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DEPARTMENT OF SOCIAL WORK
BSW
Field Manual
SUMMER 2011
Vivian Hurt, Field Director
Table of Contents
Welcome
Program Information
Western Kentucky University
VISION
MISSION
College of Health and Human Services
VISION
MISSION
CORE VALUES
Departmental Mission
MSW Purpose and Mission
Purpose
Mission
Program Goals and Objectives
Program Goals
Core Competencies
Integrated Field Model
Field Practice and Sequencing
Pre-Field Orientation and Training
Clock Hours
Field Placement Procedures/Definitions
Student Placement Procedures
Student Application
Meeting with Field Director
Placement Interviews
Obtaining Professional Liability Insurance
Failure to Place
Agency University Relationships and Responsibilities
Approval of Agencies
Field Instructor Approval
Qualities Expected
Field Instructor Orientation and Other Training
Contracts
Worksite Field Placements
Orientation to the Agency
Learning Plan
Assignments
Journals
EVALUATION/GRADING
Field Liaison Duties and Contact with Agencies
Field Advisory Committee
University Policies Related to Field
University/Agency Communication
Sexual Harassment
Non-Discrimination Statement
Students with Disabilities
Transportation
Transporting Clients
Travel Reimbursement
Insurance Overview
Health
Special Requirements
TB Skin Tests
Blood-Borne Pathogens/Hepatitis B
General Health Considerations
Criminal Background Checks
Other Records Checks
Informed Consent and Assumption of Risk
HIPAA-Health Insurance Portability and Accountability Act
General Field Program Standards
Student Accountability and Professional Behavior
Overview
Boundary Violations
Confidentiality
Contact with Agency
Adherence to Personnel Practices
Use of Agency Material
Holidays
Recording
Attendance Requirements
Time Sheets
Evaluation/Grading
Documentation of Completed Hours
Notification of Student Concern
Reassignment/Termination Procedures
Overview
Agency Issues/No Fault of Student
Student Request
WKU Administrative Removal of a Student from Field
Involuntary Agency Termination/Reassignment Process
Program Termination
Evaluation of Field Process
Student Evaluation of Field Process
Field Liaison Assessment of Field Process
Field Instructor Assessment of Field Process
Sharing Evaluation Results
Revised 5-12-11 Effective Summer Semester 2011
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Welcome
We would like to welcome you to a very meaningful part of your social work education. Since its inception, the profession of social work has considered practical experience to be an important part of social work education. We wish you well in this aspect of your professional education and encourage you to familiarize yourself with, and adhere to, the policies in this manual.
The purpose of this Manual is to serve as a guideline for faculty, students, field instructors, and as a source of information about the Department of Social Work’s field practicum component. It provides a description of objectives, policies, and procedures for the field component. The Manual is available to everyone through the Social Work Web Page The Manual remains open for revision as changes occur in the curriculum and in the field. Feedback from individuals who use this Manual is encouraged.
The Western Kentucky University Department of Social Work is guided by the precept that in no aspect of its program shall there be a difference in the treatment of persons because of age, color, creed, disability, national origin, race, sex, sexual orientation, or any other classifications which deprive the person of consideration as an individual, and that equal opportunity and access to the Department shall be available to all.
Dr. Dean May, Department Head
Dr. Susan Wesley, BSW Program Director
Ms. Vivian Hurt, CSW, Department Field Director
Program Information
The Western Kentucky University Social Work Programs have been accredited by the Council on Social Work Education. The Programs make up the Department of Social Work located within the College of Health and Human Services. This Department, as a whole, has grown significantly over the past 20 years. Faculty has an extensive range of educational, practice and teaching backgrounds.
Click on site below to see pictures and educational background of all staff and faculty.
Western Kentucky University
VISION-A Leading American University with International Reach
MISSION -Western Kentucky University prepares students to be productive, engaged leaders in a global society. It provides service and lifelong learning opportunities for its constituents. WKU is responsible for stewarding a high quality of life throughout its region.
College of Health and Human Services
VISION-To be recognized nationally as a college that offers exemplary programs in Health and Human Services.
MISSION-The College provides diverse educational opportunities leading to excellence in Health and Human Services for a global community.
CORE VALUES- Collaboration; Scholarship; Service; Excellence; Professionalism; Lifelong Learning; Integrity; Diversity; Accountability
Departmental Mission
The mission of the Department of Social Work at Western Kentucky University is to provide quality BSW and MSW programs that prepare competent and responsible professionals to work successfully in a global society.
Program Mission
The mission of the BSW program at WKU is to prepare culturally competent professionals who work with diverse, multigenerational populations and client systems of various sizes. The program promotes a commitment to social justice and lifelong learning in order for students to work successfully in a global society.
Goals
• To prepare generalist social workers who are culturally competent and adept at integrating professional knowledge, values, and skills for practice with diverse populations and multigenerational client systems of various sizes
• To foster a respect for diversity and a commitment to the common good through the advancement of social justice.
