement agency site for a total of 600 hours of field
learning at the end of the year.
The advanced year of the MSW program will focus on the development of higher
level practice skills through mastery of the following core competencies
enhanced by knowledge and practice behaviors specific to a concentration in
clinical practice and direct service or leadership in communities and
organizations:
Clinical Concentration:
Competencies & Practice Behaviors
COMPETENCY 1: Identify as a professional social worker and conduct oneself accordingly.
PRACTICE BEHAVIORS
1. Readily identify as social work professionals. 2. Demonstrate professional use of self with client(s)
3. Understand and identify professional strengths, limitations and challenges
4. Develop, manage, and maintain therapeutic relationships with clients within the person-in-environment and strengths perspectives
5. Consult with medical professionals, as needed, to confirm diagnosis and/or to monitor medication in the treatment process.
COMPETENCY 2: Apply social work ethical principles to guide professional practice.
PRACTICE BEHAVIORS
1. Apply ethical decision-making skills to issues specific to clinical social work
2. Employ strategies of ethical reasoning to address the use of technology in clinical practice and its effect on client’s rights
3. Identify and use knowledge of relationship dynamics, including power differentials
4. Recognize and manage personal biases as they affect the therapeutic relationship in the service of the clients’ well-being.
COMPETENCY 3: Apply critical thinking to inform and communicate professional judgments.
PRACTICE BEHAVIORS
1. Engage in reflective practice
2. Identify and articulate clients’ strengths and vulnerabilities 3. Evaluate, select, and implement appropriate multidimensional
assessment, diagnostic, intervention, and practice evaluation tools 4. Evaluate the strengths and weaknesses of multiple theoretical
perspectives and differentially apply them to client situations
5. Communicate professional judgments to other social workers and to professionals from other disciplines, in both verbal and written format. COMPETENCY 4: Engage diversity and difference in practice and integrate a sound social work perspective.
PRACTICE BEHAVIORS
1. Research and apply knowledge of diverse populations to enhance client wellbeing
2. Work effectively with diverse populations
3. Identify and use practitioner/client differences from a strengths perspective.
Competency 5: Advance human rights and social and economic justice. PRACTICE BEHAVIORS
1. Use knowledge of the effects of oppression, discrimination, and historical trauma on client and client systems to guide treatment planning and intervention
2. Advocate at multiple levels for mental health parity and reduction of health disparities for diverse populations
Competency 6: Engage in research-informed practice and practice-informed research.
PRACTICE BEHAVIORS
1. Use the evidence-based practice process in clinical assessment and intervention with clients
2. Participate in the generation of new clinical knowledge, through research and practice
3. Use research methodology to evaluate clinical practice effectiveness and/or outcomes
Competency 7: Apply knowledge of human behavior and the social environment.
PRACTICE BEHAVIORS
1. Synthesize and differentially apply theories of human behavior and the social environment to guide clinical practice
2. Use bio-psycho-social-spiritual theories and multiaxial diagnostic classification systems in formulation of comprehensive assessments 3. Consult with medical professionals, as needed, to confirm diagnosis
and/or to monitor medication in the treatment process.
Competency 8: Engage in policy practice to advance social and economic well-being and to deliver effective social work services.
PRACTICE BEHAVIORS
1. Communicate to stakeholders the implication of policies and policy change in the lives of clients
2. Use evidence-based practice and practice-based evidence in advocacy for policies that advance social and economic well-being
3. Advocate with and inform administrators and legislators to influence policies that impact clients and service.
Competency 9: Respond to contexts that shape practice. PRACTICE BEHAVIORS
1. Assess the quality of clients’ interactions within their social contexts 2. Develop intervention plans to accomplish systemic change
3. Work collaboratively with others to effect systemic change that is sustainable
Competency 10: Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities
PRACTICE BEHAVIORS Engagement
1. Develop a culturally responsive therapeutic relationship
2. Attend to the interpersonal dynamics and contextual factors that both strengthen and potentially threaten the therapeutic alliance
3. Establish a relationally based process that encourages clients to be equal participants in the establishment of treatment goals and expected outcomes.
Assessment
2. Assess clients’ readiness for change
3. Assess client coping strategies to reinforce and improve adaptation to life situations, circumstances, and events;
4. Select and modify appropriate intervention strategies based on continuous clinical assessment
5. Use differential and multiaxial diagnoses. Intervention
1. Critically evaluate, select, and apply best practices and evidence-based interventions
2. Demonstrate the use of appropriate clinical techniques for a range of presenting concerns identified in the assessment, including crisis intervention strategies as needed
3. Collaborate with other professionals to coordinate treatment interventions.
Evaluation
1. Contribute to the theoretical knowledge base of the social work profession through practice-based research
2. Use clinical evaluation of the process and/or outcomes to develop best practice interventions for a range of bio-psycho-social-spiritual
conditions.
