Transcript Slide 1

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;
• 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
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
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)
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
– Agency Orientation
– Adult Learning
– Learning Contract
– Supervision
- Integrating Theory
- Evaluations
- Cultural Competency
- Ethics in Practicum
- Challenging Situations
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.
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
Discussion
Review participant field experience
• What qualities made an effective
practicum instructor?
• What experiences or qualities created a
negative learning experience?
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
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
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:
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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
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
Mission of School and Curriculum –
Access School Website
• Instructors must incorporate the School’s
mission, principles, curriculum objectives, and
Core Competency Development
• Review UW SSW mission
(http: depts.washington.edu/sswweb/mission/)
(http: depts.washington.edu/sswweb/programs)
Incorporating SSW Core Values
• Instructors are expected to support and reinforce the
School’s core principles:
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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
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
Advanced MSW Concentrations
• Access Handout 1D
• Review Concentration Specializations
Advanced MSW Concentrations
Access Handout 1D
• Review Concentration Specializations
– Day Program
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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.
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
Ten Competencies
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Identity as a SW
Ethics
Critical Thinking
Diversity
Human Rights and
Social Justice
• Research / EvidenceBased Practice
• Human Behavior in
the Social
Environment
• Policy
• Contextual Practice
• Practice skills in
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Engagement
Assessment
Intervention
Evaluation
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
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
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 agencyspecific activities to meet competency
requirements;
• Assigned Field Faculty can also consult, assist
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)
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
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
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