SW 380: Field Practicum
with integrative seminar
FALL 2006
Naurine D. Lennox, MSW, LICSW - Field Coordinator
HH 213A, x3350 (office) e-mail <lennox>
Office Hours: by appointment
DEPARTMENT MISSION
The Social Work Program prepares liberally educated professional social workers to ethically serve diverse populations and promote a just global community.
COURSE DESCRIPTION
In this "real world" experience, social work majors complete at least 400 hours in a rural or urban agency with structured learning about generalist practice with individuals, families, groups, organizations, and communities from diverse backgrounds. Students engage in professional responsibilities with careful guidance and supervision from the Field Instructor and the Field Coordinator. Students attend a seminar biweekly to integrate classroom learning, share experiences, and obtain support. Prerequisite: Majors who have completed all foundation and required courses with numbers below 380. Offered Fall Semester.
DEFINITION OF GENERALIST PRACTICE
Generalist practice is a multilevel intervention with clients (individuals, families, groups, organizations, and communities) of diverse backgrounds. It uses the social systems framework, planned change process, empowerment perspective and strengths-based approach to practice. It is grounded in the liberal arts, scientifically informed and ethical.
FIELD PRACTICUM GOALS
The student will be able to:
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integrate learning from the required curriculum and the field experiences - values, knowledge, and skills - especially: thinking critically, evaluating practice and programs, practicing in a culturally competent and ethical manner, and promoting social and economic justice
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perform professional generalist social work practice competently, in keeping with the St. Olaf definition, at a beginning level
PROGRAM OBJECTIVES
After completion of their social work education at St. Olaf, students will demonstrate the ability to:
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FIELD SEMINAR OBJECTIVES
The student will be able to:
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Communicate integration of classroom knowledge and field experiences to field instructor, seminar teacher, and classmates;
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Demonstrate an ability to explore and evaluate in relation to social work, personal values, beliefs, attitudes, and competencies with the help of peers and teachers;
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Demonstrate the ability to gather information, consultation, and support from colleagues (including classmates and peers) and teachers when the practicum presents problems to solve or situations to celebrate;
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Demonstrate critical thinking related to the practicum experience through required verbal and written communications;
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Encourage classmates to think critically and communicate competently;
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Demonstrate the ability to appropriately respect confidentiality of agency and client situations and of personal information, while receiving and giving honest feedback, encouragement, and support in the seminar;
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Demonstrate respect for all kinds of diversity within the class, in verbal and non-verbal interactions;
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Contribute to a class climate conducive to appropriate personal disclosure and professional problem-solving;
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Help develop additional objectives specific to the agencies', clients', and students' needs in this particular seminar and help plan learning opportunities to carry out the objectives.
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Demonstrate a developing awareness of her/himself as a professional social worker.
READINGS
Required:
Berg-Weger, M & Birkenmaier, J (2007). The practicum companion for social work: Integrating class and field work, 2nd ed. Boston: Allyn and Bacon.
Witkin, S.L. (1998). "Mirror, mirror, on the wall: creative tensions, the academy, and the field." Social Work, 43:5. 389-391.
Rosen, A. (2003). "Evidence-based social work practice: Challenges and promise." Social Work Research, 27:4. 197-208
Strobino, J. (2001). "The bare bones of practice evaluation." Social Work Today, December 24th. 7-8.
Resources:
Green, J. W. (1995). Cultural awareness in the humand services: a multi-ethnic approach (2nd Ed.).Boston: Allyn and Bacon.
Guadelupe, K. L. & Lum, D. (2005). Multidimensional contextual practice: Diversity and transcendence. Belmont, California: Brooks/Cole.
Marlow, C. (1998). Research methods for generalist social work (2nd Ed.) Pacific Grove, CA: Brooks/Cole.
Payne, M. (1997). Modern social work theory (2nd Ed.). London: Macmillan.
Royse, D. and Thyer, B. A. (1996). Program evaluation: An introduction (2nd Ed.).Chicago: Nelson-Hall.
Sheafor, B. w. et al. (2006). Techniques and guidelines of social work practice (7th Ed. ) Boston: Allyn and Bacon.
Sowers, K & Rowe, W. (2008). Social work practice and social justice: From local to global perspectives. Belmont, CA: Brooks/Cole
NASW and IFSW Codes of Ethics & CSWE Curriculum Policy Statement for Baccalaureate Social Work programs.
