1. Social Work Field Education: Field Instructor In-Service
Angelo State University
Field Education Year
Dr. Starkey—Program Director
Ingrid Russo-- Field Director

2. Objectives
Participants will be able to understand the role of the Field Education Director, Field Education Liaisons, Field Instructors, and Field Students.
Participants will learn the core competencies and practice behaviors that students need to meet.
Participants will be able to understand the process in developing a learning contract with the social work field education students.
Participants will be able to understand and verbalize the process to resolve ethical dilemmas resulting during the internship.

3. Introduction Program Director and Assistant Professor
Thomas Starkey, Ph.D., LCSW
Field Education Director and Clinical Assistant Professor
Ingrid Russo, M.S.W., LCSW
Clinical Instructors and Field Education Liaisons
Dr. Scaggs
Ingrid Russo
Jan Lentz
Sam Gallander

4. History of ASU’s Social Work Program
Social Work Program started Fall of 2016.
Currently have 127 BSW students, 33 Field Education students, 41 newly admitted into the program, 19 Pre-BSW students, and 34 Minors.
***Social Work Program has been granted Accreditation.
Collaborative MSW Program with UTA
MSW program 1st cohort beginning Field Education Spring 2015.
MSW program 2nd cohort starting Fall 2014.

5. Current Field Education Placements
American Red Cross
Meals for the Elderly
Alcohol and Drug Abuse Council
MHMR
Baptist Memorial’s
Mosaic
Big Brothers Big Sisters
New Bridge Family Shelter
Child Advocacy Center
Pregnancy Help Center
Child Protective Services/Adult Protective Services
Rape Crisis Center
River Crest Hospital
Concho Valley Community Action Agency
Sage Crest Alzheimer’s Center
Crisis Intervention Unit
Senior Care Center
Disability Connection Center
Shannon Hospital
Early Childhood Intervention
West Texas Boys Ranch
Esperanza Clinic
West Texas Guidance and Counseling
Guardianship Alliance
West Texas Rehabilitation
High Sky Children’s Ranch
Youth Advocacy Program
Hospice of San Angelo
Juvenile Probation
Meadow Creek Nursing Home

6. Purpose of Field Education
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)

7. Purpose of Field Education
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

8. Purpose of Field Education
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 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.

9. Purpose of Field Education
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).
Twice a year in-service and Field Education fair.

10. Purpose of Field Education
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 evaluations completed by Field Instructors and students every semester.

11. Field Education Director Role
M2.0.2 Discusses how its mission and goals are consistent with advanced practice
Field education liaison and director 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)

12. Field Education Director Role
Develop and maintain placement sites for the social work students to complete their field education component.
Update Field education forms yearly.
Establish standards for field education program, continuously looking at how we can improve the field education experience.
Serve as consultant to students, faculty, and field instructors as needed.
Monitor placement for quality of educational experience.
Coordinate problematic situations with the BSW Program Director.
Removal of students of requested by field instructor.

13. Field Education Liaison/Director Role
In conjunction with the Field Liaisons:
Serve as resource for student and field instructor.
Monitor student activities and growth.
 Support agency staff in their development as field instructors.
Telephone or office visits for all non social work field instructors needing extra support and information.
Field Education Liaison: Will conducts two site visits per semester – midterm and final evaluation visits.
Coordinate field placement activities.
 Deal with difficult or atypical situations, usually the Field Liaison will become aware of a situation and will contact the Field Director immediately.   

14. Field Education Instructor Roles
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.

15. Field Education Instructor Roles
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.

16. Field Education Social Work Student Role
Interview; background check
Give field instructor hours that they will be available to go to the agency.
Identify expectations of field agency, field instructor, and university.
Take an active role, in pursuing educational needs—students need to be proactive. 
Identify learning objectives—will work with field instructor on their learning plan.  
Seek clarification when necessary—ask questions. 

17. Field Education Social Work Student Roles
Participate in completion of field tasks. 
Participate in supervisory sessions—1 hour per week. 
Participate in personal evaluations and client evaluations.
Adhere to the NASW Code of Ethics, all of the field instructors will be given a copy of the code of Ethics and Code of Conduct so you may discuss it during supervision with your students.

18. Field Education Competencies and Practice Behaviors
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.
rnship_forms.php

19. Field Education Measurements
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.

20. Field Education Measurements
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.

21. Field Education Measurements
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.

22. Field Education Measurements
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.

23. Field Education Measurements
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.

24. Field Education Measurements
EP Engage in research-informed practice and practice-informed research:
use practice experience to inform scientific inquiry; and
use research evidence to inform practice.

25. Field Education Measurements
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.

26. Field Education Measurements
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.

27. Field Education Measurements
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.

28. Field Education Measurements
EP (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.

29. Field Education Measurements
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.

30. Field Education Measurements
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.

31. Field Education Measurements
Critically analyze, monitor, and evaluate interventions.

32. Ethical Problems Dual Relationships Students are not employees.
Supervisor vs. Teacher (Employer/Field Instructor)
Students being placed at place of employment, not allowed due to not wanting student to be treated as an employee.
Students are not employees.
Often do the work of an employee, but field instructor needs to make the distinction known.
Make sure that students do social work activities, not just busy work.
Do not have students be your personal valet, getting coffee, dry cleaning, etc.

33. Ethical Problems What happens if a student makes a mistake?
Education.
Supervision.
Confidentiality: Does the student understand what their role is concerning confidentiality?
Clear parameters with Field Education Instructor/Agency, NASW, and University.
Reporting to Field Education Director and/or Liaison if having difficulty with field instructor and/or a client.
Discussing among other students, not allowed, unless in class with a field liaison it is allowed without giving any identifying info.

34. Inappropriate Tasks Asking student to drive clients in own car
Having a student take a client to an appointment without supervision from field instructor or other agency staff
Having a student working a shift or completing field hours without supervision from field instructor or other agency staff
Cleaning out closets, cars, babysitting, etc
Having students pay for client’s food, medicine, etc out of own pocket
Having student supervise agency staff
Having students dress a certain way to attract donors to your agency

35. Questions?
Ingrid Russo Dr. Anne Scaggs