Leadership in Organizations & Communities Concentration:
Competencies & Practice Behaviors
COMPETENCY 1: Identify as a professional social worker and conduct oneself accordingly.
PRACTICE BEHAVIORS
1. Demonstrate self-awareness in analyzing the effectiveness of
organizations and leadership approaches in one’s field placement and professional practice.
2. Identify and leverage opportunities for social workers to participate and guide efforts to enhance and develop social services.
3. Identify opportunities for continuing professional education and development.
4. Use supervision and consultation in organizational and leadership development.
COMPETENCY 2: Apply social work ethical principles to guide professional practice.
PRACTICE BEHAVIORS
1. Identify and manage personal biases as they affect practice within organizations and communities.
2. Apply ethical decision-making skills to issues in macro practice, recognizing the ambiguity inherent in many practice situations. COMPETENCY 3: Apply critical thinking to inform and communicate professional judgments.
PRACTICE BEHAVIORS
1. Appraise and integrate multiple sources of organization and community data including strengths and challenges.
2. Select, implement and evaluate appropriate macro assessment, intervention and evaluation tools.
3. In both verbal and written format, demonstrate the ability to communicate multi-systemic professional judgments to others. COMPETENCY 4: Engage diversity and difference in practice and integrate a sound social work perspective.
PRACTICE BEHAVIORS
1. Apply the value of diversity in society and demonstrate an ability to understand the distinctiveness of individuals within the environment within organizations and communities.
2. Recognize how differences can be interpreted as barriers to service and seek to transform barriers into opportunities for organizational growth and change.
COMPETENCY 5: Advance human rights and social and economic justice. PRACTICE BEHAVIORS
1. Assess the forms and mechanisms of oppression and discrimination within the service delivery systems for clients.
2. Work individually and collectively to advocate for policies and practices that support social justice and the protection human rights.
COMPETENCY 6: Engage in research-informed practice and practice-informed research.
PRACTICE BEHAVIORS
1. Provide a sound knowledge base of community practice, including the assessment of community needs, best practices, decision-making, and evaluation.
2. Engage in analyzing organizational effectiveness with an emphasis on organizational theory.
COMPETENCY 7: Apply knowledge of human behavior and the social environment.
1. Apply macro theoretical models in understanding service delivery. 2. Synthesize and apply human behavior and the social environment
theories to guide the assessment of strengths and weaknesses within organizational and community ecosystems.
COMPETENCY 8: Engage in policy practice to advance social and economic well-being and to deliver effective social work services.
PRACTICE BEHAVIORS
1. Advocate individually and in collaboration with colleagues for services that advance the economic and social well-being of clients based on analyses of the organization and/or service delivery systems.
COMPETENCY 9: Respond to contexts that shape practice. PRACTICE BEHAVIORS
1. Provide leadership in promoting organizational change to improve the quality of social services.
2. Work collaboratively with others to effect systemic and sustainable contextual change.
10: Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.
PRACTICE BEHAVIORS Engagement
1. Engage in interventions for change in organizations and communities. 2. Establish a relationship with organizations and communities.
3. Inform a process that facilitates organization and community partners to be equal participants in the establishment of goals and expected outcomes.
Assessment
1. Conduct assessment of organizations and communities including client strengths and weaknesses.
2. Develop mutually agreed upon interventions to achieve goals and objectives for organization and community change.
Intervention
1. Apply advanced knowledge and skills to achieve organizational and community goals.
2. Engage clients, organizations, and communities in integration of interventions and new innovations.
Evaluation
1. Empower organizations and communities in the evaluation of interventions.
ADVANCED YEAR FIELD EDUCATION COURSES
The following courses are to be taken during the advanced year:
SWK 617 FIELD INSTRUCTION & SEMINAR III
Course Description:
The first course of two field instruction courses taken during the second year of the MSW degree program. It requires a total of 300 hours of field learning in a social service agency in addition to 14 hours of field seminars held on campus. Students will work under the supervision of an experienced social worker in a field agency setting that will focus on their specific practice concentration (Clinical or Leadership in Organizations and Communities). Therefore, students will have the opportunity to build upon and refine application of the core competencies within their concentration area. The hours provided to the agency are part of field learning and a salary will not be provided.Seminar sessions will be used to help students analyze practice experiences in their field placements. Sessions will be conducted in a discussion format that encourages students to examine and reflect upon their professional development and
demonstration of social work competencies. Prerequisites: SWK 557
SWK 657 FIELD INSTRUCTION & SEMINAR IV
Course Description:
The second course of two field instruction courses taken during the second year of the MSW degree program. It is a continuation of Field Instruction & Seminar III and requires 300 hours of field learning that will consist of 21 hours per week within a social service agency in addition to 14 hours of field seminars held on campus. Students will continue to build upon and refine application of the core competencies within their specific area of concentration at the previously assigned field site. The hours provided to the agency are part of field instruction and a salary will not be provided. Seminar sessions will continue to allow students the opportunity toanalyze practice experiences in their field placement and reflect on their professional development through demonstration of social work competencies.
