Role of the Field Instructor Developed by Gisele

Role of the Field Instructor Developed by Gisele

Role of the Field Instructor Developed by Gisele Ferretto, MSW,LCSW-C Describe the outcome you want to see in your student after the academic year? What are the elements of being a social worker? The Core Social Work Competencies

Benefits of Serving as Field Instructor Keep current with Social Work Evidence-Based Practice being taught Opportunity to instruct the next generation of Social Workers Teaching/ Instructing others improves your own knowledge and skills. Free CEU events throughout the year Annual FI Appreciation event on May 35% discount for CPE Offerings ( other than ethics) Field Education is under Academics

Electronic Field Notebook YOU set up your own username and password. If you ever for get it just call the Field Education office. After you are in the EFN, you will see a link to the left of your student list. Click on it and you will see the screen below. The names of your students will be listed as links. When you click on the student name you will be directed to the main page of their specific file in the EFN.

This is a sample of what a students main page looks like. From here you can navigate to all the items you will need throughout the semester Title IX Sexual Harassment Awareness for Higher Education Field Instructors are defined as affiliates

This Affiliate training should be taken by any affiliate who will be working at a field placement site with/supervising our students but who does not have a UMID To complete the affiliate title IX training go to: http://www.umaryland.edu/titleix/training/for-affiliates/ Integrating Field and Course Work Developed by Joan Pittman, PhD, MSW, LCSW-C Coordinator of the MSW program at Shady Grove and Clinical Instructor Introduction Social work education has long relied on a

combination of field work and academic courses to prepare students for practice. Challenges to integrating field and course work: Role strain for field instructors Lack of communication between field and classroom instructors Social Work Practice Courses Practice courses are taken while students are in field with the goal of integrating field experiences First Semester: Practice with Individuals Practice with Organizations and Communities Second Semester:

Practice with Groups and Families SW Practice with Individuals SOWK 630 Some of the main concepts covered: SW values and ethics Influence of diversity Person-in-environment perspective Generalist skills such as interviewing, problem identification, goal setting, and evaluation of work Assignments (Handout) Workbook exercises Autobiographical Diversity Assignment

Process Recording Psychosocial assessment and contract SW Practice with Organizations and Communities SOWK 631 Main Concepts: Multisystem perspective Power and Oppression Empowerment and Multicultural Practice Conflict and Collaboration

Assignments: Macro Field Activities & Learning Goals Description Organizational Analysis Community Assessment Advocacy Intervention Advanced Year Practice Application of Theory:

Discuss the theory or theories used in the agency Assist students in elucidating their own theoretical and practice frameworks Use of Evidenced Based Practice Does the agency have best practices or ways of working with clients that are based on evidence? Ask students to explore the literature to see if research exists that could improve services to clients Discuss limitations or challenges to using evidence to guide service delivery Your Relationship with your FIELD Liaison

Liaison provides the bridge between the field placement and the school, between you and the student Liaison should help to make the connection between course work and social work practice Liaison will visit once each term but can visit more often if needed Student should use the liaison as a resource for answering questions, discussing concerns Liaison can help with problem-solving about how to complete assignments especially in foundation courses Creative Options Field supervisors act as classroom guest speakers in their area of expertise Often the field supervisor and the student can present together in a classroom situation making the essence of the relationship

come alive Students are encouraged to share special events at their field placements that may need extra volunteers or attendees Sometimes field sites serve as research sites making many aspects of the social work curriculum come alive! Students may become future colleagues and future field supervisors long term connections can develop What is Macro Practice? Developed by Michael Reisch, PhD, MSW Daniel Thursz Distinguished Professor of Social Justice Leaving the School today, you are approached by a hungry person: What could you do?

