SOCIAL WORK FIELD SEMINAR
SW 395
Spring 2003
Instructor: Nancy A. Amos, ACSW, LCSW
123 Bradley Hall
677-3614
Office Hours: T and Th
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, Social Policy, Practice Theory,
and Practice Skills. It is the student=s
opportunity to assess her/his learning and learning needs and provides the
social work program with a method of evaluating the overall ability of the
student to perform in a generalist social work practice setting.
Confidentiality:
Any
information shared in this course which is protected under legal codes or the
NASW Code of Ethics must be treated in accordance with legal and ethical
standards. In addition, students are
expected to use discretion in discussing sensitive agency information.
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.
Horejsi, C. and Garthwait,
C. (2002). The Social Work Practicum -
A Guide and Workbook for Students.
(Second Edition)
2. Westerfelt, A. and
Dietz, T. (2000). Planning and
Conducting Agency-Based Research
- A Workbook for Social Work Students in Field Placements. (Second Edition)
B. Several 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.
C. Students
should have a copy of the NASW Code of Ethics available for use at all
class periods.
IV. Learning Evaluation
Written
assignments should be typed and double-spaced (unless otherwise instructed),
grammatically clear, and properly documented.
Pages should allow adequate marginal
space for comments. Use of non-sexist and non-biased language is
expected in written assignments and in class discussion. Final grades will be based on a possible 300
points by successfully completing the assignments as described below. Points will be deducted for assignments
submitted after the due date.
A. Attendance and Participation (10 points)
Preparation,
attendance, and participation in the seminar is a part
of the student's responsibility to the seminar group. Each student will be expected to twice lead a
seminar discussion based on the assigned readings. It is the student's responsibility to obtain
any assignments or information covered during a missed session. Included in this evaluation will be the
student’s class presentation of course material on the date assigned.
B. Learning Plan (20 points) first due draft
January 30, Final draft due February 13.
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. 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. Theoretical Perspective Report
(10 points) Due February 13
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.
D. Group Services Report (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. Worksheets from Westerfelt
and Dietz Text (20 points)
The
quality of all worksheets assigned will be graded as a whole with students
earning a total point score of from 0 to 20.
F. Stress Management Report (10 points) Due February 27
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.
G. Ethical Issues Report (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.
H.
Client Diversity Report (10 points) Due March 13
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.
A
2-page report should summarize the placement agency's policies and procedures
regarding recording and record keeping
. Focus should be on the client related record
not clerical or administrative records.
Issues such as uses, format, content, storage, access, and
confidentiality should be discussed.
Discussion should include what elements of record keeping are required
of the student and how that impacts the student's learning and practice. At least one reference to assigned readings
should be made.
J. Case Study (30 points) Due March 27
A
comprehensive paper should summarize a case that the student was directly
involved with in the placement agency.
The summary should not use any identifying information about the
client. This assignment should be
discussed in advance with the agency supervisor as the summary may require
study of case records or a special interview to obtain pertinent
information. The case summary should be
reviewed with the agency supervisor. The
summary should describe the presenting problem, the key assessment issues and
techniques, the intervention plan, and the anticipated or actual outcome of
intervention. Discussion should include
the student's evaluation of her/his own participation in the transference/countertransference affecting the relationship. A detailed outline is provided for this
assignment. Students will be graded on
both the quality of the paper and the quality of the presentation of the case
to the class.
K. Organizational Structure and Community
Issues Report (20 points) Due April
3
Students
will write a 4-page paper describing the organization of the placement agency
including the type of organizational structure and the ways in which the agency
is funded and how both influence the way in which client services are
delivered. Include a brief discussion of
legislation which gives the agency sanction and which guides agency service
delivery. How does the agency decide
which community needs it will address?
L. Supervision Report (10 points) Due April 24
Students
will complete a 2-page report summarizing the supervisory structure,
mechanisms, and methods utilized by the placement agency. Both formal and informal mechanisms should be
considered. Students should include an
assessment of their ability to use supervision including any personal issues
which may interfere with the supervisory process.
M. Termination Report (10 points) Due May 1
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 May 8
Each
student is expected to select an evaluation project related to her/his field
practicum for focus during the semester.
The project may focus on the student=s practice
evaluation, on an agency program evaluation, or on an agency needs
assessment. The student may create an
evaluation plan or may use an existing evaluation mechanism in the agency to
participate in and/or to analyze data.
The scope of the student=s project should be broad enough to
provide first-hand experience with evaluation, but it must be realistically
planned to permit completion within the semester. An oral presentation will be made during the
final examination time period to which field supervisors will be invited. The goal of the presentation is to showcase
the student=s
work and to give the student practice in making a presentation.
Points will be divided as follows: possible
20 points for the presentation; possible 30 points for the paper.
USE
THE RESEARCH PAPER OUTLINE ON PAGE 180 OF THE WESTERFELT TEXT TO WRITE YOUR
PAPER.
O. Weekly Logs (70 points)
A
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
January 23 Introduction
to Field Work and Seminar. Orientation and Planning.
Overview of course expectations, review
of placement agencies, and w
assignments. Explanation
of learning plan and instruction regarding the construction of
learning goals, learning objectives, and learning activities. Examination
of learning styles.
Learning Assignment:
-Horejsi -
Chapter 1
Workbook pages will
be completed in class.
-Horejsi -
Chapter 2
January
30 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 3 and 4
Complete workbook pages 27 - 33 and 41 - 44
-First draft of learning plan due
-Ask field
supervisor if course practice evaluation project will require internal IRB
approval. Bring a sheet indicating if it
will or will not signed by the field supervisor.
-Weekly log due
February
6 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
-Horejsi -
Chapter 6
Complete workbook pages 64 - 66
-Weekly log due
February
13 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, AInter- vention
and Monitoring@
-Horejsi -
Chapters 7 and 16
-Theoretical Perspective Report due
-Final draft of learning plan due
-Weekly log due
February 20 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:
-Westerfield
- Section 1
Complete all parts of the section (pp. 10 -20) which are relevant to you
agency
-Group Services Report due
-Weekly log due
February 27 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
March 6 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:
-Westerfield
- Sections 2, 3, and 4
Complete pps. 23B, 26 - 36.
-Westerfelt -
Complete ONE of the following
Sections: VI, VII, VIII, IX, or X based on the
methodology that you are using.
-Weekly log due
March 13 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
-Hand-out from Sheafor
and Horejsi, Techniques and Guidelines for Social Work Practice, (2000) regarding
documentation techniques.
-Ethical Issues paper due
-Client Diversity paper due
-Weekly log due
March
20 Spring Break Enjoy!
March 27 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
-Documentation paper due
-Weekly log due
April 3 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 of Chapter 12 - ASocial Interaction in Groups and
Organizations@ from Longres,
J. Human Behavior in the Social Environment - Second Edition
-Hoechstetter, S. ATaking New Directions to Improve
Public Policy,@ Social Work, 41, 4, 343 - 346.
-Weekly log due
April 10 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
April 17 The Use
of Supervision
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 and 17
-Weekly log due
April 24 Issues of Termination in Practice
Class
discussion will examine termination as a process with clients, colleagues, and in the personal lives of
social workers. The relationship to grief and loss will be emphasized.
Learning Assignment:
-Fortune, Anne. (1995) @Termination in Direct Practice,@ in Encyclopedia of Social Work, 19th ed., ed. by
Richard L. Edwards, Washington, D.C.: NASW Press, 2398-2404.
-Supervision paper due
-Weekly log due
May 1 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 8