Field Instructor Orientation BASW/MSW Students

51 Slides1.89 MB

Field Instructor Orientation BASW/MSW Students

Training Objectives Understand roles & responsibilities for stakeholders in field education Identify 3-5 ways to orient student to organization Identify developmental stages of internship experience Identify at least 2 ways to help students integrate theory into practice Develop skills to respond to challenging student situations Know the paperwork requirements (Learning and Evaluation Tool (LET), process recording)

Purpose of Field Education Students will develop: – Professional identity – Self-understanding – Integration of theory and practice – Skills toward competent practice Field Education is 28% of graduate and 10% of undergraduate degree requirements BASW/MSW first placements are generalist practice, with both micro and macro experiences Second MSW placement or advanced standing are concentration focused

Roles & Responsibilities

Field Instructor Qualifications For BASW students: A baccalaureate degree in social work or BA degree with extensive social service practice experience For MSW students: An MSW degree with two years of post-master’s experience, license preferred

Field Instructor (FI) Responsibilities To the Student To the School Provide orientation to the agency and agency paperwork Assist in developing the Learning Agreement Coordinate educational opportunities Provide weekly, 1hr supervision Provide ongoing feedback Assist student with challenging situations (with clients & organization) Participate in field trainings Complete mid-semester verbal evaluation Consult with liaison re: issues/concerns Report any changes that affect field placement: – If FI leaves agency/changes supervisor to student – If learning activities drastically change – If there are concerns about student performance Complete, sign, and return all field related forms/documents

Benefits of Field Instruction 5 CEUs for appointment year 7/1-6/30 Appointment as Clinical Faculty with MSU – Library privileges – Use of intramural facilities and Forest Akers Golf Courses – Purchase of athletic tickets at faculty rate – MSU identification card – Eligibility for faculty membership in University Club – Parking privileges (must purchase permit) – MSU Net ID/Email

Student & School Responsibilities Student Responsibilities to FI/Agency School Responsibilities to FI/Agency Participate in development of learning activities Prepare for supervision & take active role in learning Follow rules/policies Maintain professional behavior Adhere to NASW Code of Ethics Report safety issues to FI Address concerns appropriately Assign field liaisons Provide consultation, mediation, problem solving Monitor internship progress Review Learning Agreements and Evaluations/LET forms Address any concerns that arise Facilitate field seminar Conduct agency site visit Assign final grades

Orientation & Safety

Getting Students Started History Have student review agency Mission website and provide Goals summary/list of questions Services Provided for FI Assist student with setting Populations Served up interviews with other Role of Social Workers staff members & prepare Organizational Structure questions Highlight key areas, meet Policies & Procedures with HR, group training

Safety Students have the right to remain safe at all times Students have been instructed to communicate any concerns to the field instructor and/or field liaison Tips to keeping students safe: – Know the agency policies!!! – Use supervision to discuss concerns – Hone “social work gut”


5 Developmental Stages of an Internship Stages 1. Anticipation Description Field Instructor Role Common Feelings and Questions student may ask themselves: Review and discuss orientation checklist Clarify student responsibilities with student and staff Give the student immediate constructive feedback if they say or do something inappropriate Share “unwritten rules” of the agency Provide positive feedback to develop self confidence Open dialogue around student fears Complete learning activities Anxiety Excitement The “what if” stage Can I really do this? How will I juggle my life with field placement?

5 Developmental Stages of an Internship Stages 2. Disillusionment Description Field Instructor Role May feel some disappointment Consistently meet for in the field placement (the supervision and address issues honeymoon is over) as they arise Recognize this is an important part of the field placement and Difference between student expectation and reality not a reflection of the agency or becomes more apparent supervisor/FI skills Listen and help student gain perspective on the situation. Be Unexpected issues may arise mindful that it is not a therapeutic relationship Student may be challenged by relationships, or Challenge and encourage policies/procedures in the student to learn from agency experiences Discuss ethical implications

5 Developmental Stages of an Internship Stages 3. Confrontation Description Offers opportunity for growth-personally and professionally: Understand the mismatch between perception and reality Clarify what the concerns are and how to address them Reassess goals, expectation and support systems Field Instructor Role Same suggestions for stage 2/disillusionment Support student as they address concern Role model appropriate behavior for confronting professional issues Address inappropriate or unprofessional behaviors ASAP (including informing field liaison)

5 Developmental Stages of an Internship Stages Description 4. Competence Confidence begins to grow: Begins seeing self as less of a student Begins to take challenges independently Field Instructor Role Acknowledge growth to increase confidence Begin to treat student as professional colleague Allow student room to apply decision making skills while providing guidance and support Increased confidence and comfort making decisions as needed

5 Developmental Stages of an Internship Stages 5. Culmination Description Occurs as the field placement is nearing the end: Termination/transition with clients begins Begin to think about “what is next” May have fear, anxiety, or sadness over things not yet accomplished Sadness about leaving the agency Field Instructor Role Make plans for termination of clients/systems with the student Help student understand the implications of termination as the client and as a professional SW Offer to assist student with networking Review LET activities and evaluate progress together Plan a goodbye activity with student/staff

