USF SCHOOL of SOCIAL WORK FIELD PROGRAMS

1. USF SCHOOL of SOCIAL WORK FIELD PROGRAMS

2. BSW Field Program • Generalist Program • BSW Program (32 hrs per week/block placement-one semester) • 480 Total Field Hours • Integrative Paper assessing how the student uses classroom learning/theory in the field

3. MSW Field Program • MSW Program • Clinical • F/T MSW (20 hrs per week in field agency) 300 hours per semester =900 Total • Advanced Standing students start in the second semester of the program • P/T MSW (12 hours per week in field agency) • 180 per semester in the field agency = 900 TOTAL HOURS ALL MSW Students Must Have 900 Hours in the Field

4. It’s A Team Effort! • AGENCY FIELD INSTRUCTOR & TASK INSTRUCTOR • USF FIELD OFFICE • SEMINAR INSTRUCTOR / FIELD LIAISON

5. The Agency Field Instructor • YOU-the person with the Social Work Degree who has come to this training and will be primarily responsible for evaluating the skills of our Intern

6. The Agency Task Instructor • The person(s) you delegate to supervise the daily learning experiences of the intern • May or may not have a SW degree • Reports to you regularly

7. The USF Field Office • Your “go to” people who will assist you with forms, remind you of deadlines, provide additional trainings and help you with problems.

8. USF Seminar Instructor/Field Liaison • Seminar Instructor-Teaches their field seminar every week where they talk about their placements and practice their skills. • Field Liaison-Comes to your site to meet with you and student mid-semester. Most often they will be the same person.

9. Holidays, Breaks and Vacations • Students not required to intern during holidays observed by USF. • Agencies may supersede this rule • Any missed practicum hours (for any reason) must be made up as agreed upon with field instructor (BSW’s get 16 hours to be used only for documented emergency or illness) • If your agency is closed during usually scheduled internship hours the student may do directed study for 50% of time, the rest must be made up

10. USF 2011-2012 Holidays • Labor Day • Veteran’s Day • Thanksgiving and day after • MLK Jr. Day • USF Spring Break (Agency schedule takes precedence) • Memorial Day • 4th of July

11. Practicum Hours • Utilize a single community agency placement for the entire practicum • F/T MSW Students may “bank” up to 36 hours and P/T 20 hours to use the following semester (with your permission) • Required to record all hours including supervision hours on their log in the field data base. Your electronic signature will lock the form when complete at end of semester

12. Field Problems and Resolution • Performance in field is a critical indicator of readiness for professional practice • Concerns arising in field must be addressed early and feedback given regularly • Concerns may be raised by students, Field Instructors (F.I.), or Field Liaisons/Seminar Instructors

13. Problem Solving Process • Critical to collaboration between USF and the agency • The foundation for resolving Field challenges • Essential skill • Please become familiar with the Problem Solving Process in your Field manual

14. Changed learning plans and evaluation tools • New data information system is web-based and allows Field Instructors to access screens and forms • New Field Foundations Seminar for Non-Advanced standing students coming in the Fall of 2012 Changes in the Field Department

15. Council on Social Work Education 2008 EPAS • Educational Policy and Accreditation Standards (EPAS) • Concept: Build education around 10 basic competencies we expect Social Workers to have when graduating from an accredited school • Competencies are comprised of measurable practice behaviors that become more clinically rigorous as the student progresses

16. Ten EPAS Competencies 1. Identify as a professional social worker and conduct oneself accordingly 2. Apply social work ethical principles to guide professional practice 3. Apply critical thinking to inform and communicate professional judgments 4. Engage diversity and difference in practice

17. Ten Competencies, cont. 5. Advance human rights and social and economic justice 6. Engage in research-informed practice and practice-informed research 7. Apply knowledge of human behavior and the social environment 8. Engage in policy practice to advance social and economic well-being and to deliver effective social work services

18. Ten Competencies, cont. 9. Respond to contents that shape practice 10.Engages, assesses, intervenes, and evaluates with individuals, families, groups, organizations, and communities

19. Student Learning Plan • The Learning Plan is a tool to help students make the best of their field experience • BSW students and MSW students in their first semester of field will use the Foundation Learning Plan • MSW students in their field semesters 2 & 3 will use the Advanced Clinical Learning Plan • The tool should serve as a “road map” to guide the student’s learning experience • It also serves as a document to monitor and evaluate the student’s progress during the semester in attaining the expected Practice Behaviors as they build their competencies

20. Student Learning Plan, cont. • The competencies for the plan have already been written and are general in nature • The Practice Behaviors are also developed to show growth towards the competencies • Together, you will develop a strategy for every Practice Behavior • The strategies should be individualized according to the student’s in-class learning coupled with the agency’s methods of providing service.

21. Developing the Learning Plan • You and the student will create the Learning Plan together. • Use the Evaluation Tool as your guide to help you develop a strategy that will demonstrate that the student has accomplished the Practice Behavior • The strategies will be individual to your agency (how would that practice behavior be demonstrated there)

22. Example of a Learning PlanFoundation Level (BSW and 1st Semester MSW) • Competency#1 Identify as a professional social worker and conduct oneself accordingly • Practice Behavior 1.5:-Advocate for client access to services • Strategy-Create a Community Resource list for client use • Measurement-Compilation and use evidenced by Task and Field Instructor and presented to agency at Week 15 • Practice Behavior 1.6 - Practice personal reflection and self-correction to assure continued professional development • Strategy- Identify weaknesses, biases and concerns and include in an agenda for supervision • Measurement-Discuss in weekly meetings with my Field Instructor beginning by Week 6