Some Possible Responses 1. Give the person food or money Provide a benefit or service 2. Refer the person to get help 3. Organize other hungry persons Collectivize the issue 4. Advocate For the individual (to get help) or for new anti-hunger laws 5. Build community & create new social alternatives Redefine the situation These Answers Reflect the Major Components of

Macro Practice Community Organization Administration/Management Policy Practice & Advocacy 2 Definitions of Macro Practice Professionally directed intervention designed to bring about planned change in organizations and communities (Netting, et al.) Intervening with organizations, communities, and groups of people (Meenaghan & Gibbons)

Key Points Social change is purposeful & planned. Macro practice involves working with people, not merely systems. All social workers work with & within communities and organizations, and are affected by social policies. All Social Work Practice is Direct Practice: Social Work is about building and sustaining relationships in BOTH clinical and macro practice Planning for Purposeful Change

Like work with individuals & families, Macro Practice requires: Information gathering Problem definition/Issue framing Acquiring & mobilizing resources Planning an intervention Implementing interventions (Action) Evaluation & reflection (Praxis)

Macro Practice Involves with People Working Building & sustaining relationships Collaboration & mutual goal-setting Mobilization of individuals and groups

Facilitation of groups & meetings Leadership development Supervision & training Popular education Macro Practice Reflects the Values in the NASW Code of Ethics Social workers should engage in social and political action that seeks to ensure that all people have equal access to the resources, employment, services and opportunities they require to meet their basic human needs and to develop fully. Social workers should be aware of the impact of the political arena on practice and should advocate for changes in policy and legislation to improve social conditions in order to meet basic human needs and promote social justice. (Code of Ethics, Sec. 6.04)

Social works mission is to work with and on behalf of oppressed and vulnerable populations (NASW Code of Ethics). Community Practice Includes Community Development Social/Community Planning Social Action & Advocacy Management & Administration Include:

Goal-setting & leadership Program design & implementation Creating communication systems Developing & distributing resources Supervising & training staff Creating motivation & reward systems Interacting with the external environment Policy Practice & Advocacy Involve:

Identifying & assessing issues Developing alternative policy solutions Creating strategies to achieve them Implementing & evaluating policies & programs Macro Practice Transforms Troubles into Public Issues Private

Troubles occur within the character of the individual & within the range of his/her immediate relations with others Issues have to do with matters that transcend these local environments of the individual and the range of his/her inner life. (C. Wright Mills, 1954) Examples of Private Troubles Becoming Public Issues

Unemployment & poverty Child abuse & domestic violence Homelessness Substance abuse & mental illness HIV/AIDS Racial profiling Discrimination vs. LGBTQ persons Needs of undocumented youth Why We Transform

Private Troubles into Public Issues Broader structural changes are often needed to address issues that are not (or cannot be) solved by personal solutions alone (e.g., The Care Crisis) The need for structural/social change increases as organizations and communities become more inter-dependent (e.g., Impact of Recession) Macro Practice Produces Structural Change Through:

Replacing Critical Actors Redistributing & Redefining Social Roles Changing Societys Goals & Reward Structure & its Distribution of Rights, Opportunities, Status, & Obligations Macro Practice Creates Change Through: Social Direct Change in Communities Empowering People by Creating New or Improved Services Organizing Services Specifically with

Structural Change in Mind Checkpoints along the Field Continuum MSW FIELD HIGHWAY Learning Agreement 1st Process Recording Fall Mid-Semester Assessment 2nd Process Recording 3rd Process Recording Semester Final Assessment 33 33 52 64

94 94 Developed by Gisele Ferretto, MSW, LCSW-C SSW FIELD CURRICULUM Terms Student Competency Behavior Learning Agreement

FOUNDATION CLINICAL MACRO 9 31 16 17 Process completed in fall;

reviewed during year Learning Activities Identified in fall; reviewed during the year Assessment FALL: Mid semester & end of semester SPRING:Mid-semester& end of semester Behaviors/Evidence Observable actions that demonstrate knowledge, values, skills, and cognitive and affective processes

1ST STOP: The Learning Agreement The Social Work Students GPS Social Work Skills Gisele Ferretto, MSW,LCSW-C Benefits of a Learning Agreement Fosters a learning partnership between student and field instructor/ reciprocal accountability Describes the expectations for student activities, learning outcomes, and development of competencies Help students think about the connection between theory and practice Provide opportunity for field instructors to suggest student

specific areas of learning Provides criteria for ongoing assessment of student progress Defines boundaries Learning Agreement Process JOINT effort Ask students to think about their learning style and how they will achieve the core competencies in agency context Have Field Curriculum handy Discuss examples of activities

that provide opportunities to achieve each competency in your setting Organic and developing Learning Agreement Product EFN Form Generated by Student Due date: 9/28 More than Intern Position Description Tied to Field Course material Unique to the student

