Transcript UFV School of Social Work and Human Services

UFV
SCHOOL OF SOCIAL WORK AND HUMAN
SERVICES
Field Instructor Training:
Everything You Need to Know
Objectives
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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
Overview
School of Social Work and Human Services
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Diploma Program
Bachelor of Social Work Program
Master of Social Work Program
Differences in Field Placements between Programs
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Diploma :
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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
Glossary of terms
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Field Education Coordinator
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Field Instructor
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Faculty Liaison
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Social Work Consultant
Bachelor of Social Work
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Fully accredited program
Accept approximately 40-50 students per year
Two field placements –
 one
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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
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
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, nonverbal, 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
Characteristics of placement
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Block placements for winter and fall terms
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3rd year: 315 hours
4th year: 420 hours.
Try to incorporate all three levels of practice
Generalist Practice
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Definition:
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Characterized by a variety of roles and different levels of
practice:
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Micro
Mezzo
Macro
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Levels of Practice
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Micro :
individuals, Families and Small
groups
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Mezzo:
Organizations and Formal Groups
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Macro:
Communities and Societies
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Social Work Profession: Social Work
Professional Associations
Reflection
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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.
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you think you can offer the first three and avoid the
second three?
Factors to consider before supervising a student
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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
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How will you determine the right ‘fit’ between you, the student and the agency?
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What would you expect of a supervisor if you were a student?
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What characteristics of supervision do you think are important?
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What do you know about teaching?
Preparing for Supervision
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What is the structure of the relationship?
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What are the process dynamics of the relationship?
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How do you make sure the relationship follows
ethical guidelines?
Changing Roles
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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
Some suggestions
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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
Field Education
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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
Field Placement Content
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Placement process
Initial interview
Timesheet
Learning contract
Mid-term evaluation
Final evaluation
Journals for Faculty Liaison
Feedback forms
Agency Expectations
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Planned and structured learning experience
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Clear statement of your learning and performance expectations
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Orientation to the agency, staff and programs
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Consistent professional and educational supervision throughout the placement
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Opportunity for individual and group learning experiences
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Respectful and ethical treatment by field instructors and faculty
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A evaluation process that provides the student with both positive feedback and constructive
criticism
Expectations of students
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Practice professional habits
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Be proactive
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View the field placement as a process
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Seek opportunities to go beyond expectations
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Manage your time effectively
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Abide by expectations for professional behaviour
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Actively pursue your learning goals
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Leave a legacy for the agency
Getting Ready
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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
Preparation
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Be realistic about our limitations
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Identify with what it is like to be supervised
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Identify what makes you anxious
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Respect the student’s desire to learn
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Be prepared to listen carefully
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Recognize and handle resistance
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Build a trusting relationship
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Develop a frame of reference for critical thinking
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Explore learning opportunities in agency
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Open ourselves to other ways of knowing and learning
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Apply your clinical skills to your role as teachers, not counsellors
Points to consider
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Field instruction is very rewarding yet demanding and time consuming
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Barriers or blocks to effectiveness will surface
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Be conscious of tendencies to overprotect students or overestimate their abilities
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Expect to work with a diverse group of students
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Rapport building with students happens over time
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Openly discuss the fit of personal style and professional style
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Conflicts between educational expectations and agency based practice might
emerge
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Consider the time it takes to secure possible assignments within the organization
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Openly discuss power and authority
Points to consider cont’d
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Expect questions that challenge protocols
Know that mistakes will be made, this is a natural
part of the learning process
Linking theory to practice
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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
Phases of the Field Placement
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Beginning Phase:
 Individual
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Discuss the supervisory relationship
 Agency
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Supervisory Level
level
Agency structures, policies, confidentiality, safety,
 Community
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level
Resources, services , how is it defined, social policies
Learning Contract
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To be developed by student and field instructor is to
provide input regarding learning opportunities and
evaluation
Steps to developing the learning plan
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Review the Social Work program expectations
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Identify the differences between goals, objectives and outcomes
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Goals: broad, general statements about what you intend to learn
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Objectives: specific steps that lead to the accomplishments of goals
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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
Range of student assignments
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Micro
Mezzo
Macro
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4 key components within these realms:
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 Diversity
 Timing
and pacing
 Environments
 Settings
Orientation to Agency and the
community
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What are some ways that you can orient the student
to the agency and the community ?
What are some factors to consider?
Social Justice in the Field Placement
What is Social Justice?
Social Action activities include
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lobbying
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Face to face contact
Letter writing
E-mail
Telephone contact
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Demonstrations
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Testifying before committees
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Media work
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Civil disobedience actions
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Social Justice
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Social justice activities can begin with client experiences
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Try to raise clients’ awareness
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Explore your direct involvement with committees, groups or coalitions of which
your agency is a member
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Consider social action activities of affiliated agencies or advocacy efforts that
you would interest you.
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Be sure to be realistic about your role within the time frame of your field
placement
Professionalism
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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?
evaluations
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Evaluations at mid-term and end of term
To be completed jointly by student and field
instructor
Comments are very important in the evaluations
Ethics in the Field Placement
Know the Code of Ethics
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Confidentiality
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Client right to self-determination
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Boundaries/Dual Relationships
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Professionalism
Issues in the field
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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
Disability accommodation
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It is important to have this discussion with the
student.
 Physical
disabilities
 Learning disabilities
 Health/mental health issues
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What else might I do to support every aspect of
your learning?
SWHS Field Placement Policies
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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
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.
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Personal safety
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Professional liability
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Automobile liability
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Client office visits
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Home visits
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Unpredictable behaviours in institutions
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After hours meetings
Vicarious/Secondary Trauma
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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
References
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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.