UFV School of Social Work and Human Services

1. UFVSchool of Social Work and Human Services Field Instructor Training: Everything You Need to Know

2. Objectives • Participants will increase their knowledge of The UFV Social Work Field Education Program • Participants will develop an understanding of the stages and roles inherent in the field instruction experience • Participants will gain insight into the process and skills involved in the Student/Field Instructor relationship • Participants will become familiar with the basic requirements and expectations of educational supervision

3. Overview School of Social Work and Human Services • Diploma Program • Bachelor of Social Work Program • Master of Social Work Program

4. Differences in Field Placements between Programs • Diploma : • shorter time frame • May be more observation based • Background of field supervisor may vary • Bachelor of Social Work • 3 – 4 days per week over 15 weeks • Professional program • Expectation for students to be engaged in direct practice • Supervisor to have a Social Work background • 1-1.5 hours of direct supervision per week • Engaged in a variety of activities • Higher level course work, integration of theory and practice

5. Glossary of terms • Field Education Coordinator • Field Instructor • Faculty Liaison • Social Work Consultant

6. Bachelor of Social Work • Fully accredited program • Accept approximately 40-50 students per year • Two field placements – • one in 3rd year, one in 4th year • Diverse population of students • Admit students from across Lower Mainland • Students must meet strict criteria to pursue field placement

7. BSW Field Education Objectives Upon successful completion of the field education practicum, students will be able to: • Identify with social work as a regulated profession • Critically assess social work practice experiences through reflection, peer review, constructive feedback and consultation • Examine, through critical reflection and discussion, the various applications of theory to practice and the suitability of various practice methods • Identify, apply, and reflect on their social work knowledge, values, and skills in developing their social work practice • Understand and articulate the various contexts of social work practice e.g. community, organizational, social, political and ideological • Develop and practice effective assessment, planning, intervention, termination and evaluation skills

8. BSW Field Education Objectives • Develop an understanding of social justice as it relates to social work practice • Develop an understanding of the relationship between social policy and social work practice, and the impact of social change • Develop an awareness of and demonstrate respect for human diversity in all its forms • Develop and practice effective communication skills (verbal, non-verbal, written) • Develop knowledge of and demonstrate effective use of self • Work collaboratively as part of an inter-disciplinary team • Actively participate in class discussions and supervision as an adult learning opportunity • Understand and apply the Social Work Code of Ethics and Standards of Practice • Demonstrate an ability to work collaboratively and collectively with other students and agency staff in furthering learning and professional development • Continue the process of integrating social work theory into practice

9. Characteristics of placement • Block placements for winter and fall terms • 3rd year: 315 hours • 4th year: 420 hours. • Try to incorporate all three levels of practice

10. Generalist Practice • Definition: • Characterized by a variety of roles and different levels of practice: • Micro • Mezzo • Macro

11. Levels of Practice • Micro : individuals, Families and Small groups • Mezzo: Organizations and Formal Groups • Macro: Communities and Societies • Social Work Profession: Social Work Professional Associations

12. Reflection • What has drawn you to the Field Instructor Role? • Make a note of three characteristics of supervision that you valued and three things that concerned you as a student in your own field placement. • Do you think you can offer the first three and avoid the second three?

13. Factors to consider before supervising a student • Are you ready to have a supervise a student? • Does your agency support having a student, what sort of work is available for the student • How will you determine the right ‘fit’ between you, the student and the agency? • What would you expect of a supervisor if you were a student? • What characteristics of supervision do you think are important? • What do you know about teaching?

14. Preparing for Supervision • What is the structure of the relationship? • What are the process dynamics of the relationship? • How do you make sure the relationship follows ethical guidelines?

15. Changing Roles • Think about your changing roles: • Supervisee – supervisor – educator • Doer to explainer • Service provider to service critic and analyst • Conveyer and interpreter of theory to practice • Employee to advocate to have a secure learning environment in your organization • Consumer of professional education to educator, collaborator with other social work educators

16. Some suggestions • Keep a field instruction journal • Reflective in nature • Great modeling • Listen and convey a nonjudgmental attitude • Accept criticism • Discuss diversity openly • Be clear about expectations • Demonstrate consistency and structure • Manage the power differentials

17. Field Education • Important part of professional education • Opportunity for the student to apply what has been learned in the classroom to actual situations • Experience the role of a social worker

18. Field Placement Content • Placement process • Initial interview • Timesheet • Learning contract • Mid-term evaluation • Final evaluation • Journals for Faculty Liaison • Feedback forms

19. Agency Expectations • Planned and structured learning experience • Clear statement of your learning and performance expectations • Orientation to the agency, staff and programs • Consistent professional and educational supervision throughout the placement • Opportunity for individual and group learning experiences • Respectful and ethical treatment by field instructors and faculty • A evaluation process that provides the student with both positive feedback and constructive criticism

20. Expectations of students • Practice professional habits • Be proactive • View the field placement as a process • Seek opportunities to go beyond expectations • Manage your time effectively • Abide by expectations for professional behaviour • Actively pursue your learning goals • Leave a legacy for the agency

