WELCOME TO FIELD ORIENTATION FOR FIELD INSTRUCTORS AND ON-SITE SUPERVISORS CSU School of Social Work - Fall 2015.

WELCOME TO FIELD ORIENTATION FOR FIELD INSTRUCTORS AND ON-SITE SUPERVISORS

CSU School of Social Work - Fall 2015

• Agency you represent• Year of your students – BSW or MSW• Is this your first orientation? If not, when were you

last here?• Your expectations for orientation

Introductions

Generalist & Advanced Generalist Practice

Not bound by one theory; discretionary use of theory in response to client and client system needs

Systems and person in environment perspectives Aim at mastering essential social work skills and at the

application of skills across many levels of service Applicable to a range of clients, client systems, and

communities Strength-based Cultural inclusion / sensitivity / humility

Field Education Program Information

Important field information is always available online:http://www.ssw.chhs.colostate.edu/field/index.aspx

Field HoursSW 488 for BSW students requires 450 hoursSW 588 for MSW foundation requires 270 hoursSW 688 for MSW concentration requires 675 hours

Field forms Adobe fillable forms with an electronic signature

Acceptance ContractLearning PlanProgress ReportFinal Evaluation

Field Manuals

Policies Core Competencies NASW Code of Ethics Curriculum Information Behavioral expectations and policies for students

Leave Drug and Alcohol Social Media Conflicts of interest Field Placement disruption or termination CSU Student Code of Conduct

Program Information: Important Dates

August 24th – Placement begins September 25th – Learning plans due to liaison October 16th – Progress reports due for 1 semester

placements December 9th – Final evaluations due to field liaison for

placements that are completed December 9th– Progress reports due for multi-semester

placements December 17th – Last day of field for Spring Semester

Toolbox for Field Instructors

• Macro, Mezzo and Micro practice opportunities

• Learning experiences/assignments• Learning plans provided as a “blue-print”

for the field placement

Tools are printable from the Field Education website

Toolbox Items

• Internship Activities, Tasks and Competencies

• Developmental Stages of an Internship I

• Developmental Stages of an Internship II• Learning Plan Tool: Assessment, Planning, Implementation,

Evaluation

• Learning Plan Assignment Worksheet

• Supervision Verification Forms

• Theories in Practice Summary

• BSW/MSW Curriculum Information

Program Information: Worker’s Compensation and Liability Insurance

Workers Compensation:• Provided by CSU for interns in unpaid placements• An exception is students in a placement at CSU. They are

not covered by workers compensation.

Professional Liability Insurance:• Unless notified otherwise, CSU covers all interns from their

first day in the field through their last day.

Students Employed by Field Agency

Prior to placement: Students must request approval from the Field Education

Director and submit additional documentation to support their request for a worksite field placement.

Students must demonstrate new learning assignments for the field education hours.

Work supervisors cannot also serve as Field Instructors. It is the student’s responsibility to identify who will serve as their Field Instructor.

Students Employed by Field Agency

If the agency decides to employ the student during the course of the field placement, the above requirements apply.

The placement may also be designated as a paid internship, where the student role is maintained for all activities, but the student receives a stipend. The stipend amount must then be reported.

Field Education Program Roles

Field Education Roles - Student

The Student is responsible for:

• Contributing to learning plan and objectives• Collaborating with Field Instructor on content of

supervision sessions • Adherence to NASW Code of Ethics• Professional conduct at all times • Getting completed field forms to Field Liaison by due

dates• Tracking field hours• Maintaining communication with Field Liaison

Field Education Roles: Field Instructor and On-site Supervisor

Field Instructors:

• Provide professional supervision – BSW/MSW degree required• Collaborate with Student, On-site Supervisor and Field Liaison to

develop Learning Plan• Complete Progress Reports and Final Evaluations

On-site Supervisors (may or may not be the same as Field Instructor):• Are often from a different professional background• Provide oversight and supervision for day-to-day tasks in the

agency/placement

Field Education Roles: Field Liaison

Field Liaisons• Are SSW faculty and are consultants to the field placement throughout its

duration• Are the program’s eyes and ears on the field placement• Assure that the student is learning and making progress and the placement

is going well for the student, field instructor and the agency• Can assist with the development and completion of all field-related

paperwork• Are the first “go-to” person in the event that concerns or difficulties arise

during the placement. • Meet with the student, field instructor and on-site supervisor in the first

month of the placement• Collect, review, and submit all field forms to the administrative team

Field Education Roles: CSU Field Team

Field Director/Field Coordinators are responsible for:• Overall direction of the Field Education Program• Assigning placements for students• Assigning final grades • Giving final approval for Incomplete grades (time extensions)• Mediating serious problems/concerns• Establishing field education policy and procedures

Field Education Administrative Staff are responsible for:• Receiving all field forms from Field Liaisons• Administration of Field Program database and documentation

Field Liaison Visits – What to Expect

Will visit within first 3-4 weeks

May know you/your agency – will want to gain understanding of agency, services, populations served

Will discuss the student’s learning goals and expectations of the field placement

Will review the learning plan

Can assist with developing the learning plan if needed

Will visit / contact again to check on progress

Routing Field Forms

Field forms are downloadable from the SOSW Field Education Program webpage.

Field forms should be filled out and signed electronically/digitally (instructions on the field forms page of the website.

The learning plan and all subsequent field evaluations are due to your field liaison on the due dates listed.

