BRADLEY UNIVERSITY

SOCIAL WORK PROGRAM

SOCIAL WORK FIELD SEMINAR

SW 395

Fall 2004

Instructor: Nancy A. Amos, ACSW, LCSW, Ph.D. Candidate

123 Bradley Hall

677-3614

amos@hilltop.bradley.edu

Office Hours: T, TH 10:00 a.m. – noon; W 11:00 a.m. - noon; and by appointment

Class: Thursday 4:00 - 6:30 p.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 that 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.

Cheating and Plagiarism will be dealt with in accordance with the Bradley University Student Handbook.

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.

I. Course Description

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.

Skills

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.

3. Application of practice and program evaluation skills for purposes of accountability,

outcome monitoring, improvement of practice, and program development.

Values

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.

Note: If students want the instructor’s best performance, she must have their best feedback. Do not wait for structured opportunities to provide this.

III. Resources

A. Required texts:

1. Garthwait, C. (2005). The Social Work Practicum - A Guide and Workbook for Students. (Third Edition) Boston, MA: Allyn and Bacon.

2. Westerfelt, A. and Dietz, T. (2005). Planning and Conducting Agency-Based Research - A Workbook for Social Work Students in Field Placements. (Third Edition) Boston, MA: Allyn and Bacon.

B. Articles from the professional literature will be used which are available in the library. We will also review material from previous texts that you have used in other classes to integrate theory with practice. A copy of Techniques and Guidelines for Social Work Practice by Sheafor, Horejsi, & Horejsi (SW 350 & 351 text) is on reserve in the library. There is also a copy of the text in the library's circulating collection (HV91.S48 2000).

C. Students should have a copy of the NASW Code of Ethics available for use

at all class periods.

D. A Blackboard site has been created for this class. Students may use the site to

ask questions or share concerns with other students or to share experiences during the course of the week. Please be careful about issues of confidentiality.

IV. Learning Evaluation

Written assignments should be typed and double-spaced (unless otherwise instructed), grammatically clear, and properly documented. Points are deducted for spelling and grammar errors. 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 lead a seminar discussion based on the assigned readings and to prepare a short written summary of the readings for other class members. It is the student's responsibility to obtain any assignments or information covered during a missed session. Included in this evaluation will be the student’s class presentation of course material on the date assigned.

B. Learning Plan (20 points) First draft due September 2, Final due September 16.

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. The plan will be used in the student evaluation process with the agency supervisor.

The plan should represent learning that 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. The plan must also include at least one goal that is directed at the student learning about the placement agency. 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. Use the “Can Do” Assessment to guide your planning. There are sample goals and objectives in the back of the Horejsi text.

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.

C. Supervision Paper (10 points) Due September 16

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.

D. Group Services Paper (10 points) Due September 23

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. Theoretical Perspective Paper (10 points) Due September 30

Students will choose a theoretical perspective such as psychodynamic, systems, or

behavioral theory with which to examine a client from their practicum agency. The student will write a 2-page paper examining the application of one of the theories to the client situation. All students will comment on the strengths perspective in addition to the chosen theory as applied to the client situation. If the student has not begun to have client contact at this point, the student should consult with the field supervisor about a typical agency client and write this report from this perspective.

F. 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.

G. Stress Management Paper (10 points) Due October 7

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 environment. 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.

H. Ethical Issues Paper (10 points) Due October 14

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 (distinguished 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.

I. Client Diversity Paper (10 points) Due October 21

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.

J. Case Study (30 points) Due October 28

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. Documentation Paper (10 points) Due November 4

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.

L. Organizational Structure and Community Issues Paper (20 points) Due Nov. 11

Students will write a 4-page paper describing the organization of the placement agency. Please include 1.) the type (and name - bureaucracy, human relations, etc.) of organizational structure, 2.) the ways in which the agency is funded and 3.) 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?

M. Termination Report (10 points) Due December 2

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) Due December 9

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 199 OF THE WESTERFELT TEXT TO WRITE YOUR PAPER.

O. Weekly Logs (70 points)

A short 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. 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.

4. A personal reflection for the week (questions, problems, personal insights,

feelings.)

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.

COURSE SCHEDULE

August 26 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.

-“Can Do” Assessment will be completed in class

September 2 Use of Self/Self Awareness.

Examination and self-reflection of students regarding values, beliefs, motivations, and expectations for a career in social work. Discussion of common concerns of beginning helpers will be examined. The class will discuss sources of stress in social work, the relationship of stress to burnout, and avenues of renewal and avoidance of burnout.

Learning Assignment:

-Horejsi - Chapters 2, 3, and 4

Complete workbook pages 28 and 29, and 36 – 38.

-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

September 9 The Use of Supervision

Safety

This class will discuss supervision as an interactive process. The focus will be on the nature of the supervisory relationship and on how the student can make the best use of supervision. Models of supervision including group supervision will be considered. Discussion will also focus on supervision as a specific set of social work skills separate from skills used in client intervention.

Learning Assignment:

-Horejsi - Chapters 5, 6, and 17

Complete workbook pages 60 – 62

-Weekly log due

September 16 The Influence of Theoretical Perspectives on Practice

Application of Developmental Theory to Practice

This class will discuss and review the implications of theoretical perspectives on practice. Systems theory, psychodynamic theory, conflict theory behavioral theory, the strengths perspective, feminist theory, and others will be applied to case material. Also discussed will be a review and examination of theories by Erickson, Piaget, Freud, Kohlberg, Coser, and the Family Life Cycle by Rhodes and McGoldrick.