Integrating Course Content in Field Shifting from acquisition of knowledge to application of knowledge

Integrating Course Content in Field Students often don’t critically analyze their action. When one task is completed, they move on to the next task. They must be prompted to make the connections between the tasks, and the reasons behind the tasks. The process of making connections is the process of integrating theory and practice. It is the role of the field instructor to assist the student in making these connections. For every client interaction, students should be given opportunities to understand the social work skills that were necessary during the interaction, the social work knowledge that informed these actions, and the social work values that influenced the interactions. (CSWE, 2003)

Integrating Course Content in Field Examples of Knowledge, Values, and Skills Social Work Knowledge – Diversity – At Risk Populations/Social and Economic Justice – Human Behavior/Social Environment – Research Social Work Values – – – – – – Service Social Justice Dignity and Worth of the Person Importance of Human Relationships Integrity Competence Social Work Skills – – – – – – – – – – – – – – – – – – – Attending Building Rapport Clarifying Paraphrasing Reflecting Feelings Summarizing Stating Where the Client Is Probing Focusing Verbal Following Empathic Communication Confrontation Establishing Goals Identifying Tasks Contracting Educating Reframing Reviewing and Evaluating Termination

Integrating Course Content in Field Questions to help students process their work: What was the purpose of the work? What were the knowledge, values skills used in the situation? How were these elements used and why were they necessary for effective practice? *Please also see supervision agenda template in Sonia


Process Recording Required 1x/semester of all students Gain insight into what occurred with a client or system Used to establish – Learning needs – Knowledge gaps – Ability to address issues which may influence clinical or organizational decisions – Ability to work with individuals, teams, groups, etc. – Knowledge of social work values, ethics, and human variability – ments/Process-Recording-Guidelines.pdf

Learning & Evaluation Tool (LET) 1 tool completed in 2 parts – Student responsibility to initiate beginning of semester – FI responsibility to complete at end of semester Activities must be – Specific – Measurable – Achievable – Realistic – Time-bound

Evaluation and Grading Semester evaluation based on learning agreement (signatures, date, grade, number of hours), attendance and participation in integrative field seminars, and input from field instructor and liaison Grading is pass/no grade Field instructor recommends a grade to liaison who reviews and submits recommended grade to coordinator

Competency 1: Demonstrate Ethical & Professional Behavior What does it look like in practice? Review NASW code of ethics and apply to case/scenario. Follow agency policies and procedures. Maintain confidentiality and informed consent. Engage in reflective discussions with FI. Maintain professional boundaries. Dress appropriately for activity/setting. Use professional language in all communication. Be prompt/punctual/organized for client and agency interactions. Practice appropriate, healthy, safe self care. Maintain appropriate/professional social media presence and boundaries. Prepare and participate in supervision regularly.

Competency 2: Engage in Diversity and Difference in Practice What does it look like in practice? Make appropriate community referrals. Accurately consider systemic issues in assessment phase. Utilize trauma informed approach with clients. Adapt interviews to audience (various identities). Engage in activities that further teach on diverse issues of community. Report out on knowledge gained. Participate in professional development. Treat all clients with respect and dignity. Use appropriate/professional language with clients. Recognize when/how personal biases/privileges impact services to client (systems).

Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice What does it look like in practice? Articulate/present knowledge of the impact of systemic oppression and discrimination of clients. Educate client, agency, community on client rights. Inform and provide access to resources for clients. Promote self determination. Participate in agency staff meetings, board meetings, policy reviews, community meetings, etc. Prepare and present case consultations with colleagues/FI. Advocate on behalf of client with other organizations (case advocacy). Advocate for social cause important to agency, clients, community (cause advocacy). Participate in fund raising efforts.

Competency 4: Engage in Practice Informed Research and Research Informed Practice What does it look like in practice? Review client records/notes looking for trends/patterns. Gather multiple sources of information before making decision or recommendations. Articulate variables that impact services. Understand and apply evidence-based practices utilized within the agency. Engage in evaluation of client progress. Explore agency policy/practices and align with literature on evidencebased practices. Assist with grant securing process. Describe an agency program using logic model.

Competency 5: Engage in Policy Practice What does it look like in practice? Review and apply federal, state, local policies to agency practice. Make appropriate community referrals. Participate in review/revision process of agency policies/procedures. Provide agency outreach services. Engage in discussions/activities that improve service delivery. Participate on multi-disciplinary teams or community coalitions. Participate in agency accreditation activities. Analyze policy & draft policy brief.

Competency 6: Engage with Individuals, Families, Groups, Organizations, Communities What does it look like in practice? Articulate micro-mezzo-macro levels of influence on clients. Apply and discuss ecological systems theory on case(s). Complete home visits. Conduct client centered interviews. Articulate how socioeconomic factors influence client functioning. Utilize different techniques to engage clients. Review client file/data prior to meeting. Make follow up contacts with clients. Engage in intake processes. Participate in interagency/interdisciplinary meetings.

