1 / 27

The Mission of Field Education

The Mission of Field Education. From Practitioner to Educator UW School of Social Work (http:depts.washington.edu/sswweb/practicum). Competency Objectives:. 1) Describe rationale for field instructor training;

hollye
Download Presentation

The Mission of Field Education

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The Mission of Field Education From Practitioner to Educator UW School of Social Work (http:depts.washington.edu/sswweb/practicum)

  2. Competency Objectives: • 1) Describe rationale for field instructor training; • 2) Define mission of the UWSSW and purpose of field education: practice application of social work principles, competencies and curriculum; • 3) Demonstrate understanding of the importance of the field instructor in helping student develop educational competencies; • 4) Articulate the requirements of practicum

  3. Why Field Instruction Training? • Field education is ‘the signature pedagogy of social work’: CSWE • EPAS guidelines mandate field instruction training to agency-based field instructors • Field supervision requires advanced training due to a teaching element

  4. Training Rationale • Social work skills do not indicate expertise in teaching those skills. • Studies have identified knowledge and skills necessary for effective field supervision; CSWE developed modules • Competency-based training models help PIs reinforce student competency development (measurable knowledge, values, skills, and behaviors)

  5. Intro to The UW SSW Field Instructor Training Program • Provides specialized knowledge and skills for effective field education/supervision. • Ten modules delivered over 14 hours: • Mission - Integrating Theory • Agency Orientation - Evaluations • Adult Learning - Cultural Competency • Learning Contract - Ethics in Practicum • Supervision - Challenging Situations

  6. MISSION OF FIELD EDUCATION: • Practicum is capstone of social work education: • Learn by doing, under supervision of experienced practitioners trained to instruct; • Apply social work knowledge and skills obtained in classroom; develop competencies; • Successfully integrate theory into practice; • Prepare students to begin social work practice within an agency setting.

  7. Critical Role of Field Instructor • Research on social workers as educators: • Supervisory style and characteristics of the field instructor have a significant impact on students’ evaluations of the instructor and the placement experience; • Most significant factor affecting students’ satisfaction with the field placement: Quality of field instruction

  8. Discussion Review participant field experience • What qualities made an effective practicum instructor? • What experiences or qualities created a negative learning experience?

  9. Field Instructor Has Opportunity • to significantly influence the education and training of a future social worker; • to influence all of the student’s future interactions with clients; • To play a role in shaping the future of social work practice and our profession

  10. Goals of Field Instruction • Create learning opportunities for students to integrate theory and practice • Teach students how to practice social work, NOT how to do a particular job in a particular agency • Helping students learn how to use social work skills effectively • Teach how to use social work knowledge and values to inform their actions

  11. Challenges of Field Education • Demonstrate understanding of how to develop and use competencies (knowledge, values, and skills) for effective practice, • Help students see how to apply these abilities to any practice setting: • how to engage a client, stakeholder, or constituent, • how to build rapport, • how to set goals, • how to develop tasks to reach those goals, • effective and ethical practice

  12. Creating a Vision • first task: create a vision of qualities and characteristics your student should attain by end of placement; • immediate vision: helping the student apply knowledge to a practice setting; • larger vision: instructor’s role in the life and professional development of the student and their client’s well-being

  13. Mission of School and Curriculum – Access School Website • Instructors must incorporate the School’s mission, principles, curriculum objectives, and Core Competency Development • ReviewUW SSW mission (http: depts.washington.edu/sswweb/mission/) (http: depts.washington.edu/sswweb/programs)

  14. Incorporating SSW Core Values • Instructors are expected to support and reinforce the School’s core principles: • Empowerment • Multiculturalism • Social Justice • Social Change • Help students assess & incorporate these in practice: • Agency commitment to these values • Comparison of agency and School mission and agency success and status re meeting both missions • Dialogue about challenges and differences between ideal and the real; ways to influence change and justice

  15. BASW/Foundation Objectives • Access Handout 1C • Review purpose of Foundation year: • Intro to the profession: values, ethics, conduct • Generalist, entry level skills • Micro, mezzo, macro exposure and learning opportunities • Learning to use supervision • Identification of strengths and niche for advanced year

  16. Advanced MSW Concentrations • Access Handout 1D • Review Concentration Specializations

  17. Advanced MSW Concentrations Access Handout 1D • Review Concentration Specializations • Day Program • Administration/Policy • Children, Youth, Families, Elders • Health/Mental Health • Community-Centered Integrative Practice • Extended Degree Program • Integrative Health/Mental Health • Children, Youth, Families, Multigenerational Pct.

  18. Competency-Based Education • 2008 CSWE Mandates re Required Competencies and related Practice Behaviors = revised curriculum • Focus is on outcomes expected • Learning to be reflected in demonstrable skills (practice behaviors) • Practice Behaviors are to be assessed via visible, specific, measurable activities

  19. Ten Competencies • Identity as a SW • Ethics • Critical Thinking • Diversity • Human Rights and Social Justice • Research / Evidence-Based Practice • Human Behavior in the Social Environment • Policy • Contextual Practice • Practice skills in • Engagement • Assessment • Intervention • Evaluation

  20. Review Competencies (handouts 1E.1- 1E.5) • Ten competencies are incorporated into new Learning Contracts and Evaluations, each with detailed practice expectations • BASW/Foundation focus: generalist practice at micro/mezzo/macro levels; professional roles, behavior, ethics • Review Foundation Competencies and Practice Behaviors • Review Adv. Competencies/Behaviors

  21. Activities to Match Curriculum Requirements and be Measured • Student activities to meet required competencies, student interests, agency needs; and measurable practice behaviors • Practice behaviors to be measured through documentation, observation, presentations, supervision discussion, etc. • Instructors legally responsible for work of student; insure adequate oversight of practicum, and supervision documentation

  22. Activity: Teaching to Competencies - Handout 1F • Identify agency mission with mission and social work services and compatibility with SSW mission and competency education • Identify areas of agency overlap and challenge in providing instruction in SW competencies • Module 4 will assist in developing agency-specific activities to meet competency requirements; • Assigned Field Faculty can also consult, assist

  23. UW SSW Programs (handout 1C, 1D ) • BASW / Foundation Objectives (handout) • Generalist practice with micro, mezzo, macro level assessments, interventions, evaluation • Two year MSW Day Program • Three year Extended Degree Program (EDP) for working professionals; • One year Advanced Standing MSW • MSW Advanced Concentrations (handout)

  24. Practicum Credit Requirements To be completed with Practicum Instructor: • Individualized Learning Contract: tasks designed to build competencies • Weekly instruction and supervision: to monitor progress, provide time for reflection & feedback • Quarterly Evaluations: to describe and rate progress towards competencies, development • Eval cover sheet: signatures, hours, credit recommendation submitted to field faculty

  25. Partners in Education(handouts 1G, 1H) • Practicum education requires a three-way partnership: student, PI/agency, field faculty • Roles and Expectations handout emphasizes need for communication, coordination, understanding of Practicum as a class in which all have responsibilities and involvement • Expectations of Agencies handout focuses on need for agency to support PI and provide a positive learning environment; student hours

  26. Practicum Credit Hours • BASW: 480 hours over 3 quarters (4 credits/160 hrs./quarter = 16 hours/week) • MSW Foundation: 320 hours/8 credits • DAY: Two quarters, 4 credits/160 hours each • EDP: Negotiable schedule, start Spring or Summer • MSW Advanced: 720 hours/18 credits • DAY: 3 quarters, 240 hours/6 credits/quarter • EDP: Negotiable, start Spring or Summer

More Related