Completed and signed field forms are e-mailed to your field liaison, who will then review and submit them (if complete) to the Field Education Program administrative staff.

If Difficulties Arise in Field

The vast majority of the time, the field placement is a wonderful, if challenging, experience.

Occasionally there are bumps or challenges that might need some attention or support.

Problems and Concerns

Potential challenges Lack of appropriate range and depth of learning

assignments Not busy enough with meaningful activities Too busy for comfort level Lack of regular supervision time/not enough time Conflict of style/personality Lack of interest in practice area/agency Professional Behavior Ethical Dilemmas

If Difficulties are Serious or Persistent:

Work directly with the student to resolve difficulties If additional intervention is needed, contact your field liaison Field liaisons will involve the Field Coordinators or Director as needed

Placement Termination: Considered a last resort if efforts to resolve challenges are not

successful Can be initiated by the agency, the field education program, or the

student The field liaison is notified first, who then contacts field staff

BREAK

Student Orientation to the Agency

Develop a plan prior to the student’s arrival Orientation Development

Formal vs. Informal

Considerations Assignments – across systems Work spaces and tools Procedures – safety, car use, home visits Disability accommodations

Student Orientation to the Agency

The first day… Discuss and Clarify Expectations

Supervision CommunicationAgency

Supervision and Practice

Supervision Plan and schedule Group vs. individual

1 hr. per week, at least 25% of time individual Within first two weeks

Discuss – time off, vacation, snow days, holidays, tracking hours

Create schedule – shadowing, meetings, policies to review, data or files to review, research

Supervision and Practice

Communication What are the expectations?

Questions vs. critical informationFrequencyIssues

Guided by intent to teach/mentor

Helping student find their professional voice

Respectful, Open and Honest

Supervision and Practice

Agency Assessment – environment, relationships,

culture, climate, systems, policies… What are the standards and policies?

Formal vs. Informal Safety, professional behavior and performance,

NASW Code of EthicsDress code, returning of phone calls and

emails Other

Building access, codes/keys, mailboxes, workspace, phone, computer access

Building relationships

Developmental Stages of an Internship

Anticipation

Exploration

Competence

Culmination

Stage Charts: Developmental Stages of an Internship (DSI-2) -The Successful Internship: Personal, Professional, and Civic Development in Experiential Learning (4th Ed.),

Sweitzer & King, 2014

Student Learning Experiences

What are some learning experiences and tasks that students will engage in at your agency?

Write each learning experience or task on an individual sticky note.

Consider all system levels and experiences.

An Introduction to the CSWE Core Competencies

• The Council on Social Work Education (CSWE) sets the Educational Policy and Accreditation Standards (EPAS) for the School of Social Work

• The CSWE identified 10 Core Competencies comprised of measurable practice behaviors that address social work knowledge, values and skills.

• The Core Competencies are woven throughout the BSW and MSW student curriculum, and in field education, they are used to structure learning experiences and assess student progress.

CSWE Core Competencies

Core Competency 1 Identify as a professional social worker and

conduct oneself accordingly

Practice behavior examples:• Advocate for client access to the services of social work• Practice personal reflection and self-correction to assure continual

professional development• Attend to professional roles and boundaries

The full list of practice behaviors is provided in our field education manuals online:http://www.ssw.chhs.colostate.edu/field/manuals.aspx

CSWE Core Competencies

Core Competency 2 Apply social work ethical principles to guide professional practice

Core Competency 3 Apply critical thinking to inform and

communicate professional judgments

Core Competencies, Continued

Core Competency 4 Engage diversity and difference in practice

Core Competency 5 Advance human rights and social and economic justice

Core Competency 6 Engage in research-informed practice and

practice-informed research

Core Competencies, Continued

Core Competency 7 Apply knowledge of human behavior and the social environment

Core Competency 8 Engage in policy practice to advance social and economic well-being and to deliver effective social work services

Core Competencies, Continued

Core Competency 9 Respond to contexts that shape practice

Core Competency 10 Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities

Achieving Competencies

Learning Engaging in Masteringexperiences & tasks practice behaviors Core Competencies

The learning experiences and tasks provided in your agency facilitate opportunities for students to engage in Practice Behaviors and to master the Core Competencies

Group activity, tasks to competencies

Small Group Exercise

Tasks and Competencies – Making the Connection!

Evaluation Forms

Progress Reports Due approximately “mid-term” of placement Must be submitted by due date or will be given a

“Unsatisfactory” (See due dates)

Final Evaluations Due within two weeks of final day of placement Measurement of progress for all is based on a 9 point scale Final meeting with field liaison, field instructor, on-site

supervisor and student

Evaluation Forms, continued

Program Evaluations Will receive email with link at the end of the

semester Feedback on field liaison and agency Feedback is valuable for Social Work program

evaluation/revisions

Our Field Education Partners…

You play a crucial role in the professional development of our social work students

Research consistently indicates the crucial role of the field instructor relationship in student learning and development.

Student Reflections

“My field Instructor and Supervisor fostered my growth as a social worker and helped me to critically examine my personal beliefs and grow as a social worker.”

“The dynamic, supportive relationship of the agency professionals – they allowed me to be a student yet challenged me to think and act like a professional.”

“I was able to observe and learn from the professionals and when I felt ready, was able to take on the practitioner role and learn first-hand. It was an incredible experience at all levels.”

Questions/Discussion

Thank you!