They are unique to each particular student their needs, learning style, experience, specific curriculum Revisit it & modify The student generates the Learning Agreement so after they submit it you can review it by going to the From the students main page click on Learning Agreement. This is the first p

the Learning Agre You will select competency to rev learning activitie student selecte Learning Agreement Frankie Foundation Social Work Wonders e imported Information will b pplication a

cy n e g a r u o y m fro Wanda Wonderful Carey Competent

Terry Terrific, MSW, LCSW-C Learning Activities to Assist Student in Developing Competency Opportunities for student to demonstrate the 9 Competencies Cant measure learn VERBS: interview, write, observe, role play, participate, accompany, tape, attend, summarize, co-lead (Bogo & Vayda) Each Competency section identifies many examples of learning activities to select Also easy to add new ones ONE FORM

The specific Learning Activities selected & approved will appear on the top of each competency page t n e m Assess part)

m o tt o b ( Learning Agreement (top part) Learning Agreement: the top part PROCESS Options/ Thoughts: Discuss in supervision Have students give you updates as competencies are completed

Complete together from students EFN Have student submit to EFN and you make changes after submitted Learning Agreement Move through Each Competency and Review Student Submits Learning Agreement email is automatically sent to Field Instructor and the Liaison BOTH Field Instructor AND Field Liaison need to APPROVE the Learning Agreement Comments made become part of the EFN Learning Agreement

When you want to print full document go to main menu 2ND STOP: Assessment of Students Level of Competency Needs Improvement

ORY T C A ISF T A S UN DEVELOPING PROFICIENT OUTSTANDING Assessment Process

Feedback on strengths and areas for improvement Discussion: Specific and descriptive Connect to Core Competencies Part of every supervision Part of every process recording Self-Reflection exercise: Have students complete one and bring to supervision to discuss Assessment Product EFN Form Generated by FI 4 students assessments Fall Mid-Semester

End of Fall Semester Spring Mid-Semester End of Spring Semester REG: 10/19, 12/7 2/15, 4/5 EXTENDED ADV: 11/10, 2/1 4/12, 7/5 Refer to 2015 CSWE EPAS: 9 Core Competencies and Behaviors Handout To start the Mid-semester student assessment or the

final semester student assessment go to the students main page click on Midsemester Evaluation OR Final Field Assessment Fall Mid-Semester Evaluation ___ yes ____ no : Has your liaison met with you this semester or scheduled a visit? Is your student coming to field on time? Is your student dressing appropriately? Is your student interacting appropriately with clients & colleagues? Is your student effectively balancing field & other responsibilities?

Does your student prepare for & actively participate in supervision? Brief statement that describes your students initial adaptation to the agency Check one of the of the following: ____ My students skills/competencies are emerging in a satisfactory manner. ____ I have concerns about my students skills/competencies/ performance in field. If concerns Spring Mid-Semester Evaluation ___ yes ____ no : Has your liaison met with you this semester or scheduled a visit?

Check one of the of the following: ____ My students skills/competencies continue to emerge in a satisfactory manner. ____ I have concerns about my students skills/competencies/ performance in field and/or my student is at risk of failing. If concerns Concerns about students skills/competencies/ performance FIELD INSTRUCTOR with concerns: 1. Contact your liaison to discuss concerns 2. In collaboration with the liaison, draft a Performance Improvement Plan (Instructions to find the Performance Improvement Plan will be provided in EFN w/ screenshot.)