Independent readings, written summaries, and annotated bibliography:
For each seminar meeting, read the assigned piece from Bert-Weger and Birkenmaier. When assigned, submit a brief (1/2 - 1 page) summary of the main points with at least one example of application to your practicum experience.
Read manuals, pamphlets, handbooks, journals, books, book chapters and special publications (e.g. grant applications) found in the library, on-line, or suggested by the Fieldwork Instructor that are specifically related to the learning plan. In the final Field Practicum Summary Report you will include an annotated bibliography of the eight substantive pieces that you, the student found most helpful. You might think of these as eight pieces you would highly recommend to a student who is placed in your agency next year.
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Assigned class readings and texts from other social work classes, while helpful sources, are not to be included in the annotated bibliography.
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Only one of the eight sources may be a website that is a source of information, such as the School Social Work Assocation of America website at http://www.sswaa.org/.
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At least four entries must include research results that are relevant to your practice.
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At least one entry must address issues of social and economic justice that are relevant to the particular practicum.
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At least one entry must address culturally competent practice issues that relate to diversity and/or populations at risk experiences in your particular practicum.
Check Moodle at least once each week for assignments, postings, additional information. Be sure to complete postings and assignments on time. Read submissions by other class members as well and respond to them by giving comments or asking questions.
Academic assistance available:
If you have a documented disability for which accommodations may be appropriate in this class, please contact Ruth Bolstad bolstadr@stolaf.edu Student Disability Services Specialist, in the Academic Support Center
ext: 3288.
GUIDELINES/EXPECTATIONS
To receive full credit for SW 380, the sutdent will fulfill the following expectations at an average of "C" level. Letter grades higher than "C" for the course, including the seminar (2.5 course credits), depend upon the quality of the completed work, not simply completion. To receive full credit for SW 380, the student will:
1. Complete a minimum of 400 hours of contact with staff and clients of an approved agency during the fall semester and completed on or before December 12, 2006; no practicum hours are required during Fall Break and Thanksgiving Break, but students are advised to consider completion of required hours a priority. Failure to complete the required number of hours without a reason that would permit the Dean of Students to grant an incomplete grade will result in failure of SW 380 Field Practicum;
2. Attend and participate fully in all scheduled seminars; this expectation includes:
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completing required reading;
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completing required writing and Moodle postings in timely fashion;
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contributing orally to discussion;
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completing group responsibilities, when appropriate;
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evaluation calssmates, field instructor, and seminar teacher, when called for.
Failure to attend and participate in seminar will result in failure of SW 380 Field Practicum. Lack of attendance at even one seminar will generally have a negative impact on the student's grade. The only exception will be made for reasons that would permith th eDean of Students to grant an incomplete grade.
3. Engage in learning with one or more approved Fieldwork Instructors who provide supervision and guidance, to fulfill objectives stated by the course instructor and those developed jointly by the student and Fieldwork Instructors;
4. Develop, refer to, and revise throughout the first half of the semseter a Learning Plan, incorporating input from the Fieldwork Instructor and the Field Coordinator; submit draft copies of the Plan to both agency and Field Coordinator on or before October 2 and final by October 9; time will be devoted to developing the learning paln at the Filedwork Instructors Meeting, Tuesday, Spetembe 12, 3:30 - 5:00 pm;
5. Keep a log of activites performed in the practicum and a detailed journal of questions, reactions, highlights, and frustrations during the experience; choose two or three situations each week as the subject of more extensive journal entries; this journal is not for regular submission t the teacher or Fieldwork Instructor; however, students may be asked to select an entry for review with tapprpriate notce. A well kept journal will make writing the final report "a breeze". It is suggested that the journal be stored on computer disk(s) (with appropriate backup, of course) so that examples, quotes, and illustrations may be lifted to the final reprot without reconstruction (a big time-saver).
6. Complete and submit all assignments, and revisions, when required, in a timely fashion;
7. Submit three process recordings--supervisory, individual and group/organization/community (instructions to be found on Moodle).
8. Read more that 8 supplementary readings, including relevant research results, which are directly relatedto the practicum setting--self-knowledge, client group characteristics, regional and cultural aspects, problem areas (e.g., domestic abuse, health), organizational characteristics, and/or specific professional practice issues--or a specific problem or dilemma the student encounters during the practicum; hand in a summary report (max. one page) of one supplementary reading at each seminar beginning Oct. 9. This will get you a good start on your annotated bibliography and enable you to not leave it to the end of the semester. Include:
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Title, author(s), source (if edited book or journal), publisher and date published in APA style
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State the thesis or main point of the reading clearly in 2-5 sentences
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Describe in a few sentences the meaning or application this article has for you in your practicum helping you solve a problem; offering a new technique; helping you look at a situation in a different way, etc.
