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Department of Social Work
SWRK 480/482 and SWRK 482/483: SOCIAL WORK FIELD PRACTICUM AND SEMINAR
COMBINED SYLLABUS
Semester: Spring 2009
Faculty Instructor:
Field Instructor:
Office:
Phone:
Email:
Office Hours:
Required Texts:
Garthwait, C. (2008). The social work practicum: A guide and workbook for students. (4th ed.). Boston: Allyn and Bacon.
Western Kentucky University (2008). BSW Field Manual.
Recommended Resource:
Paul, R. & Elder, L. (2006). Critical thinking concepts and tools. Dillon Beach, CA: The Foundation for Critical Thinking.
Course Description:
Prerequisites: SWRK 381, admission to the field, and senior standing.
Co requisites: SWRK 480 – Social Work Field Practicum I; SWRK 482 – Social Work Field
Practicum II.
SWRK 480/481 and SWRK 482/483 are capstone courses in the BSW program major. Students enrolled in the field practicum courses (SWRK 480 and 482) simultaneously enroll in the accompanying integrative field seminars (SWRK 481 and 483).
The purpose of the field practicum and integrative field seminar is to provide BSW students in their final two semesters the opportunity to consciously and critically integrate course knowledge, skills and values learned earlier social work courses into real field experience.
Through activities and assignments in the integrative seminar, students will review and then practice integrative thinking applied to their emerging social work professional development i.e. will practice “thinking like a professional social worker.” There will be an emphasis on students:
§ thinking, writing and speaking with clarity, accuracy, relevance and completeness about core social work concepts and their application in the student’s field setting
§ exploring what they do not know (or do not consider), as much as what they know – i.e. developing a regular habit of evaluating gaps in their knowledge and thinking in order to improve practice
§ articulating their own developing practice model
§ using Bloom’s taxonomy and critical thinking rubrics to assess their competency levels related to BSW program (and this course’s) objectives and making adjustments in learning activities to support achievement of competency
§ reflection upon and evaluation of their practice in relation to the NASW Code of Ethics
§ learning how to skillfully and graciously give and receive feedback related performance as beginning professional social workers
§ becoming consultants and coaches for each by asking questions that support integrative, critical thinking in the field
Course Relationship to Curriculum Standards for CSWE-Accredited BSW Degree Programs
The Council on Social Work Education (CSWE) is the accrediting body for BSW and MSW programs. One key part of this role is setting standards for required curriculum and competency areas for program graduates. For BSW programs, graduates should be able 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.
5. Understand and interpret the history of the social work profession and its contemporary structures and issues.
B6. Apply the knowledge and skills of generalist social work practice with systems of all sizes.
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.
8. Analyze, formulate, and influence social policies.
9. Evaluate research studies, apply research findings to practice, and evaluate their own practice interventions.
10. Use communication skills differentially across client populations, colleagues, and communities.
11. Use supervision and consultation appropriate to social work practice.
12. Function within the structure of organizations and service delivery systems and seek necessary organizational change.
From: Council on Social Work Education Educational Policy and Accreditation Standards, 2001.
WKU BSW Program Objectives were developed to address all curriculum requirements for baccalaureate programs of social work accredited by the Council on Social Work Education and are identical to the CSWE curriculum standards.
Because of the capstone nature of the field sequence, course objectives for SWRK 480/481 and 482/483 are identical to the BSW Program’s overall objectives. Students are expected to achieve in field a beginning level of competency in all required BSW program objectives and be ready for beginning generalist social work practice.
Course/Program ObjectivesUpon completion of this course student will be able 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, racial 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.
5. Understand and interpret the history of the social work profession and its contemporary structures and issues.
6. Apply the knowledge and skills of generalist social work practice with systems of all sizes.
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.
8. Analyze, formulate, and influence social policies.
9. Evaluate research studies, apply research findings to practice, and evaluate their own practice interventions.
10. Use communication skills differentially across client populations, colleagues, and communities.
11. Use supervision and consultation appropriate to social work practice.
12. Function within the structure of organizations and service delivery systems and seek necessary organizational change.
Units of Study:
Unit I Orientation to Field Education – Semester 1
Assigned Text Readings
Garthwait, C. Chapter 1 – The Purpose of a Practicum
Garthwait, C. Chapter 2 – School, Agency, and Student Expectations
Garthwait, C. Chapter 3 – Planning to Learn
Garthwait, C. Chapter 6 - Personal Safety
Unit II Beginning in Field – Semester 1
Garthwait, C. Chapter 4 - Getting Started
Garthwait, C. Chapter 5 – Learning from Supervision
Garthwait, C. Chapter 7 - Communication
Garthwait, C. Chapter 17 – Evaluating Practice
Unit III Orientation and Integration into the Field Agency – Semester 1
Assigned Text Readings
Garthwait, C. Chapter 8 - The Agency Context of Practice
Garthwait, C. Chapter 9 - The Community Context of Practice
Garthwait, C. Chapter 10 - The Social Problem Context of Practice
Garthwait, C. Chapter 11 - The Social Policy Context of Practice
STUDENT WILL COMPLETE 200 HOURS OF FIELD PLACEMENT IN SEMSETER ONE
Unit IV Problem Identification and Intervention– Semester 2
Assigned Text Readings
Garthwait, C. Chapter 12 - Diversity.