3. Submit the plan through the EFN by (1 week) For YOUR LIAISON: Before they can accept the mid-semester evaluation Message: field instructor has concerns about this students performance in field and an email will be sent to them by EFN 1. Contact the field instructor to discuss concerns 2. Assist the field instructor in drafting a performance improvement plan and support the instructor in implementing the plan. Performance Improvement Plan Date: Student: Field Instructor:

Liaison: End of Semester Student Assessment Students receive an End of Semester Assessment for each semester There are two parts to this student assessment (for a passing grade student would need satisfactory achievement in BOTH sections.) PART ONE: The student has met all requirements: attendance, Process Recordings, monthly reports The students behavior with clients, colleagues and agency personnel, & adherence to agency policy is consistent with the NASW Social Work Code of Ethics Approached supervision with a willingness to address and reflect on feedback For students who do not meet satisfactory achievement in part ONE: an OFE review to determine the need for SRC referral

PART TWO: assessment of student progress in the 9 Competency areas Student End of Semester Assessment What data will be used to demonstrate the achievement of the Competencies and Practice behaviors The evidence of student knowledge or skills as seen in process recordings, audiotapes, documentation, direct observation, group meetings, statements during supervisory sessions; completion of x, Accomplishment of the competencies are Measureable, behavioral, observable Relate to competency demonstrated rather than

Learning Activity assigned Students may Not know what to do or may perform a skill INCORRECTLY yet during supervision or written in PR they demonstrate competency

I sh hav ould N e my given OT cell out p num hon be r e !! I cha ng e the s

ub when ject ment they ion X H o w ca n I engage a n parent whe I am not a parent myself? The Ratings

are defined on the overview page in EFN Rating Definition Outstanding Student CONSISTENTLY EXCEEDS expectations related to the identified behavior. Proficient Student CONSISTENTLY MEETS expectations related to the identified behavior.

Developing Student GENERALLY MEETS expectations related to the identified behavior. Needs Improvement Student INCONSISTENTLY MEETS expectations related to the identified behavior. There are performance indicators that the student can meet the expectations with additional guidance and direction. Unsatisfactory Despite being given opportunities, student NEVER or RARELY MEETS expectations related to this identified behavior. NO OPPORTUNITY

Student did not have an opportunity to demonstrate this identified behavior by the date of this evaluation. Rating Definition Outstanding Student CONSISTENTLY EXCEEDS expectations related to the identified behavior. Proficient Student CONSISTENTLY MEETS expectations related to the

identified behavior. Developing Student GENERALLY MEETS expectations related to the identified behavior. Student INCONSISTENTLY MEETS expectations related to the Needs Improvement identified behavior. There are performance indicators that the student can meet the expectations with additional guidance and direction. Unsatisfactory Despite being given opportunities, student NEVER or RARELY

MEETS expectations related to this identified behavior. Student did not have an opportunity to demonstrate this NO OPPORTUNITY identified behavior by the date of this evaluation. Rating Criteria Competency is Developmental and Life Long What stage of development you would expect a social work student at the beginning practice level OR advanced practice level (Cl or Macro) Identifies the level by which a student demonstrates the competency at WHAT YOU WOULD EXPECT AT THE END OF EACH SEMESTER We expect continued growth in second semester

Learning Agreement and Assessment are ONE form Competency #2 Engage Diversity and Difference in Practice t n e m s Asses ) t r a

p m (botto Student Assessment en looking examples display Field Instructor: Provides Feedback Rating for each Behavior Provides Evidence Provides Comments Recommends the semester grade

Liaison: Assigns the grade Practice Activity Identify a partner or form a small group Each group has Core Competency activity sheets PART 1: Identify Learning activities/opportunities at your agency (what will students be DOING) PART 2: Think of the range of competency you might expect your student to

demonstrate that is related to the specific competency on your sheet Take turns describing a students behaviors that demonstrated specific behaviors of the Core Competency. Part 3: Together rate each identified behavior and develop the specific EVIDENCE) or examples that supports your rating (Outstanding, Proficient, Developing, Needs Improvement, Unsatisfactory, No Opportunity) 3 STOP: The Process Recording: The Social Work Students Reflection rd Gisele Ferretto, MSW,LCSW-C

C us Foc al T c ti ri kin n i h

n es s g Blind Empathy ral Cultu ty Anxie WHY Require Process Recordings?