• To instill a sense of oneself as a citizen of the world who is committed to ongoing professional growth and development
Program Goals
- To prepare generalist social workers who are culturally competent and adept at integrating professional knowledge, values, and skills for practice with diverse populations and multigenerational client systems of various sizes
- To foster a respect for diversity and a commitment to the common good through the advancement of social justice.
- To instill a sense of oneself as a citizen of the world who is committed to ongoing professional growth and development
Program Objectives
- Obj. 1: Apply critical thinking skills within the context of professional social work practice.
- Obj. 2: Understand the value base of the profession and its ethical standards and principles, and practice accordingly.
- Obj. 3: Practice without discrimination and with respect, knowledge, and skills related to clients’ age, class, color, culture, disability, ethnicity, family structure, gender, racial status, national origin, race, religion, sex, and sexual orientation.
- Obj. 4: Understand the forms and mechanisms of oppression and discrimination and apply strategies of advocacy and social change that advance social and economic justice.
- Obj. 5: Understand and interpret the history of the social work profession and its contemporary structures and issues.
- Obj. 6: Apply the knowledge and skills of generalist social work practice with systems of all sizes.
- 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 communities.
- Obj. 8: Analyze, formulate, and influence social policies.
- Obj. 9: Evaluate research studies, apply research findings to practice, and evaluate their own practice interventions.
- Obj. 10: Use communication skills differentially across client populations, colleagues, and communities.
- Obj. 11: Use supervision and consultation appropriate to social work practice.
- Obj. 12: Function within the structure of organizations and service delivery systems and seek necessary organizational change.
Core Competencies (For Field Evaluation)
Competency-based education is an outcome performance approach to curriculum design.
Competencies are measurable practice behaviors that are comprised of knowledge, values, and skills. The goal of the outcome approach is to demonstrate the integration and application of the competencies are listed below [EP 2.1.1–EP 2.1.10(d)], followed by a description of characteristic knowledge, values, skills, and the resulting practice behaviors that may be used to operationalize the curriculum and assessment methods.
Educational Policy 2.1.1—Identify as a professional social worker and conduct oneself accordingly.
Social workers serve as representatives of the profession, its mission, and its core values. They know the profession’s history. Social workers commit themselves to the profession’s enhancement and to their own professional conduct and growth. Social workers advocate for client access to the services of social professional roles and boundaries; demonstrate professional demeanor in behavior, appearance, and communication; engage in career-long learning; and use supervision and consultation.
Educational Policy 2.1.2—Apply social work ethical principles to guide professional practice.
Social workers have an obligation to conduct themselves ethically and to engage in ethical decision- relevant law. Social workers recognize and manage personal values in a way that allows professional values to guide practice make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics2 and, as applicable, of the International Federation of Social Workers/International Association of Schools of Social Work Ethics in Social Work, Statement of Principles;tolerate ambiguity in resolving ethical conflicts; and apply strategies of ethical reasoning to arrive at principled decisions.
Educational Policy 2.1.3—Apply critical thinking to inform and communicate professional judgments.
Social workers are knowledgeable about the principles of logic, scientific inquiry, and reasoned synthesis and communication of relevant information. Social workers distinguish, appraise, and integrate assessment, prevention, intervention, and evaluation; and demonstrate effective oral and written in working with individuals, families, groups, organizations, communities, and colleagues.
Educational Policy 2.1.4—Engage diversity and difference in practice. Social workers understand how diversity characterizes and shapes the human experience and is critical to the formation of identity.
The dimensions of diversity are understood as the intersectionality of multiple factors including age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex, and sexual orientation. Social workers appreciate that, as an alienation as well as privilege, power, and acclaim. Social workers recognize the extent to which a gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups; recognize and communicate their understanding of the importance of difference in shaping life experiences; and view themselves as learners and engage those with whom they work as informants.
Educational Policy 2.1.5—Advance human rights and social and economic justice.
Each person, regardless of position in society, has basic human rights, such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers recognize the global human and civil rights. Social work incorporates social justice practices in organizations, institutions, and society understand the forms and mechanisms of oppression and discrimination; advocate for human rights and social and economic justice; and engage in practices that advance social and economic justice.
Educational Policy 2.1.6—Engage in research-informed practice and practice-informed research.
Social workers use practice experience to inform research, employ evidence-based interventions, Social workers comprehend quantitative and qualitative research and understand scientific and ethical approaches to building knowledge. Social workers use practice experience to inform scientific inquiry and use research evidence to inform practice.
Educational Policy 2.1.7—Apply knowledge of human behavior and the social environment.
Social workers are knowledgeable about human behavior across the life course; the range of social systems in which people live; and the ways social systems promote or deter people in maintaining or achieving health and well-being. Social workers apply theories and knowledge from the liberal arts to understand biological, social, cultural, psychological, and spiritual development. Social workers utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation; and critique and apply knowledge to understand person and environment.
