Transcript Social Work Field Educaiton: Internship Supervisor In

Angelo State University
Fall 2012
Ingrid Russo, M.S.W., LCSW




Participants will be able to understand the role of
the Field Education Director, Field Education
Liaison, Field Instructors, and Students.
Participants will learn the core competencies and
practice behaviors that students need to meet.
Participants will be able to understand and
verbalize the process to resolve ethical dilemmas
resulting during the internship.
Participants will be able to understand the process
in developing a learning contract with the social
work field education students.

Program Director and Assistant Professor


Field Education Director and Clinical Assistant
Professor


Thomas Starkey, Ph.D., LCSW
Ingrid Russo, M.S.W., LCSW
Clinical Instructor and Field Education Liaison

Kevin Wade, M.S.W., LCSW





Social Work Program started Fall of 2009.
Currently have 83 BSW students (39 Field
Education), 44 Pre-BSW students, and 23 Minors.
Have been granted Candidacy status for the second
year.
Due for Benchmark III review this Fall of 2012.
When we pass Benchmark III, we will begin the
process of completing Benchmark IV for Fall of 2013.















American Red Cross
Alcohol and Drug Abuse Council
Baptist Memorial’s
Big Brothers Big Sisters
Child Advocacy Center
Child Protective Services/Adult
Protective Services
Concho Valley Community
Action Agency
Crisis Intervention Unit
Disability Connection Center
Early Childhood Intervention
Esperanza Clinic
Guardianship Alliance
Hospice of San Angelo
Juvenile Probation
Meadow Creek Nursing Home















Meals for the Elderly
MHMR
Mosaic
New Bridge Family Shelter
Pregnancy Help Center
Rape Crisis Center
River Crest Hospital
Sage Crest Alzheimer’s Center
San Jacinto Clinic
Senior Care Center
Shannon Hospital
West Texas Boys Ranch
West Texas Guidance and
Counseling
West Texas Rehabilitation
Youth Advocacy Program

Develop and maintain placement sites for the social work students to
complete their field education component.

Serve as resource for student and field instructor.

Monitor placement for quality of educational experience.

Monitor student activities and growth.

Support agency staff in their development as field instructors.


Field Education Director: Will provide telephone or office visit for all non
social work field instructors needing extra support and information.
Field Education Liaison: Will conducts two visits per semester – midterm
and final visit.

Coordinate field placement activities.

Establish standards for field education program.

Deal with difficult or atypical situations.


Serve as consultant to students, faculty, and field
instructors as needed.
Coordinate problematic situations with BSW
Program Director.

M2.0.2 Discusses how its mission and goals are
consistent with advanced practice

Field directors will need to work with field settings to
enhance their understanding of the program’s
competencies and their related practice behaviors,
develop means of identifying the potential of a given
setting to deliver on them, and set up and train field
instructors to use learning agreements that focus on the
practice behaviors that operationalize the program’s
competencies.
Council on Social Work Education EPAS, 2008




Know the core competencies and practice behaviors that
students need to meet.
Assure that the NASW code of ethics is being followed by
the student. Extra support for field instructors that do not
have a social work degree and/or license.
Create atmosphere/opportunity for learning.
Assure quality of services for clients.




Assist student in identifying learning objectives and
opportunities (fall and spring).
Provide weekly, one hour supervisory sessions (oneone); can be split.
Provide mentoring, role modeling, and teaching of
practice applications.
Provide feedback and evaluation.

Identify expectations of field agency, field
instructor, and university.

Take an active role, in pursuing educational needs.

Identify learning objectives.

Seek clarification when necessary.

Participate in completion of field tasks.

Participate in supervisory sessions.


Participate in personal evaluations and client
evaluations.
Adhere to the NASW Code of Ethics.

Educational Policy 2.3—Signature Pedagogy:
Field Education

Signature pedagogy represents the central form of
instruction and learning in which a profession socializes
its students to perform the role of practitioner.

In social work, the signature pedagogy is field education.
The intent of field education is to connect the theoretical
and conceptual contribution of the classroom with the
practical world of the practice setting.
(Council on Social Work Education EPAS, 2008)

2.1.3 The program discusses how its field
education program provides a minimum of
400 hours of field education for baccalaureate
programs and 900 hours for master’s programs
(Council on Social Work Education, 2008).

ASU social work program requires 500 hours; 250 for
Field Education I and 250 for Field Education II. 30
hours are classroom hours; 15 for Field Education I
and 15 for Field Education II. Student needs to
complete 235 hours in the fall and 235 hours in the
spring. Approx: 16 hrs/week

2.1.4 The program discusses how its field
education program admits only those
students who have met the program’s specified
criteria for field education (Council on Social Work
Education, 2008).

Admission into Field Education I requires the
completion of all required social work practice
courses: Practice I and II; Policy I and II; HBSE I and
II; Research I and II with a 2.5 GPA or higher.

