SW 380: Field Practicum
with integrative seminar
FALL 2008
Valerie Thomas, MSW, LICSW -- Field Coordinator
Holland Hall 213 B, e-mail <thomasv>
Office: 507-786-3173  Home: 507-645-1088 (before 9:00 PM)

Office Hours:
Mondays on non-seminar days 5:30-7:00pm
Thursdays 5:30-7:00 pm (others 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:

  1. 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
  2. perform professional generalist social work practice competently, in keeping with the St. Olaf definition, at a beginning level

FIELD SEMINAR INTENDED LEARNING OUTCOMES

The student should be able to:

  1. Communicate integration of classroom knowledge and field experiences to field instructor, seminar teacher, and classmates;
  2. 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;
  3. 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;
  4. Demonstrate critical thinking related to the practicum experience through required verbal and written communications;
  5. Encourage classmates to think critically and communicate competently;
  6. 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;
  7. Demonstrate respect for all kinds of diversity within the class, in verbal and non-verbal interactions;
  8. Contribute to a class climate conducive to appropriate personal disclosure and professional problem-solving;
  9. 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.
  10. Demonstrate a developing awareness of her/himself as a professional social worker.

SOCIAL WORK PROGRAM INTENDED LEARNING OUTCOMES

After completion of their social work education at St. Olaf, students should demonstrate the ability to:

  1. Apply critical thinking skills within the context of professional social work practice.
  2. Understand the value base of the profession and its ethical standards and principles, and practice accordingly.
  3. Practice without discrimination and with respect, knowledge, and skills related to clients' age, class, color, culture, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, sex, and sexual orientation.
  4. Understand the forms and mechanisms of oppression and discrimination and apply strategies of advocacy and social change that advance social and economic justice, locally and globally.
  5. Understand and interpret the history of the social work profession and its contemporary structures and issues in the world.
  6. Apply the knowledge and skills of generalist social work (to practice) with systems of all sizes in the global community.
  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 communities and relationships between our nation and the world.
  8. Analyze, formulate, and influence social policies at all governmental levels - local, state, regional, national, and international.
  9. Evaluate research studies, apply research findings to practice, and evaluate their own practice interventions.
  10. Use communication skills differentially across client populations, colleagues, communities and cultures.
  11. Use supervision and consulatation appropriate to social work practice at home and abroad.
  12. Function within the structure of organizations and service delivery systems and, under supervision, seek necessary organizational change.

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.

Gelman, C.  & Lloyd, C (2008). “Pre-placement anxiety among foundation-year MSW students: A follow-up study.” Journal of Social Work Education, 44(1), 173-183.

Knight, C. (2001). “The process of field instruction: BSWand MSW studetns’ views of effective field supervision,” Journal of Social Work Education, 37(2), 357-379.

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.

GUIDELINES/EXPECTATIONS

To receive full credit for SW380, the student will fulfill the following expectations at an average or “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 SW380, 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 13, 2007; 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 SW380 Field Practicum.

2. 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.

3. Attend and participate fully in all scheduled seminars; this expectation includes:

  • completing required reading;
  • completing required writing;
  • contributing orally to discussion;
  • completing group responsibilities, when appropriate;
  • evaluating classmates, field instructor, and seminar teacher, when called for.

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.

Failure to attend and participate in seminar will result in failure of SW380 Field Practicum. Lack of attendance at even one seminar will generally have a negative impact the student’s grade. The only exception will be made for reasons that would permit the Dean of Students to grant an incomplete grade.

4. Develop, refer to, and revise throughout the first half of the semester 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 September 29 and final by October 6; time will be devoted to developing the learning plan at the Fieldwork Instructors’ Meeting, Tuesday, September 11 from 3:30-5:00 pm.

5. 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.

6. Keep a log of activities 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 to the teacher or Fieldwork Instructor; however, students may be asked to select an entry for review with appropriate notice. 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 report without reconstruction (a big time-saver).
 
7. Submit three process recordings—supervisory, individual, group/organization /community.

8. 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.

