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  Thomas Starkey, Ph.D., LCSW  Field Education Director and Clinical Assistant Professor  Ingrid Russo, M.S.W., LCSW  Clinical Instructor and Field Education Liaison  Kevin Wade, M.S.W., LCSW

 Social Work Program started Fall of  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  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 (one- one); 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)

 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

 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.

 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.

 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  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 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 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 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 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 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 Engage in research-informed practice and practice-informed research:  use practice experience to inform scientific inquiry; and  use research evidence to inform practice.

 EP 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 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 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 (a)-(d) - Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities:  (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.

 (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.

 (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.

 (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 Kevin Wade, M.S.W., LCSW