Garthwait, C. Chapter 16 - Social Work Practice as Planned Change
Unit V Social Work as a Profession – Semester 2
Assigned Text Readings
Garthwait, C. Chapter 13 - Professional Social Work
Garthwait, C. Chapter 14 – Social Work Ethics
Garthwait, C. Chapter 15 - Legal Concerns
Garthwait, C. Chapter 18 - Merging Self and Profession
STUDENT WILL COMPLETE 200 HOURS OF FIELD PLACEMENT IN SEMSETER TWO
First Semester Field Assignments
Assignment Percentage of Final Grade
Learning Contract Ungraded
The learning contract (The Individual Learning Objectives Plan) is an ungraded required assignment.
The initial learning plan is developed by the field student and field instructor during the first four weeks of the student’s field placement. During the first field seminar session, the instructor will discuss development of the learning contract (see Field Manual) and give instructions regarding its completion. Through the learning contract, students are expected to design, with field instructor input, a well-rounded, focused field experience that will assure that the student achieves required field competencies.
A learning plan is not considered complete until the student, field instructor, and faculty field liaison (the field seminar instructor) have reviewed the plan and signed it. Students and field instructors may make changes in the learning plan based upon the realities of field learning opportunities and the specific learning needs of the student, but all changes to the signed contract must be approved by the faculty liaison. Student may not continue accruing field hours after the 4th week of field placement without an approved learning plan in place.
The learning contract should be regularly reviewed and consulted throughout the student’s field experience. At the end of the student’s first semester placement (SWRK 480), the contract must be reviewed and revised, as needed, to reflect changes in learning needs and agency learning opportunities.
Running Logs Ungraded
Running logs must be kept for each day in your field placement and should be kept in a neat and organized manner (binder or notebook). Daily entries may be handwritten (IF your handwriting is very clear) and should include who, what, when, where, and why of your daily field experience and significant interactions. You should include reflections, questions, concerns, ethical dilemmas and successes. These logs should be turned in once a month to your seminar instructor for review. Although the running logs are ungraded, failure to submit all logs will result in a 10% reduction in your final grade.
Online Field Journals and Peer Responses [1] 20%
During the semester, students will submit 4 journals. The journals should draw from the students’ field experiences documented in their running logs and follow this format:
1st paragraph: description of activities. Give a summary of your field activities of the month with special focus on the activities that helped you in increasing your social work skills and knowledge.
2nd paragraph: feelings. Describe your personal feelings/personal reactions to the situations you encountered. Pay attention to both positive and negative (or confusing) reactions.
3rd paragraph: values. Discuss how you took into consideration your personal values and professional social work values during your field work of the month.
4th paragraph: observations of socio-cultural factors. Examine how factors of race, ethnicity, cultural, socioeconomic status, age, gender, sexual orientation, marital status, national origin, physical ability, etc. were factors in your client’s interactions with you and other aspects of the social service system. Discuss how your own world view influenced your interactions with clients.
5th paragraph: critical thinking - integration of theory and practice. Reflect on what you have written in your journal so far. Discuss how your experiences, thoughts and feelings may relate to concepts and information you have learned in your social work coursework. Also, what new ideas come to light when you look at your experiences and actions? Are there areas (specific social work practice issues, your own values and professional beliefs) that you would now like to explore further?
For additional information, please see “Field Placement Journaling Guidelines” posted on the course’s blackboard site under course documents.
All students must post their journal entries online by noon of the seminar day. During the following week, all students must respond to at least two other students’ postings, posing questions that will support further critical thinking related to integration of coursework and field.
Agency Analysis 5%
Outline in textbook
Integrative Social Welfare Policy-Mezzo/Macro Project Paper 15%
Students complete an integrative paper assignment as part of their first semester field instruction seminar work. This assignment requires students to think critically about pertinent social welfare policies and research activities relevant to work within their field agencies (5-6 pages).
NOTE: this project will be implemented by students during their second semester in field. Students will add specific tasks to their learning plans at the beginning of their second semester and progress will be monitored by the student, field instructor, and faculty liaison.
Possible mezzo/macro practices include activities leading to enhanced effectiveness and efficiency in serving agency’s client groups. This could include activities that bring changes in program, policy, practice, and personnel. For examples:
1. Starting a new program to meet the unmet needs of the clients
2. Evaluating an aspect of the program/services
3. Making services more accessible to clients
4. Making services more affordable to clients
5. Enhancing interagency networking
6. Fundraisers for bringing in additional resources
7. Grant writing
8. Reviewing/Changing agency policies and procedures
9. Developing staff training plan
10. Developing staff mutual support group
11. Enhancing the use of technology for better efficiency
12. Analyzing national, state and local policy impact
13. Starting a client self-help group
14. Organizing clients group for political rallies or public hearing
15. Developing communication/educational materials
16. Developing/strengthening agency volunteers
17. Conducting a focus group discussion
18. Conducting a key informant interview
19. Conducting a SWOT analysis
20. Conducting need assessments
21. Community education activities
22. Conducting client satisfaction survey
Steps:
1. Identify the mezzo/macro level factors that might strengthen agency’s effectiveness and efficiency in serving the clients. First semester.
2. Conduct an interview with your field instructor and at least 2 other social workers in the agency or from other agencies serving similar client groups. Question to ask: If you were to change one thing at the mezzo/macro level to allow for greater client outcomes, what would that be? First semester.
3. Consult with your field instructor and identify a macro level activity that you can implement within the time frame of your field placement. Review your learning plan and jointly decide what specific steps can be added to learning objectives in order to accomplish your project. First semester.
4. Write report, according to guidelines below and submit. First semester.
5. Review action steps to implement project and include in updated second semester learning plan. Second semester.