SOCIAL
WORK FIELD SEMINAR
SW 395
Fall
2006
Instructor: Nancy A. Amos, ACSW, LCSW, Ph.D. Candidate
105 Bradley Hall
677-3614
amos@hilltop.bradley.edu
Office Hours: Tuesday 3:00 – 5:00 p.m.; Wednesday 10:00 a.m.
- noon; Thursday 3:00 – 4:00 p.m.; and by appointment
Class: Thursday
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
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, Research Methods, 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, the Health Insurance Portability and
Accountability Act (HIPPA), 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
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.
4.
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)
2. Westerfelt, A. and Dietz, T. (2005). Planning
and Conducting Agency-Based Research - A Workbook for Social Work Students in
Field Placements. (Third Edition)
3. Bradley University Social Work Program Field
Manual.
B. Articles from the professional
literature will be used that 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 (white cover version) 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.
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 are 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 and this will count toward participation points.
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 August 31, Final
due September 14
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 and the history of 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 Garthwait 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 14
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 21
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 28
Students
will choose a theoretical perspective such as psychodynamic, systems, conflict,
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 5
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 she/he copes with stress from the work environment. Commentary should reflect on the student’s past
efforts to handle stress and to prevent burnout. Students should outline a plan for handling
their stress in field placement.
H. Ethical Issues Paper (10 points) Due October 12
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.
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 26
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 2
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. 9
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 November 30
Students
will write a 3-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 if they are preparing to
graduate. Students should consider their
life goals for the next 5 years and write at least 2 goals and the steps
planned to achieve them.
N. Evaluation Project (50 points) Due December 7
Each
student must 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 and social work
faculty 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.
PRESENTATION
MUST USE POWERPOINT.
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 unless discussed with the student. 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.
IF A STUDENT
DOES NOT TURN IN AN ASSIGNMENT, THE POINTS FOR THAT PROJECT WILL SUBRACTED
TWICE FROM THE STUDENT’S FINAL GRADE.
COURSE SCHEDULE
Note: The assignments listed for each week are due
that week. The readings are designed to
assist students in completing the written work.
The requirements for each assignment are given in the “Learning Evaluation”
section of this syllabus.
Students
are not required to complete workbook pages for assigned readings unless the
syllabus states that specific workbook pages are to be completed.
August 24 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:
-Garthwait - Chapter 1
Workbook pages will
be completed in class.
-“Can Do” Assessment will be completed
in class
August 31 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:
-Garthwait - 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 7 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. Cultural,
racial, gender, and other supervisor–student differences will be
discussed. 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.
Issues related to worker safety will be
discussed and students will be able to make an individual safety plan.
Learning Assignment:
- Stewart, P.E. (2004). Afrocentric approaches
to working with African American families. Families in Society, 85, 2,
221-228 (All students must read.)
-Garthwait - Chapters 5, 6, and 17
Complete workbook pages 60 – 62
-Weekly log due
September 14 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 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 21 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 28 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, mezzo, and macro levels.
Learning Assignment:
-Review Chapter from Sheafor, Horejsi,
and Horejsi, “Data Collection” and -Review Chapter of
Sheafor, Horejsi and Horejsi, “Intervention and Monitoring”
-Garthwait - Chapters 7 and 16
-Theoretical Perspective Report due
-Weekly log due
October 5 Ethical and Legal Issues in Social Work
Practic
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:
-Garthwait - 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.
-Reamer, Frederic G.
(2003). “Boundary Issues in Social Work:
Managing Dual Relationships.” Social Work, 48, 1, 121-133.
-Stress Management paper due
-Weekly log due
October 12 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 among 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 workbook 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 19 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:
-Garthwait - 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.
-Proctor, E.K. and
-Client Diversity paper due
-Weekly log due
October 26 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 2 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:
-Garthwait - Chapters 10 and 11
-Review a chapter in a human
behavior text about organizations -Hoechstetter, S. “Taking New Directions to
Improve Public Policy.” Social Work, 41, 4, 343 - 346.
-Documentation
paper due
-Weekly log due
November 9 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 their 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 16 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 23 Happy Thanksgiving