Structure thinking about professional social work practice Develop critical thinking concerning transactions between the social worker and the client systems Heighten awareness of SELF in action as part of the transaction Separate facts from judgment Opportunity for Field Instructor to instruct PROCESS RECORDING (Individual System) Student: Date: Date of interview Agency: (Full) Name of Field Agency

Client System: Individual, Couple, Family Presenting Issue: Specific presenting issue for the client. Why the client is getting services? Purpose: Specific reason for THIS intervention. Connection of this meeting to goals/service plan Worker or Client Content Skills Used Gut Reaction

Analysis FI Comment Identify who To the best of (REAL) Social THEIR gut Thoughts Specific the content is their ability work skill they reaction. about the skill feedback on generated

they are to used for each of Name and chosen, columns to from. record their rows of describe effectiveness, left and No names verbatim the content their feelings client adjacent rows

dialogue and REAL:Cournoyer, NOT clients response, etc. Overall (Minimum of # interaction MI, CBT, etc. feelings comments at rows) end Student Assessment Narrative: Analyzes their overall effectiveness. Patterns, Dynamics, Types of Skills used, Insight, AND their next steps to continue moving toward the service goals. Field Instructor Overall Comments: Think Developmental. Intervention as a whole. Tasks/assignments, education. Liaison Comments: usually after the field instructor comments Cournoyer, B. (2000). The Social

Work Skills Workbook, Third Edition. Belmont : Wadsworth Publishing. The Process for Process Recordings Identify clients and interventions you want them to process on deeper level Focus them on the specific sections of the intervention you want them to process Have them share with you their curriculum of the courses they are taking each semester Describe expectations Have them schedule time close to intervention to finish content column (at least) Feedback in Supervision and on EFN

Requirements Complete at least 3 process recordings per semester Individual : SOWK 630 Course Content & Assignment Macro: Tied to content in SOWK 631 & SOWK 632 Foundation students: at least ONE (of the 6) must reflect an intervention with a group or organization (macro system) Submitted: with field instructors comments by the 5th of the

month to faculty liaison Submitted in EFN MACRO Process Recording Tied to content in SOWK 631 and SOWK 632Curriculum Describe (in detail) the event/ practice moment including: purpose and context (problem being addressed, history) Setting, time and place Individuals present, missing, leadership Explore role and tasks of the student Identify feelings/ emotional reactions generated and reflection on how these reactions were dealt with Commentary on and reactions to the dynamics of power and influence, leadership, issues of multiculturalism Self assessment of the student's performance and what was learned about SELF and

one's practice Analysis of event, lessons learned and identify next steps PROCESS RECORDING: Macro System Student: Date: date of macro intervention/event Agency Describe the System: (Examples: Committee, Coalition, Unit, Community) Include length of time this group has been gathering. Identify and describe the event: Include: purpose, time and length, specific location, who called or led the event, number in attendance and agencies/organizations represented. How were participants notified of event.

Presenting Issue/Goal: Describe the target goal/ presenting issue/Problem being addressed by the group Purpose: Specific reason for THIS event or intervention. The goal or expected outcome of this intervention and how is connected to the overall target goal. Was there an agenda? WHO: Identify the individuals present and their role/title. Identify their organization or role. Discuss the composition /diversity of the group (including gender, race, socioeconomic status, age, religion/spirituality, culture..) Role of student . Describe your role and assigned tasks at this event and relationship to group. Self-assessment of your performance at event. Content learned about your macro practice from this event. Content of the Event:

(1) Discussion Points (2) Action(s) taken/decisions made. (3) Action(s) Planned, persons identified as responsible Feelings: Power: Identify (your) feelings and emotions generated by event, participants, issues, role. Dynamics of power and influence (who has it, how displayed). Multiculturalism and Oppression Student Assessment Narrative: Analyzes overall effectiveness of the event - what went well and what could have been improved and how. Patterns, Dynamics, Types of Skills used and observed. Formal and informal leadership.