Educational Policy 2.1.8—Engage in policy practice to advance social and economic well-being and to deliver effective social work services.
Social work practitioners understand that policy affects service delivery, and they actively engage in policy practice. Social workers know the history and current structures of social policies and services; the formulate, and advocate for policies that advance social well-being; and collaborate with colleagues and clients for effective policy action.
Educational Policy 2.1.9—Respond to contexts that shape practice.
Social workers are informed, resourceful, and proactive in responding to evolving organizational, community, and societal contexts at all levels of practice. Social workers recognize that the context of practice is dynamic, and use knowledge and skill to respond proactively. Social workers continuously and emerging societal trends to provide relevant services; and provide leadership in promoting
Educational Policy 2.1.10(a)–(d)—Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.
Professional practice involves the dynamic and interactive processes of engagement, assessment, individuals, families, groups, organizations, and communities. Practice knowledge includes identifying, analyzing, and implementing evidence-based interventions designed to achieve client goals; using analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice.
Educational Policy 2.1.10(a)—Engagement
Social workers substantively and affectively prepare for action with individuals, families, groups, organizations, and communities; use empathy and other interpersonal skills; and develop a mutually agreed-on focus of work and desired outcomes.
Educational Policy 2.1.10(b)—Assessment
Social workers collect, organize, and interpret client data; assess client strengths and limitations; develop mutually agreed-on intervention goals and objectives; and select appropriate intervention strategies.
Educational Policy 2.1.10(c)—Intervention
Social workers initiate actions to achieve organizational goals; implement prevention interventions that enhance client capacities; help clients resolve problems; negotiate, mediate, and advocate for clients; and facilitate transitions and endings.
Educational Policy 2.1.10(d)—Evaluation
Social workers critically analyze, monitor, and evaluate interventions.
Field Practice and Sequencing
Students will have earned a “C” or better in all required courses prior to entering a field placement.
The field instruction component is composed of two complementary experiences: the supervised practica, SWRK 480 and 482 - Social Work Field Practicum I and II, and the related seminars, SWRK 481 and 483 - Social Work Field Seminar I and II. SWRK 480, Social Work Field Practicum I, and SWRK 481, Social Work Field Seminar I, are taken the first semester of the senior year upon completion of all required social work courses excluding electives. SWRK 482, Social Work Field Practicum II, and SWRK 483, Social Work Field Seminar II, are taken concurrently the following semester. The field seminars (SWRK 481 and 483) focus on building and integrating the skills and experiences gained in practica (SWRK 480 and 482). The seminars provide a setting where students discuss ideas, professional concerns, seek information from peers and Department faculty, provide a forum for class-field learning integration, and offer the opportunity to process the frustrations, questions, and challenges of daily practice. Assignments and expectations are outlined in the course syllabus.
In preparation for the field, students are introduced to social service agencies and practice in the local community through field trips, agency interview assignments, guest speakers from the practice community, field fairs, and throughout the advising process. Students are encouraged to consider employment and volunteer work in social service agencies. In addition, students are required to have pre-field volunteer experiences in SWRK 101 - Foundations of Human Services and through mentoring hours with BSW, MSW practitioners in SWRK 379 - Introduction to Social Work Communication Skills.
Evaluation/Grading
Students will be graded on the basis of their completion of field requirements and their professional skill development based on the Learning Objectives Plan. Field grades will be based on all practicum requirements (including tracking and satisfactorily completing required agency hours, submitting journal entries on time, professional behavior/conduct, motivation/active participation and any other assignments as required by field instructor and/or liaison). Letter grades will be assigned by field liaisons after consultation with agency field instructors and students.
Planning for the final evaluation should actually begin at the start of the semester. All parties—the Field Instructor, student, and Field Liaison—should review the Field Performance Indicators in order to ensure that the criteria are met over the course of the semester. Each Liaison visit/contact will include a discussion of how the Field Performance Indicators are being met and to brainstorm ways of meeting any that seem to be problematic. Any such difficulties should be addressed well in advanceof the final evaluation.
Students are evaluated at midterm and at the conclusion of each semester, according to the respective (Performance Indicators) Field Objectives. Field Instructors and students are asked to complete evaluations using a copy of the Individual Learning Objectives Plan (see Appendices) independently, compare results, and reach an agreed-upon conclusion prior to the Field Liaison’s visit. Spaces for commentary are provided at the end of the form. These should address strengths, areas for continued learning, and any other areas deemed noteworthy by any of the three parties. Again, it is anticipated that any concerns will have been addressed well in advance of the final evaluation.
Individual Liaisons have the option of requesting that a copy of the evaluation be submitted 48 hours in advance of the final visit. Liaisons are responsible for officially assigning final grades for field students.