21. Getting Ready • How do you get ready for a student? • Find a space, collect paperwork for computer access, • Prepare the agency • What supports are available for field supervisors? • Secure supervision time • Engage agency staff in task supervision • Think about your supervisory style

22. Preparation • Be realistic about our limitations • Identify with what it is like to be supervised • Identify what makes you anxious • Respect the student’s desire to learn • Be prepared to listen carefully • Recognize and handle resistance • Build a trusting relationship • Develop a frame of reference for critical thinking • Explore learning opportunities in agency • Open ourselves to other ways of knowing and learning • Apply your clinical skills to your role as teachers, not counsellors

23. Points to consider • Field instruction is very rewarding yet demanding and time consuming • Barriers or blocks to effectiveness will surface • Be conscious of tendencies to overprotect students or overestimate their abilities • Expect to work with a diverse group of students • Rapport building with students happens over time • Openly discuss the fit of personal style and professional style • Conflicts between educational expectations and agency based practice might emerge • Consider the time it takes to secure possible assignments within the organization • Openly discuss power and authority

24. Points to consider cont’d • Expect questions that challenge protocols • Know that mistakes will be made, this is a natural part of the learning process

25. Linking theory to practice • Can you describe the knowledge, skills and values that underpin your approach to practice? Can you answer these questions? • Why something occurred • How were ideas put into practice • What matters to them as social workers

26. Phases of the Field Placement • Beginning Phase: • Individual Supervisory Level • Discuss the supervisory relationship • Agency level • Agency structures, policies, confidentiality, safety, • Community level • Resources, services , how is it defined, social policies

27. Learning Contract • To be developed by student and field instructor is to provide input regarding learning opportunities and evaluation

28. Steps to developing the learning plan • Review the Social Work program expectations • Identify the differences between goals, objectives and outcomes • Goals: broad, general statements about what you intend to learn • Objectives: specific steps that lead to the accomplishments of goals • Outcomes: the end results that are produced by your accomplishments that can be measured or observed A Goal Should be specific, performance-oriented, identifies your involvement in accomplishing the goal, is realistic and can be accomplished during the practicum and observable and can be measured

29. Range of student assignments • Micro • Mezzo • Macro • 4 key components within these realms: • Diversity • Timing and pacing • Environments • Settings

30. Orientation to Agency and the community • What are some ways that you can orient the student to the agency and the community ? • What are some factors to consider?

31. Social Justice in the Field Placement What is Social Justice? Social Action activities include • lobbying • Face to face contact • Letter writing • E-mail • Telephone contact • Demonstrations • Testifying before committees • Media work • Civil disobedience actions

32. Social Justice • Social justice activities can begin with client experiences • Try to raise clients’ awareness • Explore your direct involvement with committees, groups or coalitions of which your agency is a member • Consider social action activities of affiliated agencies or advocacy efforts that you would interest you. • Be sure to be realistic about your role within the time frame of your field placement

33. Professionalism • The Field placement is a key avenue for students to learn how professionalism is translated into practice. • How can you as the field instructor teach students about professionalism?

34. evaluations • Evaluations at mid-term and end of term • To be completed jointly by student and field instructor • Comments are very important in the evaluations

35. Ethics in the Field Placement Know the Code of Ethics • Confidentiality • Client right to self-determination • Boundaries/Dual Relationships • Professionalism

36. Issues in the field • Professional suitability Process for addressing concerns • first speak directly with the student • inform the Faculty Liaison • may require a meeting with the student and the faculty liaison and field instructor • document

37. Disability accommodation • It is important to have this discussion with the student. • Physical disabilities • Learning disabilities • Health/mental health issues • What else might I do to support every aspect of your learning?

39. SWHS Field Placement Policies • Student Professional Behaviour Policy • Students Experiencing Difficulty in the Field • Harassment and Discrimination • Labour Disputes and Strike Procedures • Witnessing Client Documents • Confidentiality • Use of Personal Vehicle During Field Placement • Personal Safety and Security in the Field Placement • Liability and Insurance • Extension of Field Placement • Workplace Field Placements • Volunteering After Completion of the Field Placement • Receiving Salary for the Field Placement • Accommodation for Disability During Field Placement

40. Potential risks in placement The field placement is a time for personal and professional growth, for taking risks, learning limits and setting boundaries. Challenge is to know which risk to take and which to avoid. • Personal safety • Professional liability • Automobile liability • Client office visits • Home visits • Unpredictable behaviours in institutions • After hours meetings

41. Vicarious/Secondary Trauma • The normal reaction to the stressful and sometimes traumatizing work with victims (Grobman, p. 102) • Field Instructors should educate students in this area and make themselves aware of the symptoms • Discuss secondary trauma with the student early in the field placement to ensure there is an awareness of its existence, symptoms, prevention, and treatment • It is helpful to have a therapist/counsellor to talk to while in their field placement

42. References • Grobman, Linda May, 2002, The Field Placement Survival Guide: What You Need To Know To Get the Most From Your Social Work Practicum, Harrisburg, Pennsylvania, White Hat Communications • O’Hare, Thomas, 2009, Essential Skills of Social Work Practice: Assessment, Intervention, and Evaluation, Chicago, Illinois, Lyceum Books Inc.