  • Assigned class readings and texts from other social work classes, while helpful sources, are not to be included in the annotated bibliography.
  • Only one of the eight sources may be a website that is a source of information, such as the School Social Work Association of America website at http://www.sswaa.org/.  (code: website)
  • At least four entries must include research results that are relevant to your practice. (code: research)
  • At least one entry must address issues of social and economic justice that are relevant to the particular practicum. (code: justice)
  • At least one entry must address culturally competent practice issues that relate to diversity and/or populations at risk experiences in your particular practicum. (code: culture)

Hand in a summary report (max. one page) of one supplementary reading at each seminar beginning Oct 6. 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:

  • Title, author(s), source (if edited book or journal), publisher and date published in APA style
  • List the appropriate codes for the requirements met by this entry from the descriptions above. For example, code: research, justice.
  • State the thesis or main point of the reading clearly in 2-5 sentences
  • 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. Each of you will have responsibility for leadership of one part of seminar (last two seminars). You will be responsible for 15 minutes in groups of two;

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 discussion 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:

  • Careful choice and originality of content
  • The degree of interest/value of the issues selected to the entire class.
  • Evidence of planning for the time during seminar
  • Clarity and relevance of the examples chosen
  • Clarity, depth, and thoughtfulness of 2-3 discussion points derived from the examples presented for discussion by the group
  • Group discussion leadership skills (at the end of a long day, helping the group to focus and engage will be important)
  • Significance and creativity of conclusions
  • Degree to which the entire presentation reflects social work ideas and information (integration)
  • Demonstration of social work principles and learning throughout the presentation and discussion.

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 Friday, December 12 between 7:00-9:00pm a comprehensive report including:

  • a summary description of activities (2-6 pages) based on your log;
  • the amended and revised learning plan (3-5 pages);
  • 3 process recordings, as assigned;
  • an annotated bibliography of 8 carefully selected items;
  • 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);
  • 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),
  • a thorough analysis of your mastery 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

Completion of a minimum 400 hours of contact    P/N
Seminar attendance and participation 60 pts
In-class case presentation in groups 20 pts
Draft and revision of Learning Plan  
 20 pts
Completion of mid-term eval from field instructor     10 pts
Design and implementation of at least one evaluation of personal practice with an individual, family, group, organization, or community         30 pts
Process recordings 3 @ 20 pts      60 pts
Comprehensive summary report submitted to the classroom instructor on or before December 18 at 4:30 pm including the information listed in #12 above  100 pts
Field Practicum final evaluation form and site visit     P/N

Total: 300 pts

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.

PLAGERISM POLICY

Submission of work that is not one’s own will result in a failing grade and could result in further disciplinary action by St. Olaf College. Therefore, it is important to properly site references. If you are uncertain of how to do this, please schedule an appointment to discuss this. (You may also reference the honor code in your student handbook).

POLICY ON DISABILITIES 

Any student with a documented intellectual, physical or emotional disability needing academic adjustments or accommodations is requested to speak with me during the first two weeks of class. All discussions will remain confidential. Students with disabilities must also contact Ruth Bolstad bolstad@stolaf.edu Student Disability Services Specialist in the Academic Support Center (x3288) located in Room 1 of  Old Main Annex.

 

SCHEDULE AND IMPORTANT DATES

September 29             Draft of Learning Plan due
October 10                  Initial Learning Plan due
October 13-15            St. Olaf Fall Break
October 20-24             Mid term evaluations conducted
October 20-24            Fieldwork Instructor’s Mid-term Report due
November 26-30        St. Olaf Thanksgiving Break
December 8                Fieldwork Instructor Recognition Reception, 4:00-5:30 PM followed by dinner                                     with supervisor in Stave Hall and final
                                    seminar from 6:30-9:30pm
December 12              Final Exam Time: Field Practicum Final Report due 7:00-9:00pm

SEMINAR SCHEDULE: all seminars held in Buntrock 144; 6:30 – 9:30pm

FIRST SEMINAR – Sept. 29: Getting started in your field practicum full time
READ: Birkenmaier & Berg-Weger: Unit 1
Article: Gelman, C.  & Lloyd, C (2008). “Pre-placement anxiety among foundation-year MSW students: A follow-up study.” Journal of Social Work Education, 44(1). 173-183.

DUE: Learning Plans – draft due

DISCUSS: Program Intended Learning Outcomes 3 & 11 and your placement agencies.

Help others in the class know the basics about your agency and program. You may also tell us why you selected this agency or program, if you like. Please include:

  • Name and general location of your agency; what form of transportation do you use to get to your practicum?
  • Name and brief description of your program, if you are working with a specific unit within the agency
  • Is your agency public or private? for profit or non-profit? large or small? primary or secondary setting?
  • 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.
  • Will you work with one or two sizes of client systems more than others? Which ones?
  • Generally what diversity is represented among the clients of your agency?
  • What informal ways do the staff at your agency get together -- lunchroom? going out after work? celebrating occasions such as?
What formal ways do the staff at your agency get together -- staff meetings? case consultations? trainings?