Prerequisites: SWK 617
FIELD EDUCATION SEMINAR ASSIGNMENTS
Field Education Learning Plan
In collaboration with your field instructor, you will develop a Field Learning Plan
to guide your experiences and activities in the field. Together, you will decide
upon activities to complete during your field placement that will demonstrate the
specified practice behaviors. You are required to identify at least one activity for
each practice behavior. You may choose to select from the list of activities
found in your Field Manual, and on the Social Work Program website at the
following link:
http://nyack.edu/content/SWFieldEdForms
. Please be sure that
this agreement is signed by both you and your field instructor before submitting.
You will be graded on your completion of the designated activities.
Process Recordings
Process records are key in reflecting and understanding your work with clients
and should be presented to your field instructor for discussion during
supervision meetings. You will be provided with specific guidelines regarding
the necessary format. Dates for each assigned process recording will be noted in
the class schedule. You will be graded on the depth of analysis,
conceptualization of the transaction, and level of self awareness presented.
Please see assignment rubric for details.
Journal
You are required to keep a weekly journal. The journals are due on Friday of
each week before the start of class. The journals are to be submitted on
Companion in MS Word format. A template for the journal can be found on
E-Companion in the Doc Sharing section. This assignment is designed to help you
reflect upon your experiences in the field and gain insight about your
interactions. You should respond with 5 – 10 sentences to each of the four
categories of the journal. See related document on E-Companion for possible
questions that may be addressed. Please see assignment rubric for details on
your work will be graded.
Field Evaluation
Together with your field supervisor you are to evaluate your field practicum
experience, your progress toward the goals and plans that you stated in your
Learning Agreement, your professional social work conduct, intervention skills,
integration of theory and practice, and use of supervision and yourself. You are
to submit the areas of practice that you would like to continue to work on in the
second semester. Your field supervisor will evaluate your readiness for
continued social work practice in the field, and recommend a grade regarding
your performance.
NOTE: Faculty Liaisons may require additional assignments, but these will be
clearly stated in writing and provided to the student at the beginning of the
academic year. Students failing to complete field assignments in a timely
manner may receive a NC (no credit) for the field instruction course.
GUIDELINES FOR FIELD EDUCATION ASSIGNMENTS IN THE AGENCY
Advanced Year Clinical Concentration -
During the Clinical Concentration Year, at least 10 of the 18 hours of field
learning required each week should be in direct service to clients on the
micro-level. This may include a variety of work with individuals, dyads, families,
groups, as well as collateral contacts. Assignments in the field will focus on
allowing students to further develop social work competencies through
experience with more challenging and complicated clinical scenarios. Students
will be given the opportunity to gain experience with a broad range of clinical
social work interventions including a variety of modalities, frameworks, and
therapeutic approaches.
Advanced Year Leadership Concentration -
During the Leadership in the Organization and Community Concentration Year,
at least 7 of the 18 hours of field learning required each week should be in direct
service to clients on the micro-level. This may include a variety of work with
individuals, dyads, families, groups, as well as collateral contacts. Assignments
in the field will focus on allowing students to further develop social work
competencies through experience with more challenging and complicated clinical
scenarios. Students will be given the opportunity to gain experience with a
broad range of social work interventions including a variety of modalities,
frameworks, and therapeutic approaches within the organizational and
community context.
EDUCATIONAL METHODS AND RESOURCES FOR FIELD INSTRUCTORS
The Educational Contract (Field Learning Plan) Between Instructor and Student
Adult education theory emphasizes the shared responsibility between the teacher and the learner for the quality and content of the learning – teaching transactions. Building on this notion, it is a Department’s policy that each Field Instructor and student jointly develop a written educational contract that defines the work they will be doing
together.
