Instructor:  Nancy A. Amos, ACSW, LCSW
             123 Bradley Hall
             677-3614
           amos@hilltop.bradley.edu

Office Hours: M 2:00p.m. - 3:00p.m.; W 10:00a.m. - 12:00noon; TH 3:00 - 4:00p.m.;  F 10:00a.m. - 12:00noon and by appointment

Class: Thursday 4:00 - 6:30p.m. BR 101

Accommodation: Any student with a disability or special need who requires accommodation should inform the instructor at the beginning of this course.

Non-Discrimination Statement:  Students will be expected to display respect for fellow students? and clients? unique characteristics including race, color, religion, creed, ethnic or national origin, age, veteran status, disability, socioeconomic status, gender, sexual orientation, appearance, and political orientation.  All written assignments will use non-discriminatory language.

Intercollegiate Competition: Any student representing Bradley University in an intercollegiate competition may be excused from class for a scheduled event if she/he discusses this with the instructor in advance and with the proper documentation.  Students will be allowed to make up any work; however, the student has the responsibility to arrange this with the instructor.

Relationship to Other Courses in the Social Work Curriculum: The field seminar and the field work placement allow the student the opportunity to assimilate the knowledge and understand the relationship between previous courses in Human Behavior and the Social Environment, Social Policy, Practice Theory, and Practice Skills.  It is the student?s opportunity to assess her/his learning and learning needs and provides the social work program with a method of evaluating the overall ability of the student to perform in a generalist social work practice setting.

Confidentiality: Any information shared in this course which is protected under legal codes or the NASW Code of Ethics must be treated in accordance with legal and ethical standards.  In addition, students are expected to use discretion in discussing sensitive agency information.

Generalist Practice Principles: The following eight generalist practice principles support all courses in the social work curriculum:

1. A systems approach provides the basic framework for understanding the generalist practice perspective and planning interventions with multiple systems.
2. Problems in living are presented from a person-in-environment perspective, with focus on the transactions between individuals and the environment.
3. Assessments and interventions must address both intrapsychic and environmental        strengths and stressors.
4. Generalist practice involves assessments and interventions at the micro, mezzo, and      macro levels.
5. Practice is based on the problem-solving process and the knowledge, skills, and values which are applicable across settings with diverse populations and in a variety of problem areas.
6. Critical analysis of social problems is inherent in and results in both practice and policy responses.
7. Empirical research provides a solid foundation for both education and practice, and       generalist practitioners are expected to participate in practice evaluation activities.
8. Generalist practice often requires the social worker to function in multiple roles depending on the needs of the client system.

This seminar integrates theory and principles from academic courses with field experiences.  The seminar is designed to enhance the practicum experience by integrating academic learning with the field and to provide support for the student in the agency.  The focus is on gaining skill in the application of the generalist practice model. Included are expanding self-awareness and the use of self, social work interventions at the micro, mezzo, and macro levels of practice, the implementation of social work ethics in practice, and the use of outcome measurement.  The seminar will include learning activities from assigned readings, brief papers, class discussion and problem solving, and daily logs.  Major projects will be the presentation of a client case and the design and implementation of a practice or program evaluation project in the field setting.  The latter will be presented to a group of social workers from the local practice community.

II. Course Objectives

Students will be expected to demonstrate learning in the following areas:

Knowledge

1. Basic understanding of how generalist social work practice is applied in a specific agency setting.
2. Knowledge about the application of theories to client situations in the agency setting.
3. Knowledge regarding the use of culturally sensitive practice methods.
4. Knowledge about the social work system and structure in an agency, and how the structure impacts the provision of social work services.
5. Awareness of practice issues, policy issues, and related research information relating to the student?s field setting as well as to the placement settings of other students.

1. Enhancement of interviewing skills to enable the student to develop a working relationship with diverse types of clients and client groups, to formulate initial and on-going assessments at all levels of practice, and to modify interviewing styles to fit the client?s situation.
2. Ability to prepare an appropriate intervention plan for actual clients based on person-in-environment assessment and the availability of agency services.
3. Increased awareness of student?s intrapersonal and interpersonal attributes that enhance or interfere with therapeutic relationships or the social work role, and the ability to make appropriate use of professional and peer supervision to enhance skills.
4. Application of practice and program evaluation skills for purposes of accountability, outcome monitoring, improvement of practice, and program development.