Learning Assignment:

-Review Chapter 6 from Sheafor, Horejsi, and Horejsi on Practice Frameworks for Social Work

-Review individual and family development in a human behavior text

-Supervision paper due

-Final draft of learning plan due

-Weekly log due

September 23 Research and Evaluation

This class will review social work research and concepts of program evaluation will be discussed. Discussion will clarify the evaluation project assignment and options for designing a project relevant to the placement site. Ethics of agency based program/practice evaluation will be examined and the process of using Institutional Review Boards will be reviewed. Students will have a one-hour computer lab to review SPSS skills.

Learning Assignment:

-Westerfelt- Chapter 1

Complete all parts of the chapter that are relevant to your agency.

-Group Services Report due

-Weekly log due

September 30 Assessment Techniques

Intervention Techniques

This class will review and discuss the process and techniques of assessment and intervention as used in the agency setting at the micro and mezzo level.

Learning Assignment:

-Review Chapter 12 from Sheafor, Horejsi, and Horejsi, AData Collection” and -Review Chapter 14 of Sheafor, Horejsi and Horejsi, “Intervention and Monitoring@

-Horejsi - Chapters 7 and 16

-Theoretical Perspective Report due

-Weekly log due

October 7 Ethical and Legal Issues in Social Work Practice

Use of Self-Awareness - Prevention of Compassion Fatigue

This class will examine ethical principles and dilemmas that students have experienced or become aware of in their practice settings. Legal issues and the importance of using practice standards will be highlighted. This will be followed by a discussion of the stresses which may result and then a discussion of the general issues around self-care, the prevention of burn-out, and the relationship to social work ethics.

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). ADual Relationships and Professional Boundaries.@ Social Work, 39, 2, 213- 220.

-Reamer, Frederic G. (2003). ABoundary Issues in Social Work:

Managing Dual Relationships.@ Social Work, 48, 1, 121-133.

-Stress Management paper due

-Weekly log due

October 14 Research and Evaluation Continued

Working with the Family

Students will provide a brief oral discussion on their research/program evaluation topic and research question. Discussion between the instructor, student, and class peers will examine possible methods of design, data collection methods, data analysis, and possible implications for research. In the latter part of the class, students will continue the discussion of social work assessment and intervention techniques by looking at how families are served in their placement agencies.

Learning Assignment:

-Ethical Issues paper due

-Westerfelt - Chapters 2, 3, 4, and 5

Complete the work pages for these chapters.

-Westerfelt - Complete ONE of the following Chapters: 6, 7, 8, or 9 based on the methodology that you are using.

-Weekly log due

October 21 Documentation and Record Keeping

Issues of Diversity

Examination and discussion of format and content of documentation in various agency settings and of how client documentation influences macro or organizational decisions and accountability. Organizational policies of record keeping and access will be examined in light of ethical concerns of confidentiality. Students will also examine issues related to diversity in the practice setting. Students will critically examine agency interventions and policies for cultural sensitivity.

Learning Assignment:

-Horejsi - Chapter 12

-Kagle, Jill Doner. (1991). ARecord Keeping:Directions for the 1990s,@ Social Work, Vol. 38, 2, 190-196.

-Orlin, M. (1995). AThe Americans with Disabilities Act: Implications for Social Services,@ Social Work, 40, 2, 233- 239.

-Proctor, E.K. and Davis, L.E. (1994). AThe 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.

-Client Diversity paper due

-Weekly log due

October 28 Oral Presentations of Case History

Students will orally present their project of the case history on a client or client system.

Learning Assignment:

-Case Study due

-Weekly log due

November 4 Organizational Structure and Its Impact on Client Services

This class will examine the student=s agency site as an organizational system. Students will discuss organizational issues such as supervision, agency structure, organizational theory adopted by the agency, funding sources, and the sanctioning and accreditation processes. Students will examine the impact of organizational factors on client systems, particularly populations at risk and diverse populations and will then look at how social policy influences and is influenced by social work agencies.

Learning Assignment:

-Horejsi - Chapters 10 and 11

-Review a chapter in a human behavior text about organizations -Hoechstetter, S. ATaking New Directions to Improve Public Policy,@ Social Work, 41, 4, 343 - 346.

-Documentation paper due

-Weekly log due

November 11 Research Project Review

This class will be a working consultative class designed to help students further their research project. Students must come prepared to discuss progress and plans for the remainder of the project. At this point, students should be well into data collection.

Learning Assignment:

-Be prepared to discuss the progress of your evaluation project.

-Organizational Structure and Community Issues paper due

-Weekly log due

November 18 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.

-Weekly log due

NOVEMBER 25 - HAPPY THANKSGIVING!!!

December 2 Evaluation of the Field Experience Especially as It Relates to Community Issues and Issues of Social Justice

Students will discuss the major learning points of the field experience. They will also discuss how the agency in which they have been involved for the semester works at the macro level to address human needs. Students will develop a working list of ways in which they can continue to be involved in the social justice issues with which they have come in contact during the semester.

Learning Assignment:

-Termination Report due

-Weekly log due

-Complete Feedback to Field Supervisor Form – Field Manual pp. 36, 37 -Complete Evaluation of Field Practicum Form – Field Manual p. 38

December 9 5:00 - 7:00 p.m. - During the scheduled final examination time, students will make presentations about the evaluation projects which they have completed. These presentations will be to field instructors, peers, and to other interested members of the Bradley University academic community.