9. Participate in a mid-term evaluation and final on-site evaluation with the Field Coordinator and Fieldwork Instructor. These evaluations are based on a rating form developed for use in the St. Olaf Program and on the student's unique Learning Plan (samples have been emailed to you and are posted on Moodle site for this class).
10. Design and implement at least one evaluation of personal practice in relation to an individual, family, group, organization, or community using an appropriate single-subject design.
11. Write and submit to the classroom instructor on or before Monday, December 18, 8:00pm, a comprehensive report including:
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a summary description of activities (2-6 pages) based on your log,
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the amended and revised learning plan (3-5 pages)
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3 process recordings, as assigned
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an annotated bibliography of 8 carefully selected items,
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one example of personal evaluation of practice, designed and carried out in the practicum setting (the client unit may be individual, family, group, organization, or community);
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all written work assigned on seminar topics,
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a detailed narrative illustrating that you have developed knowledge of yourself (self-awareness) that you did not have before this semester that makes you a better social worker. (This depends in part on the first section of your learning plan "What I want to know about myself," and in most cases goes beyond what you put in your learning plan), and;
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a thorough analysis of your master of the twelve St. Olaf Program objectives for social work, based on those for graduates from baccalaureate programs (CSWE Curriculum Policy Statement). This must include cogent illustrations and examples of integration of classroom learning, knowledge from additional readings, and professional values and ethics with experiences available in the field. (approximately 30-40 pages).
GRADING
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Completion of a minimum 400 hours of contact P/N
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Seminar attendance and participation
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leadership, participation & contrib. to discussion 35 pts
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Moodle entries (4) x 5 20 pts
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reading summary (6) x 5 30 pts
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Draft and revision of Learning Plan 20 pts
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Completion of mid-term eval from field instructor 10 pts
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Design and implementation of at least one evaluation
of personal practice with an individual, family, group,
organization, or community 30 pts -
Process recordings 1 @ 15 pts; 2 @ 20 pts 55 pts
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Comprehensive summary report submitted to the
classroom instructor on or before December 18 at
8 pm including the information listed in #11 above 100 pts -
Field Practicum final evaluation form and site visit P/N
A= about 95% B= about 85% C= about 75%
Remember: Social work students must achieve at least a "C" in all required social work courses in order to attain an accredited degree.
SCHEDULE AND IMPORTANT DATES
October 2 Draft of Learning Plan due
October 9 Initial Learning Plan due (two copies, one each
to Fieldwork Instructor and Field Coordinator)
October 16-17 St. Olaf Fall Break
October 18-20 Mid term evaluations conducted
October 24-25 Fieldwork Instructor's Mid-term Report due
November 22, 23, 24 St. Olaf Thanksgiving Break
December 11 Fieldwork Instructor Recognition Reception,
4:00-5:00 pm followed by seminar at 6:00 pm
December 18 Field Practicum Final Summary Report due before
8:00 pm
Each seminar meets for three hours, with a break. In each class session we will spend approximately one hour in mutual support and problem solving, one hour discussing readings (both assigned and supplementary), and one hour in presentations related to objectives, role-plays, etc. Each of you will have responsibility for leadership of one part of one seminar.
Oct 23 - Hospital SW - Katie Dybdal & Liz Frosch
Nov 6 - Family/Community SW - Kate Jadin & Lauren Henkel
Nov 20 - School SW - Anna Steel, Erin Swanson, & Wendy Harig
Dec 4 - Corrections - David Thews & LaCresha Payne
Dec 11 - Community - Sarah Thukral & Valerie Chriske
You will be responsible for at least 60 minutes as a team;
Carefully choose and present one, or possibly two, real/from your experience, scenario(s) or situational example(s) to the class. (Remember that these examples may relate to a group, organization, or community as well as to an individual or family.)
Think of this as handling a staff conference or presentation. You present something of interest or concern to you, call for dicussion in the group, and develop some conclusions that would help you and others to move forward in such situations. Both the discussion and conclusions should reflect social work ideas and information.
