Transcript RAMAPO COLLEGE SOCIAL WORK PROGRAM

RAMAPO COLLEGE SOCIAL
WORK PROGRAM
STUDENT FIELDWORK
ORIENTATION
September 10, 2013
Agenda
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Discussion of feelings about beginning field placement
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Expectations: time – total hours, holidays, sick time, school
breaks
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The first few days at the agency
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Placement assignments and task expectations
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Safety and responsible use of social media
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Social work supervision and teaching styles of field instructors
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Learning styles of students
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Self assessment
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Learning goals
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Completing the Learning Contract and the online Field Evaluation
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Final questions
Introductions
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Who are you?
Name, where live,
Field placement
30 seconds please
Feelings about Starting Field
Placement
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What are you
feeling?
Are you…..
Worried, excited,
scared,
happy?????????
Expectations:
Time
200 hours each semester
2 semesters
Approximately 16 hours per week
How frequently per week?
You must make up sick time
Calendar
Expectations:
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Holidays
If the agency is closed for a holiday on a
field placement day, you must make up
the time
Winter break holiday time must
be negotiated
Expectations:
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Accountability:
To whom will you
report?
How will you report?
Expectations:
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What do we call everyone?
The first few days:
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What to wear?
The first few days:
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What to bring?
The first few days:
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What to ask
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Who to ask
The first few days:
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What will you
do
Placement Assignments
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Task
expectations
How to find your way around
your agency,
the community,
and the county
How to get to know your agency
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Review Check List in packet
SAFETY FIRST
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We must remain continually aware of safety
issues in our daily professional interactions
Learn agency
Safety policies
 Safety procedures
 Safety training opportunities
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Safety Planning
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Safety assessments and action plans are
important simply because they promote
awareness and reduce fear to allow us to
better serve our clients.
In the Office—position of desk, chairs and access to
door of office—both you and client should have
access to the door. Leave door ajar during
interviews when possible.
Dress appropriately-no expensive jewelry, think
about shoes and clothing that are suitable to agency
and the work you are doing with client population.
Make sure cell phone is working and preprogrammed.
Maintaining Your Safety in the Field
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Leaving the office
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Learn about the area before you go—google maps, map
quest.
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Go with a team member
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Make first appointments for early in day. Day-light hours
are more safe until you know the area and the client.
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Make sure car has gas and is in good working order
In the car
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Driving alone—know your surroundings, do a drive by prior
to your first visit.
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Driving with clients—what is the agency policy on this
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Parking—
1.
Park car in lighted area or accessible area.
2.
Call to alert client/family you are on the way.
Safety in the Field (continued)
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At client’s home
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Do some preparation before going out to the home
Know the client and the environment/neighborhood
Communicate appearance wisely
Plan for connection with staff/agency workers
During home visit, always look for non verbal cues
Always look confident.
Do a safety assessment
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Identifying the dangerous client or situation—
learn how to not let a situation escalate.
Always try to remain calm.
Responding to the dangerous client or
situation—a student must learn about the
kinds of client problems they will be seeing
and how to take precautions especially with
clients who can become agitated or violent.
Use Some Common Sense—Don’t see client in
isolation. Pay attention to your own feelings.
Use supervision. End session if you have real
concerns.
Resource on Safety in Social Work
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http://www.naswma.org/displayco
mmon.cfm?an=1&subarticlenbr=51
#Resources
http://prezi.com/vist1okhfofv/safety
-in-the-community/
Social Media and the Profession of Social Work
In the age of technology and information, social media (Facebook,
MySpace, Twitter, YouTube, Blogs, SMS/texting, etc.) can be
particularly helpful in building connections with colleagues and
maintaining relationships with friends and family; however, as a
result, the boundary between personal and professional matters has
become increasingly blurry. Due to social work’s professional
standards and the obligation to follow the National Association of
Social Workers Code of Ethics
(http://www.socialworkers.org/pubs/code/code.asp)
social workers need to continually assess the ethical
implications/complications of social media use, not only as practicing
social workers but in the training of social work students.
While social media tools obviously present many useful and exciting
opportunities, the features that enable these benefits also present
potentially serious challenges in a professional setting. Privacy,
confidentiality, and the establishment of professional boundaries in
particular, can be hindered when the necessary precautions to
protect the student/employee and clients have not been taken.
Responsible use of social media
1.
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5.
What type of information is okay to share on a personal social
media site?
When, if ever, is it permissible to conduct an online search for
information about a client?
What is the policy on “friending” current or past clients?
How can social media be used to further the goals of the
fieldwork site?
What types of information should not be sent via email?
It is in the profession’s best interest to remind students that
social media sites are public domains and any and all
information can be accessed by anyone. Once information is
in cyber space, it never goes away.
As you get started in your field placement, it may be helpful to explore
the following questions with your field instructor and/or task
supervisor.
1. Does your field site have a policy on the use of social
media communication tools? If so, review the policy with
your field instructor. If not, what expectation does the
agency have regarding the use of social media during field
hours?
2. How much personal information is shared with clients and
former clients as well as agency staff and professional
colleagues?
3. What are the most common ethical concerns you should
be aware of when using social media as a professional social
worker?
What is social work supervision?
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What has been your
previous experience
with work supervisors?
Support
Accountability
Educational
What is Process
Recording?
Why do we use the term
Field Instructor for the
social work supervisor?
Council on Social Work Education
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Accredits BSW and MSW programs
Changes:
Field as the Signature Pedagogy
EPAS Educational Policy and
Standards
Competency based education – what
the student can do –
Competency Based Education
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Council on Social Work Education
(CSWE) Program Competencies and
Practice Behaviors
See website
http://ww2.ramapo.edu/sshs/social
/goals.aspx
Self Assessment
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What are the ways that you can
do a self assessment regarding the
skills you need to learn in theory
and practice I?
TAKE THE LEARNING STYLES
QUESTIONNAIRE
SCORE YOURSELF
Fill out top of worksheet
Learning Styles
We each learn in different ways
Have any of you stopped to think
about how you learn best?
What kind of teachers have you
learned the most from?
DO YOU HAVE TO….
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try to do something first and then
read about it?
read about it first and then try it?
see it done first before you can try
it?
LEARNING STYLES
 Visual
– read, watch
 Auditory
– listen, talk
 Kinesthetic
role play
– hands on, do,
Learning Contract Part 1
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A contract is a written or verbal
agreement between two parties
spelling out each other’s expectations
you and your field instructor will spell
out, in writing, the expectations for
you in field, and the field instructor’s
role in your education
http://ww2.ramapo.edu/sshs/social/fi
eldinstruct.aspx
First Page….
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the days and time
you will be at the
agency
when you and your
field instructor will
meet for supervision
how you will be
oriented to the
agency
what your
assignments will be.
what clients, groups
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what reports you will
be expected to write
how you should come
prepared for
supervision
what will be your time
schedule during winter
break
Part 2
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spell out what special skills you will
be learning this year,
what assignments you will have at
the agency to help you learn it,
and how you, your field instructor
and you faculty liaison will know
that you have learned it.
Fieldwork Evaluation
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Completed by your field instructor
and you once towards the end of
each semester
Reflects your ability to reach
competency in areas you set in the
Student Learning Contract.
Completed and submitted online
http://beap.utah.edu/secure/router
.php?ID=0000FP0000
FINAL QUESTIONS
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Checkout
Have fun in field