Evaluations & Endings Field Instructor Seminar November 25, 2010

1. Evaluations & EndingsField InstructorSeminarNovember 25, 2010

2. : :Evaluations Evaluation of learning in field practice: • Describes the student’s current level of knowledge and skill; • Mark difficulties experienced in arriving at that point; • Specifies areas for future development. Reference : Suanna J. Wilson, Field Instruction: Techniques for Supervision (New York: Macmillan, 1981), p. 164.

3. : :Mid-Term BSW/MSWProgress Review • Students should have a formal meeting with their field instructor to discuss achievements to date, based on their learning goals and objectives; • The mid point progress review should be used as a guide to ascertain achievements and also to clarify students’ critical path of focus for the remainder of the placement; • At the mid point the student should be able to highlight strengths and be able to focus on a more intense application of skills to be improved in identified areas; The mid point progress review is then used as a guide in the final evaluation process

4. : :Final BSW/MSWEvaluation • The final evaluation is completed as the placement ends; • It is intended to assess the student’s level of achievement in meeting the goals for placement as identified by the school and in the student’s learning contract; • The final evaluation form must be completed by the field instructor in collaboration with the student. The student should ensure that a detailed account of work completed is appended to the evaluation document; • Field instructors should elaborate in the space provided under each section or provide attachments where necessary.

5. : :Final BSW/MSW (1) Evaluation Expected Level: • The student has demonstrated growth across the time of placement, i.e., has demonstrated not only a conceptual grasp of theory and relevant understanding of policy and community development, but an ability to integrate theory into practice in a purposive way; • At the time of final evaluation, the student could function as a beginning social worker in a general service agency, i.e., capable of autonomous work in routine areas after a period of orientation with awareness, and capacity to seek out and utilize consultation and help from supervisors and other staff members.

6. : :Final MSWEvaluation Expected Level: • Upon commencement of the MSW placement a student should demonstrate a strong grounding in social work theory and practice at the BSW level. Over the course of the placement the student is expected to demonstrate an advanced level of practice in which the student demonstrates initiative as a practitioner, professional; and colleague and can function autonomously in their individual practice and within the agency.

7. BSW Social Work Practice Skills: Works collaboratively with clients to establish clear objectives for resolving social problems 1 2 3 4 5 N : :BSW Evaluation

8. MSW Anti-oppressive Practice Skills Critically analyzes the organizational structure and tools (e.g., intake policy and procedure) and its impact on clients and service delivery 1 2 3 4 5 N : :MSW Evaluations

9. : :Evaluation Exercise • Range of performance levels: 1 Unacceptable: The student demonstrates little understanding of the skill and knowledge base needed to achieve this skill level in practice. 2 The student understands the skill but has limited ability to adopt in practice. 3 The student understands the skill and makes tentative attempts to put it into practice. More practice is needed. 4 The student has demonstrated effective use of the skill. 5 The student uses this skill regularly and appropriately as part of his/her interpersonal style.

10. : :Evaluation Exercise • Developmental Areas: • Social work practice skills • Anti-oppressive practice skills • Reflective practice skills • Professional development skills • Theoretical frameworks • Develop a vignette of a student performing at the assigned level using the developmental areas as a guide.

11. School of Social Work :: School of Social Work BREAK

12. : : Endings Two commonly through not universally held beliefs: • The time around ‘endings’ can be the richest phase of work; • If ‘ending’ issues are not addressed the previous gains of the work are at risk.

13. : : Endings Practice Principles • Allow time: • Now is a good time to meet with the student to review her work to date and plan for the termination process with each participant /project. Students will want to know when and how to talk with the folks they have been working with and what more they can get done in the remaining time in the term; • Introduce theoretical material. • Ask the student to share with you what they are reading in practice class about endings. Provide your own materials to the student if you think this would be relevant to your agency.

14. : : Endings Practice Principles: 3. Teach the student about predictable reactions by participants to ending: • Feelings of rejection or abandonment - the goal is to talk about these feelings; • Anxiety and regression - the return of presenting problems; onset of new problem(s) that might mean termination should be postponed; • Pride, joy, sense of accomplishment; • Denial of feelings of loss or any feelings about termination - this can make the student feel that she has had not impact on the participants she has been working with ; • Help the student anticipate how each participant will respond to ending.

15. : : Endings Practice Principles • Talk with the student about how other endings have gone for them - past participants, participants who have dropped out of program; encourage the student to think about personal endings as well.

16. : : Endings Some Students’ Reactions to Endings: • Plan how to continue a relationship with the agency, participant, or field instructor; • Become too busy for the supervision hour; • Become hyperactive, i.e., seeing more participants, requesting more supervision time, etc.; • Feel disinterested already, distancing from participants or you; • Feel sad and nostalgic; • Feel depressed about the future

17. : : Endings More Reactions to Endings: • Focus on next year’s tasks (job, next field placement); • Feel angry with the school or the agency for providing inadequate training (e.g., social work training should be a year longer); • Feel relieved; • Think about what has been satisfying and disappointing. Reference : Linda Reilly M.S.W. is Assistant Field Director in the Eugene area. This outline was taken from one of her workshops for Field Instructors.

18. : : Endings Tasks of Ending: • Summarize the work completed: what worked, what didn’t work, Say goodbye; • Arrange for work transfer if continued involvement is deemed necessary.

19. : : Endings Practice Principles Ending Tasks: • Help the student to know what the placement has meant to them and determine what is useful to share with participants; • Help the student work through her attachment to the placement and let go.

20. : : Endings Practice Principle: Discuss your own feelings about endings with the student - grief, loss, guilt, accomplishment, joy, relief. This parallel process will model for the student how she can address endings issues for herself and those she has worked with directly participants or otherwise.

21. : : Endings Practice Principles: Be aware of your reactions to ending: • Sometimes we experience panic at not having taught the students more; • Work toward the acceptance of not having taught everything, recognizing limitations and endings.; • Define realistically what can be accomplished in the remaining weeks; • Recognize the gifts you have given your student and those you have received.

22. : : Endings • Practice Principles: • Benefits? • Regrets? • Student speaks about relationship with field instructor; • Field instructor speaks about relationship with student.

23. Thank You! Questions, Comments, Feedback? Renita Wong Acting Director, Field Education Email: rylwong@yorku.ca Tel: 416-736-2100 x66322