23. Example of a Learning PlanAdvanced Clinical Competency#1 Identify as a professional social worker and conduct oneself accordingly Practice Behavior 1.1-Readily identify as Social Work professionals Strategy-Always identify as a Social Work Intern immediately when meeting a client and include in all documentation Measurement-as evidenced by Field and Task Instructor within first week of practice Practice Behavior 1.2-Demonstrate a Professional Use of Self with Clients Strategy-Discuss parameters for self-disclosure with Field Instructor Measurement-Discuss parameters for self-disclosure in supervision by Week 6 and continuously

24. Intern Placement Tracking • Online Field Management • Final Evaluation Survey and Hours Log Forms are completed online • Individual Student and Instructor Log-in • Electronic signatures, password protected • Please enter up-to-date information

25. Intern Placement Tracking • Personal picture is requested. • To get your default password call the Social Work office at 813-974-5685 • If you have questions regarding the IPT system, ask either your intern or call the Social Work office at 813-974-5685 • www.runipt.com organization name: usfsw

26. Integration of Theory Into Practice • Skills students should be able to demonstrate • Demonstrate basic assessment and problem-formulation skills using the bio-psychosocial model • Demonstrate effective communication (verbal, nonverbal and written) • Use the problem solving method with goal directed intervention • Demonstrate knowledge of human behavior and social environment as it effects the client system • Demonstrate integration of academics into field learning • i.e. demonstration of using the theories to guide the interventions, case planning and treatment with individuals, families and groups • For MSW’s initial use of the DSM IV diagnostic formulation

27. What is Evidence-Based Practice? “The conscientious, explicit and judicious use of current best evidence in making decisions about the care of individual clients”(Sackett, Richardson, Rosenberg, & Haynes, 1997).

28. The Evidence-Based Social Work Practitioner is: • Committed to a process of lifelong learning. • Conducts on-going assessment and evaluation. • An objective and efficient consumer of research and evidence. • Concerned about the most effective way to assist clients.

29. Research and Practice • Both are essential components in our field • A great divide between the two usually • Field instructors have key role in bridging this divide • Assist students in understanding the connection between research and practice • Strengthens and advances the field of social work • Allows us to better serve our clients

30. Evaluation • Written Field Evaluation Instruments are designed to provide an interactive process for the student and Field Instructor to review the student’s progress, areas of strengths and areas for continued growth • Student performance and progress in the field placement are also evaluated at mid-semester during the liaison visit-the same evaluation form is used (hard copy at mid-semester; on-line for final) • The seminar instructor also evaluates student progress through written assignments and timely submission of required Field paperwork

31. Evaluations are completed by the Field Instructor and reviewed with the student. The final evaluation is considered complete only when accompanied by a signed hours log available on web-based data system with electronic signature The Foundation and Advanced Clinical Evaluation Instruments have been developed to measure the students progress on developing their competencies (in packet) . It is the student’s responsibility to alert the Field Instructor that the due date for the final evaluation is approaching Evaluation, cont.

32. At first they have the “Sink Or Swim” Adaptation • Talk the talk, but not walk the walk! • Dependent • Non risk-taking • Tolerates little stimulation & challenge Tips: Patience Don’t misread cues Relaxed atmosphere Too early for self-critique

33. In The Beginning • Dominant role of supervisor: Teacher • Supervision Environment • Provide structure to keep anxiety low • Provide feedback • Focus on tasks and goals • Provide support and encouragement

34. Stage 2Intermediate • Varying levels of motivation • Ambivalence: dependency vs. autonomy • Increased focus on clients • Confusion • Improved skills

35. Intermediate, cont. • Dominant role of Supervisor: Guide • Supervision Environment • Allow for critical evaluation of your suggestions • Allow for supervisory relationship to become less hierarchical • Support and encouragement

36. Stage 3 Advanced • Stable motivation • Increased autonomy and self-confidence • Self- and other awareness • Able to be with client, yet not be drawn in.

37. Advanced, cont. • Dominant role of Supervisor: Consultant • Supervision Environment • Autonomy needs to be supported and encouraged • Allow for case accountability

38. Often Struggle with Understanding “Use of Self” in Practice • Help interns identify their practice behaviors • Ask interns for examples of engaging in skills like empathy, probing, reframing • What did it look like when you … • Discuss boundaries • How, when and if to use self disclosure

39. Challenges of Good Supervision • Requires attending to multiple issues at once: • Is the student focusing on relevant goals? • What is going on with each individual client? • Is the student following agency policy and procedure? • What are the student-client dynamics? • Is the student making significant progress on the Learning Plan?

40. Challenges for the Field Instructor • Can be difficult for experienced supervisors who often do what they do almost unconsciously • Many supervisors are “eclectic” and have integrated pieces from a variety of theories • You need to disengage your automatic pilot so your intern can access your knowledge

41. Your Commitment • Create the Learning Plan together within the first few weeks-then review the progress at each supervision meeting • Be faithful in maintaining supervisory meeting schedule • Be willing to confront and evaluate • Notify the Field Dept. of problems early • Be on the job when the student is and/or be in regular contact with Task Instructor

42. Your Commitment Cont. • Prepare Evaluation form-review with student and meet with student and Liaison for mid-semester visit • Help prepare a corrective action plan if needed • Guide student to accomplish plan • Prepare final evaluation at end of semester/sign and submit hours log on web-based ipt data system

43. Thank you! and Remember… • USF faculty is here to support you and offer guidance when you need it • Your feedback about the program is always welcome • THANK YOU! for choosing to work with our students, we value your partnership and leadership in the field • For every 300 hours you have a student you earn a waiver for 3 credit hours at any State University (good for 3 years)