The scenarios will serve as illustrations of one or more issues that have arisen in your practicum experiences that would benefit from attention of the entire group - e.g.,
an ethical dilemma
clients that lie
co-workers that are not professional or not ethical
issues with a supervisor or coworker
You will be judged primarily on:
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Careful choice and orginality of content
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The degree of interest/value of the issues selected to the entire class.
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Evidence of planning for the time during seminar
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Clarity and relevance of the examples chosen
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Clarity, depth, and thoughtfulness of 2-3 discussion points derived from the examples presented for discussion by the group
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Group discussion leadership skills (at the end of a long day, helping the group to focus and engage will be improtant)
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Significance and creativity of conclusions
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Degree to which the entire presentation reflects social work ideas and information (intergration)
Demonstration of social work principles and learning throughout the presentation and discussion, unless your team makes clear that you are focusing on a related area - e.g., business management- in which case you are equally responsibile for focusing on primciples and learning from that discipline or area of study.
I. Oct. 2 Getting started in your field practicum full time
READ: BW & B, Unit 1, especially pp. 17-20
WRITE Learning Plans - draft due
DISCUSS: We will discuss your placement agencies and Objectives 3 & 11:
Help others in the class know the basics about yoru agency and program. You may also tell us why you selected this agency or program, if you like. Please include:
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Name and general location of your agency; what form of transportation do you use to get to your practicum?
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Name and brief description of your program, if you are working with a specific unit within the agency.
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Is your agency public or private? For profit or non-profit? Large or small? Primary or secondary setting?
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Everyone has one primary supervisor for the practicum. Who is your primary supervisor? Are there other significant people/supervisors with whom you work and learn?
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Will you work with one or two sizes of client systems more than others? Which ones?
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Generally what diversity is represented among the clients of your agency?
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What informal ways to the staff at you agency get together --lunchroom? Going out after work? Celebrating occasions such as?
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What formal ways do the staff at your agency get together -- staff meetings? Case consultations? Trainings?
You may write out answers to 1-8 and post on Moodle before class. I've asked for a brief introduction. Refer to Practice Application 5.2 pp. 98-100 for additional detail. Keep this in mind for your final paper.
We will also discuss CSWE Objectives 3 & 11
Obj. 3 Practice without discrimination and with respect, knowledge, and skills related to client's age, class, color, culture, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, sex, and sexual orientation.
Obj. 11: Use supervision and consultation appropriate to social work practice.
Oct. 4 WRITE post to Moodle "The BIG START" soon after Tuesday, October 3
II. Oct. 9 Seminar: Supervision
READ: Unit 4 "Making the most of your practicum supervison."
We will discuss the ways you and your supervisor have connected during this month... or not.
What questions and issues are apparent in your supervisory relationship? Do you meet regularly? How are your questions and concerns handled? Are you able to be proactive about your learning and your responsibilities?
We will discuss CSWE Objectives 5 & 8
Obj. 5: Understand and interpret the history of the social work profession and its comtemporary structures and issues.
Obj. 8: Analyze, formulate and influence social policies.
On or before Oct. 14: Write and submit: Supervisory Process Recording
Record the process of one of the supervisory meetings that you have had. If possible, it should be a process recording of a meeting between you and your primary supervisor that lasted for 30 minutes or more.
Describe:
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the place or setting in which you met
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the topic(s) discussed adn who introduced them
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your participation in setting the topic(s) for the meeting -- did you have a formal agenda?
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to the degree possible, recreate dialogue between the supervisor and yourself i.e. I said; he/she said.
Add comments on your thoughts and feelings as the meeting progressed. e.g., Did you become more or less comfortable? Were there things you avoided bringing up and why?
How did you feel about the supervisor's responses to any questions or concerns that you raised?
Summarize what you learned from reflecting upon and writing about this supervisory conference.
Oct. 17 - Post to Moodle "Handling Fall Break"
And submit electronically the 1st annotation for a bibliography
III. Oct. 23 Seminar Best Practices, applying theory, and evaluating practice
(Submit 2nd annotation)
6:30 pm Guest: Chuck Huff, Professor of Psychology - Issues of using "Myspace" and "Facebook" in ethical practice
Team: Hospital SW - Katie Dybdal & Liz Frosch
Mid-term evaluation summary due from fieldwork instructor Oct 24-25. You may bring it to this seminar, if it is finished. The form is available on Moodle and was sent to you and your primary Fieldwork Instructor in an e-mail.