1. Respect for an individual?s worth and dignity and their unique characteristics of         socioeconomic status, ethnic background, religious beliefs, age, gender, sexual orientation, health status, appearance, or political orientation.
2. Importance of advocating for the client with organizations and systems to ensure protection of rights and procurement of needed resources.
3. Appreciation for professional ethics, especially confidentiality, regarding clients, peers, agencies, and participation in the helping process and recognition of the individual?s right to self-determination and active participation in the social work process.

III. Resources

A. Required texts:

1. Horejsi, C. and Garthwait, C.  (2002).  The Social Work Practicum - A Guide and Workbook for Students.  (Second Edition) Boston, MA: Allyn and Bacon.
2. Westerfelt, A. and Dietz, T. (2000).  Planning and Conducting Agency-Based Research - A Workbook for Social Work Students in Field Placements.  (Second Edition) Boston, MA: Allyn and Bacon.

C.   Students should have a copy of the NASW Code of Ethics available for use at all class periods.

IV. Learning Evaluation

Written assignments should be typed and double-spaced (unless otherwise instructed), grammatically clear, and properly documented.  Pages should allow adequate marginal
space for comments.  Use of non-sexist and non-biased language is expected in written assignments and in class discussion.  Final grades will be based on a possible 300 points by successfully completing the assignments as described below.  Points will be deducted for assignments submitted after the due date.

A.  Attendance and Participation   (10 points)
Preparation, attendance, and participation in the seminar is a part of the student's responsibility to the seminar group.  Each student will be expected to twice lead a seminar discussion based on the assigned readings.  It is the student's responsibility to obtain any assignments or information covered during a missed session.

B.  Learning Plan  (20 points) first due draft September 6, Final draft due September 20.
A written plan should be developed with the agency supervisor, outlining the student's   learning goals, the planned learning activities, the evaluation measures, and the timeline for the semester.  A sample is contained in the Horejsi text. The plan will be used in the student evaluation process with the agency supervisor.
   The plan should represent learning which is relevant to generalist practice.  (See Generalist Practice Principles above.)  The learning plan must contain goals that address all three levels of practice and it must address the issues of diversity and self-awareness.  Any exception to this must include a written description of why these topics are not applicable in the field setting.  The plan can then contain as many other goals as the student and field instructor judge appropriate.
   The plan should also take into account the needs and opinions of the client group served by the field work agency.  Therefore, in writing the learning plan, students must also do the following:

1. Arrange with your field supervisor to meet with an individual client or family or with a group of clients.
2. Join with the client(s) by getting to know a little bit about the client(s).
3. Give a brief description of what a field placement is and how it fits into your education.
4. Tell the client(s) that they have insights into what social workers need to know – They have worked with social workers and know what behaviors of the social workers helped or didn’t help, for example, or they know what they would like social workers to be able to do to help them.  How do they want a social worker to behave?
5. Try to have the client(s) make a list of learning activities for you in your field placement and then incorporate at least some of these ideas into your learning plan.
6. Attach the list of learning activities/ideas from your meeting with the client(s) to the draft of your learning plan.

D.  Group Services Report  (10 points)   September 27
A 2-page report should describe the types of group services provided by the placement agency.  The description should include the types of clients, the purpose and structure of the groups, their leadership, and the types of issues addressed.  Note the rationale of the agency in developing group services, including their focus on the client population of the agency as compared to community need.  Commentary should note the opportunities for the student to observe or be involved in group services.

E.  Worksheets from Westerfelt and Dietz Text  (20 points)
The quality of all worksheets assigned will be graded as a whole with students earning a total point score of from 0 to 20.

F.  Stress Management Report  (10 points)   October 4
A 2-page paper should discuss the particular stressors related to providing services in the placement agency and being a student intern.  The student should also report on an interview with a co-worker at the agency regarding how that person experiences stress and how they cope with stress from the work envrionment.  Commentary should reflect on the student?s past efforts to handle stress, to prevent burnout, and what strategies work best for retaining one?s personal vitality.

G.  Ethical Issues Report  (10 points)   October 18
A 2-page report should summarize the kinds of ethical issues most likely to be faced in the placement agency.  Discussion should include examples that the student has been involved with or has discussed with the supervisor, should specify what issue (distinquished from legal or clinical issue) is involved, and should indicate how ethical questions are generally dealt with at the agency.  Commentary should indicate which ethical issues are most troublesome for the student, why this is so, and how the student plans to address these issues in the future.