Next Steps: Identify the next steps you suggest to continue moving toward the goals identified above. Field Instructor PR Comments EFN: Enter comments opposite the material recorded in the content/dialogue column and overall comments at the end Liaison cannot enter grade unless FI Comments are provided Field INSTRUCTOR Comments: May refer to statements in the Skills Used, Gut Reaction or Analysis column or Presenting Issue, Purpose, or Student Assessment Narrative May refer to patterns or themes you notice in their work; client system dynamics or indicators; variety of possible options for feelings

or actions individual displays; next steps Identify strengths and areas for improvement Specific and concrete Raise questions for the student to think about, suggest alternative responses or techniques, point out indicators References; Suggested Readings Bogo, M. & Vayda, E. (1998). The practice of field instruction in social work: Theory and process (2nd ed.). New York: Columbia Univ Press. Deal, K (2000). The usefulness of developmental stage models for clinical social work students: an exploratory study. The Clinical Supervisor, 1-19. Hendricks, C. O., Finch, J. B., & Franks, C. L. (2005). Learning to teach, teaching to learn. Alexandria, VA: Council on Social Work Education. Friedman, B. D. & Neuman, K. M. (2001). Allegiances in social work education. Journal of Teaching in Social Work, 21(3/4), 123-135.

Garthwait, C. L. (2011). The social work practicum: A guide and workbook for students. Boston: Allyn & Bacon. Shulman, L. (1993) Teaching the helping skills. Council on Social Work Education; 2nd edition. Wilson, S. J. (1981). Field instruction: Techniques for supervisors. New York: The Free Press. Wilson, S. J. (1980). Recording: guidelines for social workers. New York: The Free Press. Monthly Reports & Student Time Sheet MSW k r

o l W es a i c i c So n e t e p Com

Keeping students on Track Student Time Sheets CSWE identifies requirements for field practicums Foundation 2 days a week Advanced Clinical/ Macro 3 days a week Students are required to maintain an accounting of their time through out their field practicum To be maintained by students; liaisons will review

The office of Field Education provides this time sheet which is in the EFN Student Electronic Field Notebook Monthly Reports Accounting and description of social work learning activities in the field Opportunity to develop SW language and content for your resume Opportunity to reflect on connection to field and classroom Vital communication for liaison on assignments, supervision, and concerns

Foundation & Clinical Monthly Reports Submitted by students in EFN Due 5th of the month 1. Briefly describe activities 2. Do you have enough cases? 3. Biggest challenge/ success 4. Integration of coursework & field 5. Did you complete PR? 6. Supervision * 7. Concerns * 8. Anything to discuss * 9. Overall* Responses to questions 6 thru 9 are

only seen by their liaison. Macro Monthly Reports Submitted by students in EFN Due 5th of the month 1. Describe macro activities 2. Biggest challenge/ success 3. Integration of coursework & field 4. Did you complete Macro PR? 5. Supervision * 6. Concerns * 7. Anything to discuss *

8. Overall* Responses to questions 5 thru 8 are only seen by their liaison. Teachable Moments Victoria D. Stubbs, LICSW, LCSW-C Clinical Instructor What is a teachable moment? .an unplanned opportunity that arises in the classroom where a teacher has an ideal chance to offer insightIt is not something that you can plan for; rather, it is a fleeting opportunity that must be seized by the teacher Lewis, Beth. Teachable Moment.

http://k6educators.about.com/od/educationglossary/g/gteachmoment.htm it is the time at which learning a particular topic or idea becomes possible or easiest http://en.wikipedia.org/wiki/Teachable_moment If things begin to go awry Talk to your Field Liaison Talk to your Field Coordinator Draw up a Performance Improvement Plan

Refer the student to the Counseling Center UMB students: 601 W Lombard St Rm 440 (410)3288404 www.umaryland.edu/counseling Shady Grove students: Building 111, First Floor in library; 301-738-6273 www.shadygrove.umd.edu/counseling Performance Improvement Plan A documented way to address a students ongoing pattern of behavior that if not corrected could lead to a failing grade and/or termination from the agency. Its a written plan created by the field instructor Puts the responsibility on the student Should be done as early as possible when you notice change is not happening*

Supports: Office of Field Education & Liaisons THANK YOU Your expertise, experience and commitment are key elements to the success of this effort to evaluate and improve field education to prepare future social work professionals!

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