In order to enable the student to become an active participant in the development of his/her educational experience, information that helps define the boundaries and
foundations of the supervisory relationship and the content and process of the learning must be provided. The Department uses a Field Learning Plan available on the field web site, to facilitate this process. The form should be completed by the Field
Instructor and student collaboratively within the first four weeks of the placement. A signed copy should then be sent to the Faculty Liaison for review and approval. Guidelines for the Field Learning Plan
Nyack College social work Field Instruction courses have ten specific competencies that must be achieved for a student to receive credit for Field Instruction courses. Your instruction setting offers many opportunities to meet these competencies as you work towards completing your Master’s degree, in Social Work.
What is the Field Education Learning Plan?
The Field Learning Plan is a tool to help guide the student’s learning process and to ensure the content meets Nyack College’s requirements for a Master’s degree in Social Work Degree. This tool is a multiple page form that includes ten competencies, practice behaviors, and student learning activities.
All students enrolled in Field Instruction are required to complete the Field Learning Plan for each semester. This plan will be distributed in your Field Seminar at the beginning of each semester of field instruction. The student carries the primary responsibility for completing the Field Learning Plan in consultation with the Field Instructor and the Faculty Field Liaison. It is the Student’s responsibility to complete the Field Learning Plan by the end of September, so that the competencies and planned student learning activities are identified and utilized as a blue print for the semester's learning.
Field Instructors will review the Field Learning Plan and may request additional activities or make other modifications as indicated. Final agreement on the necessary
components of the Field Learning Plan will be completed early in the semester, but review and alterations to the plan can take place at anytime if agreed upon by the parties involved.
The Field Learning Plan will serve as a basis for the Semester Field Evaluation completed at the end of each semester. Students will have the opportunity to
make comments on the evaluations for each semester.
THE EVALUATION WILL BE BASED UPON PERFORMANCE RELATIVE TO THE COMPETENCIES IDENTIFIED IN THE CONTRACT.
Please note there are separate Field Learning Plan forms for each semester depending on the year and concentration of the student.
1. Students must attend to all ten competencies within the Field Learning Plan for each semester. It is expected that the fulfillment of each competency will take two semesters to complete, as the activities get more complex as the student’s skills develop.
2. Each semester students are expected to learn the practice behaviors listed under the competence areas and choose from the provided set of learning activities and/or develop student-learning activities that articulate the accomplishment of practice behaviors. Student learning activities are the substance of the Student’s Field Learning Plan that they complete at the beginning of each semester.
3. It is expected that as students develop increasing depth of understanding and ability, competencies will be addressed in both semesters using different learning activities.
4. Students are encouraged to be creative and flexible while identifying the learning activities to meet the stated practice behaviors. Each agency setting provides unique opportunities, so students can also design learning activities that utilize the
particularities of their agency field placement.
5. After completing the Field Learning Plan, attach the sheets together with your cover page and submit one copy to your Field Instructor and one copy to your Field Liaison for review and approval. The learning activities need to be accomplished in the semester and can be modified or expanded as students proceed thru the semester. Guidelines for Student Evaluation
Evaluation of all students’ performance in their field internships is an ongoing learning/ teaching process. This process takes place informally in daily contacts between student and field instructor as well as more formally in the weekly supervisory sessions. It is also occurs formally through assessing completion of the Field Learning Plan, and completing the Mid-Semester Field Evaluation and the End of the Semester Field Evaluations.
Field Instructors are responsible for evaluating the student's performance in the middle and at the end of each semester. The Evaluation tool requires a Field Instructor to assess his/her student in accordance with the Department’s competencies for MSW students. The evaluation is done on a five-point scale and looks at ten specific competencies that must be achieved for a student to receive credit for the MSW practicum.
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 (Council on Social Work Education). The completion of this evaluation by the Field Instructor and the Student should serve as a teaching-learning tool. In addition, it serves as a basis for assessing the student’s professional growth, performance and level of skill attained.
Evaluation should be an ongoing process, and that the student and Field Instructor should regularly give feedback to each other regarding the field education experience. Students and Field Instructors should discuss any concerns as they emerge, and not just at the formal evaluation time so that students are not surprised by their end of semester evaluation.
Mid-Semester Evaluation
The Mid-Semester Evaluation Form should be completed by the Field Instructor and discussed with the student prior to submitting. This mid-point assessment provides a formal means for discussion and evaluation of the student's progress with completion of the Learning Agreement and of the student’s performance overall. Emphasis will be given to 5 selected competencies on which the students are to be rated. This is also an opportunity to identify any concerns or issues that need to be addressed, current areas of work, strength, and need for the remainder of the semester.
Final-Evaluation
By the end of the MSW practicum, students are expected to demonstrate behaviors that are consistent with scores of “3” at a minimum. Students receiving a score of “1” on any of the dimensions at the end of the practicum year may not be allowed to progress into the advanced (second) year of field.