Read: Unit 6 "Micro social work practice in the field"
particular focus on casework and documentation
Note Practice Application 6.1 - the Four C's
We will discuss CSWE Objectives 7&9
Obj. 7: Use theoretical frameworks supported by empirical evidence to understand individual development and behavior across the life span and the interactions among individuals and between individuals and families, groups, organizations, and communitites.
Obj. 9: Evaluate research studies, apply research findings to practice, and evaluate their own practice interventions
On or before Oct 30 - Write and submit an "individual" process recording
Write a process recording of one interaction with an individual client that lasted at least 15 minutes. You may choose an interaction that you thought was successful or one which challenged you and about which you have questions.
Begin by describing the physical setting in which the interaction took place; the purpose of the interaction; the opening or beginning of the interaction; Include specific bio-psycho-socio-spiritual-cultural data that is relevant to the contact. Then continue to the termination of that particular interaction.
Record as much specific dialogue as possible -- "I said" "She said"
Include comments, questions, that come up as you reflect on the interaction.
IV. Nov. 6 Systems of all sizes & differential communication skills
(submit 3rd annotation)
7:15 pm Guest: Mary Carlsen "Senior Projects"
READ: Unit 7 "Mezzo social work practice in the field" (groups)
Write for Today - Nov. 6: A design of an evaluation of your own practice intervention with an individual, family, group, organization, or community. The evaluation must be implemented by the end of the practicum.
(Review Marlow, Chapter 7, Designing the Evaluation of Practice and Kirst-Ashman, K.K. and G.H. Hull, Jr., Chapter 8, pp. 265-274, Understanding Generalist Practice. Few of you will have the resources (or the time) for an explanatory evaluation of practice, but you might consider it. Ethics of evaluating practice are also included in the Marlow chapter.)
Related articles: Strobino, J. (2001). "The bare bones of practice evaluation." Social Work Today, December 24th. 7-8. and
Rosen, A. (2003). "Evidence-based social work practice: Challenges and promise." Social Work Research, 27:4. 197-208.
TEAM - Family/Community SW - Kate Jadin & Lauren Henkel
We will discuss CSWE Objectives 6&10
Obj. 6: Apply the knowledge and skills of generalist social work to practice with systems of all sizes.
Obj. 10: Use communication skills differentially across client populations, colleagues, communities.
V. Nov. 20 Values, ethics, diversity, social and economic justice
(submit 4th annotation)
TEAM - School SW - Anna Steel, Erin Swanson, & Wendy Harig
READ: Unit 8 "Macro social work practice in the field"
Do Practice applications 8.5 and 8.9
and
Unit 9 "Social work practice and ht legal system"
Identify with your supervisor and other staff the ways in which your agency and programs are involved with the legal system.
What is the agency's grievance policy for clients? for staff?
Note "legal terms " on p. 205-206
Write for Nov. 20: "This is my BEST example of culturally competent practice to date in my practicum." Be as specific as possible.
We will discuss CSWE Objectives 2&4
Obj. 2: Understanding the value base of the profession and its ethical standards and principles, and practice accordingly.
Obj. 4: Understand the forms and mechanism of oppression and discrimination and apply strategies of advocacy and social change that advance social and economic justice.
VI. Dec 4 Seminar Preparing for termination
(Submit 5th annotation)
TEAM - Corrections - David Thews & LaCresha Payne
READ: Unit 10 "Termination: The Beginning of an End..." to page 243 (You are not terminating with the social work program at this time, but you may want to remember this chapter next spring.) Refer to the last part of this chapter in SW381.
Contribute to discussion at least one technique you used to assist your clients and yourself in the termination process.
Dec. 11 Supervisor Recognition 4:00-5:00 pm Heritage Room
VII. Dec. 11 Critical thinking and making organizational change
(Submit 6th annotation)
TEAM - Community - Sarah Thukral & Valerie Chriske
Prepare oral presentation for Dec. 11 of no more than 3 minutes. "This is an example of a change in the organization or service delivery system that I brought about or attempted to bring about."
Obj. 1: Apply critical thinking skills within the context of professional social work practice.
Obj. 12: Function within the structure of organizations and service delivery systems and, under supervision, seek necessary organizational change.
Oral presentations in class
Dec. 18 Final report due on or before Monday, Dec 18 at 8:00 pm