 

SECOND SEMINAR - Oct. 6: Supervision
READ: Birkenmaier & Berg-Weger: Unit 4
Articles:
Witkin, S. L. (1998). “Mirror, mirror on the wall: creative tensions, the academy, and the field.” Social Work, 43(5). 389-391.
Knight, C. (2001). “The process of field instruction: BSWand MSW studetns’ views of effective field supervision,” Journal of Social Work Education, 37(2), 357-379.

DUE: Submit the first annotation for bibliography

DISCUSS:  Program Intended Learning Outcomes 5 & 8 and the ways you and your supervisor have connected during this month… or not, including:

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?

THIRD SEMINAR - Oct 20: Seminar  Best Practices, applying theory, and evaluating practice
READ: Unit 6
DISCUSS: Program Intended Learning Outcomes 7 & 9
DUE: Submit the second annotation for bibliography.
DUE: Write and submit a Supervisory Process Recording (1st 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.

1. In an opening paragraph:
      Briefly describe the place or setting in which you met.
      What was your participation in setting the topic(s) for the meeting -- did you have an agenda or             specific topics and concerns you wanted to discuss?

2. In the main section of the Process Recording:
Use the four column format presented in SW254 for writing this up.
      1st column – Dialogue (He said:----, I said:-----)
      2nd column – thoughts and feelings about the dialogue
            How did you feel about the supervisor's responses to any questions or concerns that you                   raised?
            How did you feel about your own contributions and responses?
      3rd column – Name the social work techniques or skills were you or the client (in this case your                   supervisor) were using.
      4th column – Leave blank for fieldwork coordinator’s comments.

3. In a final paragraph:
Summarize what you learned from reflecting upon and writing about this supervisory conference.

DUE: Oct 20-24 ­ Mid-term evaluation summary from fieldwork instructor. The form was sent to you and your primary Fieldwork Instructor in an e-mail and can also be found in the field work manual. I will accept this form by e-mail. Your supervisor is responsible for turning it in, but you should take initiative to remind them.

FOURTH SEMINAR - Nov. 3: Systems of all sizes & differential communication skills
READ: Birkenmaier & Berg-Weger: Unit 7
DISCUSS: Program Intended Learning Outcomes 6 & 10
DUE: Submit third annotation for bibliography
Writing assignment: 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)

Related articles: 
            Rosen, A. (2003). “Evidence-based social work practice: Challenges and promise.” Social Work Research, 27:4. 197-208.

DUE: Write and submit an “individual” or “group” process recording (2nd process recording)

Following the same format of the process recording assignment for October 15th, write a process recording of one interaction with an individual client or client group 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.
In your initial paragraph, include specific bio-psycho-socio-spiritual-cultural data that is relevant to the contact.

Guest: Mary Carlsen “Senior Projects”

FIFTH SEMINAR -  Nov 17: Values, ethics, diversity, social and economic justice

Read: Birkenmaier & Berg-Weger: Unit 8 (do practice application 8.5 and 8.9) & Unit 9
Discuss: Program Objectives 2 & 4. 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?
DUE: Submit fourth annotation for bibliography
DUE: Write and submit: “This is my BEST example of culturally competent practice to date in my practicum.”  Be as specific as possible. (2 pages)
SPECIAL OPPORTUNITY – Senior Social Work Majors meet with Junior Social Work Majors to share their experiences in practicum and other SW issues from 8:30-9:30.

SIXTH SEMINAR -  Dec 1: Preparing for termination 
Read: Unit 10 "Termination: The Beginning of an End..."  (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.
DISCUSS: At least one technique you used to assist your clients and yourself in the termination process
DUE: Submit fifth annotation for bibliography
DUE: Write and submit an “individual” or “group” process recording (3rd process recording)
Following the same format of the process recording assignment for October 15th, write a process recording of one interaction with an individual client or client group 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.
In your initial paragraph, include specific bio-psycho-socio-spiritual-cultural data that is relevant to the contact.
Student Presentation: TBA

Dec. 8:  Supervisor Recognition  4:00-5:00 PM

SEVENTH SEMINAR - Dec. 8: Critical thinking and making organizational change
Discuss: Program Objective 1 & 12    
 “This is an example of a change in the organization or service delivery system that I brought about or attempted to bring about.
DUE: Submit sixth annotation for bibliography
Student Presentation: TBA

DUE - Dec. 12: Final report turned in from 7:00-9:00 pm in my office.
 
 
The professor reserves the right to change the schedule and assigned readings as new opportunities for learning present themselves.,