H.  Client Diversity Report  (10 points)   October 18
A 2-page report should describe the service population of the placement agency.  The summary should include how the agency deals with clients from special populations.  Note efforts to accommodate special needs of clients and/or staff and board members and ways that staff  are equipped to respond to diversity.  Commentary should note what opportunities the student has to deal with a diverse client load as well as other diversity at the agency and should also include a discussion of the student’s self-understanding of her/his strengths and barriers regarding working with a diverse population.

I.  Documentation Report  (10 points)   October 25
A 2-page report should summarize the placement agency's policies and procedures regarding recording and record keeping
.  Focus should be on the client related record not clerical or administrative records.  Issues such as uses, format, content, storage, access, and confidentiality should be discussed.  Discussion should include what elements of record keeping are required of the student and how that impacts the student's learning and practice.  At least one reference to assigned readings should be made.

J.  Case Study  (30 points)   October 25
A comprehensive paper should summarize a case that the student was directly involved with in the placement agency.  The summary should not use any identifying information about the client.  This assignment should be discussed in advance with the agency supervisor as the summary may require study of case records or a special interview to obtain pertinent information.  The case summary should be reviewed with the agency supervisor.  The summary should describe the presenting problem, the key assessment issues and techniques, the intervention plan, and the anticipated or actual outcome of intervention.  Discussion should include the student's evaluation of her/his own participation in the transference/countertransference affecting the relationship.  A detailed outline is provided for this assignment.  Students will be graded on both the quality of the paper and the quality of the presentation of the case to the class.

K.  Organizational Structure and Community Issues Report (20 points)   November 8
Students will write a 4-page paper describing the organization of the placement agency including the type of organizational structure and the ways in which the agency is funded and how both influence the way in which client services are delivered.  Include a brief discussion of legislation which gives the agency sanction and which guides agency service delivery.  How does the agency decide which community needs it will address?

L.  Supervision Report  (10 points)   November 29
Students will complete a 2-page report summarizing the supervisory structure, mechanisms, and methods utilized by the placement agency.  Both formal and informal mechanisms should be considered.  Students should include an assessment of their ability to use supervision including any personal issues which may interfere with the supervisory process.

M.  Termination Report  (10 points)   November 29
Students will write a 2-page report discussing the termination process as they are experiencing it.  This should include the process with clients, with colleagues, and with the university experience as they are preparing to graduate.

N.  Evaluation Project  (50 points)   December 13
Each student is expected to select an evaluation project related to her/his field practicum for focus during the semester.  The project may focus on the student?s practice evaluation, on an agency program evaluation, or on an agency needs assessment.  The student may create an evaluation plan or may use an existing evaluation mechanism in the agency to participate in and/or to analyze data.  The scope of the student?s project should be broad enough to provide first-hand experience with evaluation, but it must be realistically planned to permit completion within the semester.  An oral presentation will be made during the final examination time period to which field supervisors will be invited.  The goal of the presentation is to showcase the student?s work and to give the student practice in making a presentation.
   Points will be divided as follows: possible 20 points for the presentation; possible 30 points for the paper.

USE THE RESEARCH PAPER OUTLINE ON PAGE 180 OF THE WESTERFELT TEXT TO WRITE YOUR PAPER.

O.  Weekly Logs   (70 points)
A 1-page weekly log should be kept by each student describing her/his field experiences.  The logs may be hand-written or typed, with ample margins for comments, and should be kept in a 3-ring binder along with the assigned reports and time sheet.  All information in the logs will be kept confidential.  Each log will contain the following labeled sections:

1. Hours worked (from the timesheet.
2. Primary tasks and activities of the week
3. At least one key learning point of the week (information, skills, awareness).  In order to receive the full 5 points for each log, each week the student must reference a learning point back to a concept studied in social work course work.

Final Grades will be based on the following scale:
270 - 300 points   A
269 - 240 points   B
239 - 210 points   C
209 - 180 points   D
Below 180 points is failing.

August 30   Introduction to Field Work and Seminar. Orientation and planning                                                                                      Overview of course expectations, review of placement agencies, and work   assignments.  Explanation of learning plan and instruction regarding the   construction of learning goals, learning objectives, and learning activities.    Examination of learning styles.