2.1.7 The program discusses how its field
education program provides orientation, field
instruction training, and continuing dialog with
field education settings and field instructors
(Council on Social Work Education, 2008).

Annual in-service.

4.0.1 The program presents its plan to assess
the attainment of its competencies. The plan
specifies procedures, multiple measures, and
benchmarks to assess the attainment of each of the
program’s competencies (Council on Social Work
Education, 2008).

Mid-term and final evaluation completed by Field
Instructors and students.

CSWE has 10 Core Competencies that are part
of the EPAS 2008.

41 specific practice behaviors.

Each Core Competency has at least two associated
practice behaviors.

Each practice behavior will be measured during a
student’s field education experience.

EP 2.1.1 - Identify as a professional social
worker and conduct oneself accordingly:
advocate for client access to the services of social
work;
 practice personal reflection and self-correction to
assure continual professional development;
 attend to professional roles and boundaries;
 demonstrate professional demeanor in behavior,
appearance, and
 communication;
 engage in career-long learning; and use supervision
and consultation.


EP 2.1.2 - Apply social work ethical principles to
guide professional practice:





recognize and manage personal values in a way that
allows professional values to guide practice;
make ethical decisions by applying standards of the
National Association of Social Workers Code of Ethics
and, as applicable, of the International Federation of
Social Workers/International Association of Schools of
Social Work Ethics in Social Work, Statement of
Principles;
tolerate ambiguity in resolving ethical conflicts; and
apply strategies of ethical reasoning to arrive at
principled decisions.

EP 2.1.3 - Apply critical thinking to inform
and communicate professional judgments:



distinguish, appraise, and integrate multiple sources
of knowledge, including research-based knowledge,
and practice wisdom;
analyze models of assessment, prevention,
intervention, and evaluation; and
demonstrate effective oral and written
communication in working with individuals,
families, groups, organizations, communities, and
colleagues.

EP 2.1.4 - Engage diversity and difference in
practice:
recognize the extent to which a culture’s structures
and values may oppress, marginalize, alienate, or
create or enhance privilege and power;
 gain sufficient self-awareness to eliminate the
influence of personal biases and values in working
with diverse groups;
 recognize and communicate their understanding of
the importance of difference in shaping life
experiences; and
 view themselves as learners and engage those with
whom they work as informants.


EP 2.1.5 - Advance human rights and social
and economic justice:
understand the forms and mechanisms of oppression
and discrimination;
 advocate for human rights and social and economic
justice; and
 engage in practices that advance social and economic
justice.


EP 2.1.6 - Engage in research-informed
practice and practice-informed research:
use practice experience to inform scientific inquiry;
and
 use research evidence to inform practice.


EP 2.1.7 - Apply knowledge of human
behavior and the social environment:
utilize conceptual frameworks to guide the processes
of assessment, intervention, and evaluation; and
 critique and apply knowledge to understand person
and environment.


EP 2.1.8 - Engage in policy practice to advance
social and economic well-being and to deliver
effective social work services:


analyze, formulate, and advocate for policies that
advance social well-being; and
collaborate with colleagues and clients for effective
policy action.

EP 2.1.9 - Respond to contexts that shape
practice:


continuously discover, appraise, and attend to
changing locales, populations, scientific and
technological developments, and emerging societal
trends to provide relevant services; and
provide leadership in promoting sustainable changes
in service delivery and practice to improve the
quality of social services.

EP 2.1.10(a)-(d) - Engage, assess, intervene,
and evaluate with individuals, families,
groups, organizations, and communities:

2.1.10(a):
 substantively and affectively prepare for action with
individuals, families, groups, organizations, and
communities;
 use empathy and other interpersonal skills; and
 develop a mutually agreed-on focus of work and
desired outcomes.

2.1.10(b):
 collect, organize, and interpret client data;
 assess client strengths and limitations;
 develop mutually agreed-on intervention goals and
objectives; and
 select appropriate intervention strategies.

2.1.10(c):
 initiate actions to achieve organizational goals;
 implement prevention interventions that enhance client
capacities;
 help clients resolve problems;
 negotiate, mediate, and advocate for clients; and
 facilitate transitions and endings.

2.1.10(d):
 Critically analyze, monitor, and evaluate interventions.

Dual Relationships



Supervisor vs. Teacher (Employer/Field Instructor)
Students being placed at place of employment.
Students are not employees.


Often do the work of an employee.
Make sure that students do social work activities, not
just busy work.
 Do not have students be your personal valet.

How do you treat a student when he/she makes
a mistake?



Education
Counseling
Confidentiality: Do students have an
expectation to confidentiality?



Clear parameters with Field Education
Instructor/Agency
Reporting to Field Education Director and/or Liaison
Discussing among colleagues.
Ingrid Russo, M.S.W., LCSW
325-486-6126
[email protected]
Kevin Wade, M.S.W., LCSW
325-486-6135
[email protected]