SOCIAL WORK FIELD
SEMINAR
SW
395
Spring
2007
Instructor: Wayne C. Evens, MSW, Ph.D.
107 Bradley Hall
677-2392
evens@bradley.edu
Office Hours: MTWTH 1:00 to 3:00.; 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
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,
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, he 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
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 6, Final due February 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.
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 February 13
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 20
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 February 27
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 6
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 13
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 3
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 10
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 17
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 April 24
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 1
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.
Week 1 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
Week 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:
-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
Week 3 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
Week 4 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
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
Week 6 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
Week 7 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
Spring
Break March 19 - 23
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
Week 9 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
Week 10 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
Week 11 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
Week 12 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
Week 13 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
Week 14 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 15 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