Learning Assignment:
-Horejsi - Chapter 1
 Workbook pages will be completed in class.
-Horejsi - Chapter 2

Learning Assignment:
-Horejsi - Chapters 3 and 4
    Complete workbook pages 27 - 33 and 41 - 44
-First draft of learning plan due
-Ask field supervisor if course practice evaluation project will require internal IRB approval.  Bring a sheet indicating if it will or will not signed by the field supervisor.
-Weekly log due

Learning Assignment:
-Review Chapter 6 from Sheafor, Horejsi, and Horejsi on Practice Frameworks for Social Work
-Review of developmental chapters from Longres, J. Human Behavior in the Social Environment - Second Edition (or another text)
-Horejsi - Chapter 6
  Complete workbook pages 64 - 66
-Weekly log due

Learning Assignment:
-Review Chapter 12 from Sheafor, Horejsi, and Horejsi, ?Data Collection?  and -Review Chapter 14 of Sheafor, Horejsi and Horejsi, Inter-vention and Monitoring?
-Horejsi - Chapters 7 and 16
-Theoretical Perspective Report due
-Final draft of learning plan due
-Weekly log due

Learning Assignment:
-Westerfield - Section 1
   Complete all parts of the section (pp. 10 -20) which are relevant to you agency
-Group Services Report due
-Weekly log due

Learning Assignment:
-Horejsi - Chapters 14 and 15
-NASW Code of Ethics  - Review all parts.  Be prepared to ask questions that you have.
-Kagle, Jill D. and Giebelhausen, Pam N. (1994).  "Dual Relationships and Professional Boundaries."  Social Work, 39, 2, 213- 220.
-Alexander, R. (1993).  "The Legal Liability of Social Workers after DeShaney."  Social Work,  38, 1, 64-68.
-Reamer, Frederic G. (2000).  "The Social Work Ethics Audit: A Risk-Management Strategy." Social Work, 45, 4, 355-366.
-Stress Management paper due
-Weekly log due

Learning Assignment:
-Westerfield - Sections 2, 3, and 4
   Complete pps. 23B, 26 - 36.
-Westerfelt - Complete ONE of the following Sections: VI, VII, VIII, IX, or X based on the methodology that you are using.
-Weekly log due

Learning Assignment:
-Horejsi - Chapter 12
-Kagle, Jill Doner. (1991). "Record Keeping:Directions for the 1990s," Social Work, Vol. 38, 2, 190-196.
-Orlin, M. (1995).  "The Americans with Disabilities Act: Implications for Social Services,"  Social Work, 40, 2, 233- 239.
-Williams, E.E. and Ellison, F. (1996).  "Culturally Informed Social Work Practice With American Indian Clients: Guidelines for Non-Indian Social Workers," Social Work, 41,2, 147-151.
-Proctor, E.K. and Davis, L.E. (1994).  "The Challenge of Racial Difference : Skills For Clinical Practice," Social Work, 39, 3, 314-323.
-Hand-out from Sheafor and Horejsi, Techniques and Guidelines for Social Work Practice, (2000) regarding documentation techniques.
-Ethical Issues paper due
-Client Diversity paper due
-Weekly log due

Learning Assignment:
-Case Study due
-Documentation paper due
-Weekly log due

Learning Assignment:
-Horejsi  - Chapters 10 and 11
-Review of Chapter 12 - "Social Interaction in Groups and Organizations" from Longres, J.  Human Behavior in the Social Environment - Second Edition
-Hoechstetter, S. "Taking New Directions to Improve Public Policy," Social Work, 41, 4, 343 - 346.
-Weekly log due

Learning Assignment:
-Be prepared to discuss the progress of your evaluation project.
-Organizational Structure and Community Issues paper due
-Weekly log due

Learning Assignment:
-Horejsi - Chapters 5 and 17
-Weekly log due

November 29   Issues of Termination in Practice
Class discussion will examine termination as a process with clients, colleagues, and in the personal lives of social workers.  The relationship to grief and loss will be emphasized.

Learning Assignment:
-Fortune, Anne. (1995) "Termination in Direct Practice," in Encyclopedia of Social Work, 19th ed., ed. by Richard L. Edwards, Washington, D.C.:  NASW Press, 2398-2404.
-Supervision paper due
-Termination Report due
-Weekly log due

Learning Assignment:
-Weekly log due