SOCIAL
WORK PROGRAM
SOCIAL
WORK FIELD SEMINAR
SW
395 - 01
SPRING
2007
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 that 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 February 1, Final
due February 15
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 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 February 15
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 February 22
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 March 1
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 March 8
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 March 15
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 April 5
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 April 12
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 April
19
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 May 3
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 May 10
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.
January
25 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
February
1 Use of Self/Self Awareness
Bradley
IRB Process
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.
The structure and process of the
Bradley Internal Review Board will be discussed.
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
February
8 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
February
15 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
February
22 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
March 1 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
March 8 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
March 15 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
March
22 - Spring Break Enjoy!
March 29 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
April 5 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
April 12 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
April 19 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
April 26 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
May 3 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
May 10 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