Competency 7: Assess Individuals, Families, Groups, Organizations, Communities What does it look like in practice? Correctly use agency tools/documentation. Complete biopsychosocial assessments. Correctly interpret data gathered from assessment tools. Use agency data base to complete forms correctly. Complete client interviews. Interview family/community members. Align data results with appropriate interventions. Review agency quality improvement practices.

Competency 8: Intervene with Individuals, Families, Groups, Organizations, Communities What does it look like in practice? Implement agency interventions and supports with clear timelines and measurable outcomes. Supervise implementation of treatment plan. Implement case management services. Make appropriate referrals. Co-facilitate skill building, psycho-ed, group sessions. Participate in agency meetings (case consults, staff meetings). Advocate for clients during meetings. Engage in progress review meetings. Modify goals and interventions appropriately. Network with other organizations.

Competency 9: Evaluate practice with Individuals, Families, Groups, Organizations, Communities What does it look like in practice? Report on agency data regarding clients served, services provided, and outcomes. Articulate uniqueness of each client in evaluative processes. Analyze client data to make appropriate recommendations. Appropriately engage in termination/transition processes with clients. Create agency action plan based on data collected. Participate in program evaluation project. Represent agency (with data) at community meeting.

Challenges in the Field Placement

Challenges in Field Education Professionalism Student dress and grooming Student dress and grooming should conform to agency expectations and should not interfere with ability to intervene with client/systems. Attendance Student should arrive on time, stay the duration of the workday, avoid excessive absences. Behavior and attitude Student should have a positive attitude about the agency, field instructor, co-workers, fellow interns, and clients. Misuse of personal cell phone and/or social media. Identify with social work as a profession Student should embody the 6 values of the social work profession and demonstrate commitment to values through performance and attitude. Use of time Student should make good use of time by managing it in a manner that is conducive to completing tasks and assignments on time and by established deadlines. Adherence to NASW Code of Ethics Student should understand standards outlined in the NASW Code of Ethics and demonstrate knowledge through conduct and performance.

Challenges in Field Education Personal Circumstances Past Personal Experiences Student should be aware of how past experiences may impact relationships at field placement site (clients, staff, community). Current Family Issues Student should be aware of how current family situations may impact performance at placement site (divorce, births, etc.). Other Commitments Student should ensure that other commitments outside of the field placement do not interfere with commitment to the clients/agency. Ability to Balance School and Work Student should make necessary arrangements to ensure ability to effectively handle school and work so neither is adversely impacted.

Challenges in Field Education Managing Relationships Field Instructor Relationship Client Relationships Teaching Style v Learning Style Establishing Rapport Student should work with FI to ensure FI’s teaching style and student learning style are complimentary. Identify and discuss differences, concerns, issues. Student should work with FI to gain knowledge/skills necessary to build rapport. ation/professional-development-modules.html Maintaining Professional Relationships Student should work with FI to build knowledge/skills necessary to manage healthy professional relationships with clients. Utilizing Appropriate Techniques Students should work with FI to build knowledge/skills necessary to intervene with clients effectively. Supervisory Meetings Managing Assignments Effectively Student should work with FI to ensure supervision meetings occur on a regular and consistent basis, prepare for meetings (case presentation, organizational concerns, client issues, etc.) Student should work with FI during each stage of practice to build knowledge/skills to effectively manage assignments from start to finish.

Challenges in Field Education Performance Professional Etiquette Student should communicate in professional manner, demonstrate office etiquette and manage self in a professional manner in all agency representation. Time Management Student should manage time wisely to ensure work is done timely, meetings are attending promptly, deadlines are met while maintaining flexibility for unforeseen circumstances. Quality of Work Product Student should produce quality work reflective of guidelines set forth by agency demonstrating knowledge, values, skills of social work practice. Workplace Behavior Student should maintain behavior in alignment with social work value promote dignity and worth of the person while carrying out duties of the agency. Skill Level Student should demonstrate knowledge, values, skills of the social work profession through behavior, actions, and work produce.

How to Manage Student Issues Provide student with immediate feedback Be clear and concise Inform student of required behavior change Set a time frame Follow up re: time frame, provide additional feedback, adjust as necessary Document interventions using supervision tool Address areas of growth and learning opportunities in Learning Agreement and /LET Notify LIAISON/FIELD COORDINATOR immediately of any recurring issues, NASW violations, unprofessional behavior, harassment, discrimination or illegal behavior (HIPPA).

Remember to also check Field Education Website for more info on Sonia system.

Contacts Julie A. Navarre, LMSW Director of Field Education Flint and Combat Veteran Certificate Field Coordinator 517-432-3722 [email protected] Nicki Moody, LMSW, ACSW BASW/EL Generalist Field Coordinator 517-353-2999 [email protected] Leisa Fuller, LMSW Assistant Director of Field/EL Coordinator 517-353-8631 [email protected] Caitlin Rogell-Jones, LMSW, MPH Statewide/Weekend/OCL Field Coordinator 517-353-9745 [email protected] Cheryl Williams-Hecksel EBTT Certificate/CEI CMH Scholars Field Coordinator 517-432-1659 [email protected]

We CANNOT do it without YOU!!!!!

Related Articles

Back to top button