MSW Field Education Model: Opportunities and Benefits for 301’s Melissa Reitmeier, PhD, LMSW, MSW Candice Morgan, MSW, PhD Candidate College of Social Work University of South Carolina

Objectives To understand a MSW Educational Framework To understand the value of a Field Education Model at your 301 To share benefits of this model and ways it can help you accomplish service delivery goals

Social Work Education 60 hour MSW Program Two levels of Learning: Foundation Advanced Built on foundation of Generalist Practice  Understand perspectives and evidence-informed approaches to substance abuse  Assessment skill with individuals, families, and communities, grounded in developmental models  Ability to interpret and use data to guide services  Skill in evidence-based interventions

US Field Education The Council on Social Work Education (CSWE ) identifies field education as the signature pedagogy of social work education. A signature pedagogy is the method by which a student learns their profession; for social work, that is in field education. Field education provides students the opportunity to integrate the knowledge, skills, and values learned in the classroom setting with actual professional social work practice situations. Field instruction is often the first step in the socializing of the social work student into the profession. Field instructors play an important role in the professional development of the student.

School Social Work: Advanced Field Education Models SW Student 301 Agency Field Instructor Site Preceptor Field Liaison College of Social Work Like County Alcohol and Drug Abuse Agencies: Students engage in tasks associated with work with recovery, prevention, education, and clinical intervention: Interventions based Mental Health Services Substance Abuse Services Integrated Care Clinics Case Management Foundation Level and Specialized Field Seminar

Expanded Field Education Models Training for Transitions: Preparedness for Behavioral Health Social Workers (TFT) PI, Dr. Reitmeier; Co-PI, Dr. Iachini; Evaluator, Dr. Browne, Seminar Instructor and Community Liaison, Ms. Morgan

TFT MODEL TFT provides for a total of 67, $10, stipend to MSW Students Participate in a preapproved TFT site that serves school aged youth, adolescents, emerging adults and their families/caregiving systems at risk for mental illness, substance abuse and/or engaging in harmful, or potentially violent behaviors.

5 Overarching Goals (1) Recruit, place, and retain 67 qualified advanced year MSW students who have demonstrated a commitment to pursuing a clinical concentration in behavioral health careers that promote early identification, integrated systems of care & patient navigation for at-risk children, adolescents, and transitional-age youth at-risk for developing or who have developed a recognized behavioral health disorder and their families; (2) Develop 36 new high quality behavioral health field placements focused on at-risk children, adolescents, and transitional-age youth at-risk for developing or who have developed a recognized behavioral health disorder and their families; (3) Develop and implement a) evidence-based didactic training (field seminar) and b) experiential training opportunities within each field placement that both prepare and offer opportunities for participation on evidence based interventions, effective inter-professional and integrated teams (including professional, paraprofessional and peer support workers); (4) Develop and implement a comprehensive evaluation plan to assess the effectiveness of the training program in improving the MSW students’ competence to provide effective behavioral healthcare services to at-risk children, adolescents, and transitional-age youth and their families; and (5) Build a collaborative TFT Advisory Council to sustain and continue TFT support for field placements, stipend support and seminar after the grant ends.

Goal 3 Develop and implement a) evidence-based didactic training (field seminar) and b) experiential training opportunities within each field placement that both prepare and offer opportunities for participation on evidence based interventions, effective inter-professional and integrated teams (including professional, paraprofessional and peer support workers);  Focus on Interprofessional and Integrated Care Setting (Levels of Collaboration and Partnership)  Comprehensive Assessments  SBIRT  Motivational interviewing  Suicide and Depression Screening  IMPACT

TFT Partnership Results LRADAC Partnership Gamecock Recovery Dialectical Behavior Therapy Training SAPE and the STIR Program

How a Field Partnership May Benefit You Consider A Partnership with U of SC C of SW Accomplish goals in a mutually beneficial learning partnership with students training to become behavioral health practitioners Train potential “future” employees Give back to the helping profession

Questions Melissa C. Reitmeier, PhD, LMSW, MSW Clinical Assistant Professor Director of Field Education