RATINGSCALEFOREVALUATION
(1) NONE The intern has not met the expectations in this area, and does not give indications s/he will do so in the near future.
(2) APPROACHES 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
(3) MEETS The intern has met the expectations for interns in this area
(4) ABOVE The intern is functioning above expectations for interns in this area (5) ADVANCED The intern has excelled in this area
EXAMPLE:
COMPETENCE #6: Engage in research-informed practice and practice-research-informed research. Experienced by student during this placement? Yes or No Level of skill at beginning of assignment (1)None (2) Approaches (3) Meets (4) Above (5) Advanced Level of skill at end of the assignment (1) None (2) Approaches (3) Meets (4) Above (5) Advanced
Comments may be made under any competency statement, if desired. Field Instructors are to indicate those areas in which they think the intern is particularly strong and those areas in which the student needs improvement.
This evaluation is intended to give the intern feedback about her or his performance. The Field Instructor’s rating of these items will be a used to calculate 70% of the grade that is given to the intern. The faculty Field Liaison has responsibility of assigning the grade for Field
Instruction. The grade that is assigned will be based on: the Faculty Field Liaison’s overall evaluation of the student’s performance in field placement in conjunction with the field
instructor’s evaluation and other submitted materials such as: intern logs; seminar participation; papers that integrate field with classroom instruction.
If Field Instructors prefer to use another evaluation system in addition to this form to evaluate a student’s performance, they are asked to please discuss this with the Faculty Field Liaison.
Training and Support for Field Instructors
Field instructors will be provided on-going training and support from field liaisons throughout the program. Partnerships between the field liaison and field instructor will enable field instructors to remain current on the professional knowledge to be integrated and will allow field liaisons to remain informed of current practice concerns. Training for field instructors will include the Seminar In Field Instruction course, access to online instructional resources, and a variety of presentations provided by Nyack College throughout the year.
III. POLICIES
GENERAL POLICIES OF FIELD EDUCATION
Absences
1. Illness/Emergency Occasional illness and other emergencies may cause students to be absent from field placement. Students are expected to work out these arrangements with the field instructor; this can usually be accomplished by using compensatory time that most students build up by putting in extra hours (e.g., evening hours or meetings). The faculty liaison should be informed of
absences of more than (1) one day per semester. Plans for making up extended
absences (e.g., prolonged illness) should be discussed with the faculty liaison. 2. Inclement Weather/Snow Days Students must make up hours missed in the agency due to inclement weather (snow/ice) and should discuss with field instructor and field liaison plans to adjust their field schedule hours.
3. Agency Holidays/Other Closings Students must make up hours missed due to agency holiday closings and should discuss with field instructor and field
Change of Field Placement
Students are to complete two consecutive semesters of placement in the same agency each academic year. If a change is needed, it should be done early in the practicum for the good of both the student and the agency and only with permission of the Field Coordinator. It is expected that any emerging problems would be discussed between the Field Instructor, Field Faculty Liaison and student. If a change is absolutely necessary, the following steps must be adhered to:
The agency or student must contact the Faculty Field Liaison to arrange a conference and to discuss the problem.
The Faculty Field Liaison, after conference with both parties involved and consultation with the Field Coordinator, will determine if a change in field placement is necessary.
Under no circumstances is the student to “walk out” of the practicum until the above steps are completed, or student must retake the field practicum credits.
Course Policies
Grading -
Field Education is a year-long course graded on an A,B or No Credit basis. A grade is given at the end of each semester. A student may not proceed to the next semester unless he or she receives a grade for the precedingsemester. Field Instructors do not assign grades. They evaluate students and provide input into the overall assessment of students’ performance in the field and will recommend a grade of A,B or No Credit. However, the Field Liaison will assign a grade at the end of the semester. Grades are largely based on
performance in the placement, but are also based on the completion of any field-related assignments required by the Faculty Liaison. Overall, grades are based on the following criteria:
1. Student completes all field assignments 2. The quality of these assignments
3. The student’s field evaluation, completed by Field Instructor
4. The liaison’s assessment of the student’s professional development relative to the competencies and practice behaviors set forth in the syllabus and whether or not the student is ready to practice social work at a beginning level.
Students must complete the entire 28 week placement in the same agency in order to receive credit for the course regardless of the student’s demonstrated professional qualities and competencies. Exceptions may be made to this policy in extreme circumstances based on the discretion of the Field Coordinator.
Occasionally, a Liaison may assign an “Incomplete – I” for the field course. This occurs when a student has not developed the minimum competency expected of a student at the end of that semester, and/or the student has missed several days of field for legitimate reasons, and needs to make up time. In these cases, a plan for completing
