1. NOTE: To change the image on this slide, select the picture and delete it. Then click the Pictures icon in the placeholder to insert your own image. Designing A Successful Internship for the Field Student UCF School of Social Work 16 Hr. Field Instructor Training Jacquie Withers, LCSW Coordinator of Field Education

2. Learning Objective At the conclusion of this module, a field instructor will be able to prepare a written outline of a typical well-structured internship in his/her agency. Office of Field Education - Jan. 20142

3. Importance of Topic Why is it important to structure an internship? Office of Field Education - Jan. 20143

4. Importance of Structure in a Field Placement  Structured placements make expectations clear and give focus for both the field instructor and student  Provides a basis for evaluating the student  Accreditation standards of CSWE (Council on Social Work Education) contain the expectation that placements be structured with an educational focus  Provision of on-going structure contributes to the success of the internship for the student and field instructor Office of Field Education - Jan. 20144

5. Phases of Internship 1. Interview/Selection Process 2. Orientation of the Student to the Agency 3. Ongoing Supervision and Training Office of Field Education - Jan. 20145

6. Phase One: Interview/Selection Phase Recruitment Phase when discussion takes place between the agency and faculty of the UCF Field Education Office about interest in having social work interns. Items discussed include:  Level of student (BSW, MSW, Clinical or Generalist)  Status of student (full-time or part-time)  How many students  Background screening requirements  Availability of MSW supervisors  Hours of internship Office of Field Education - Jan. 20146

7. Interview/Selection Phase Interview Students are referred to the agency for an interview after they have met with the field faculty to discuss their internship interests. The decision to accept the student for an internship is made exclusively by the agency. Important issues to be considered during the interview include:  What are the agency’s expectations of the student?  Is there a match between the expectations of the agency and the expectations of the student?  What are the agency’s requirements? (background screening, drug screen, medical clearance, etc.)?  Does this seem to be a good fit? Office of Field Education - Jan. 20147

8. Phase Two: Orientation Phase two begins once the student is accepted for an internship and is being prepared for the internship. Orientation is very important and similar to that of a full-time employee. Components of student orientation include:  Function of the department/agency  Role of the student intern and expectations  Agency regulations (dress, time sheets, safety)  Paperwork procedures (documentation, deadlines)  Client population (demographics, funding sources)  Staff (organizational chart and introductions) Office of Field Education - Jan. 20148

9. Orie ntation Checklist  It can be helpful to develop a checklist to be used for intern orientation  Use this tool to document what the student has been told and what still needs to be covered  Place the checklist in student file to document the content of student orientation Office of Field Education - Jan. 20149

10. Handout: In the Beginning - Checklist for Orienting Student to Placement Give advance information about how to locate agency, parking, lunch, etc. Be there to meet student on first day or arrange for someone else to do so Acquaint them with setting - including restrooms, phone use, supplies, security measures, etc. Review basic regulations such as hours, dress code, sign in and sign out (if applicable), use of keys, etc. Show them the location of audio/visuals, manuals, & other reference data they may be using Introduce them to staff, interview areas, their own “space”, etc. Introduce them to the filing system. Explain to student how he/she is to identify self. Review confidentiality rules. Describe your supervisory style to student and establish conference times. Give overview of the initial agency-learning phase. (Plan to stagger the student’s orientation components so that there is not too much reading in very large time blocks.) Student Internship Manual. (Worth developing in large complex agencies who have continual student placements) Identify and review evaluation criteria.

11. Orientation A Student Internship Manual can be provided to the student to review. Some suggestions for content include:  Recommended readings and case studies  Paperwork procedures  Dress code, voice mail, parking, travel reimbursement Office of Field Education - Jan. 201411

12. Phase Three: Ongoing Supervision and Training Students are required to receive consistent, weekly supervision by a professional with a social work degree  Individual and/or group  Staff cases  Apply theory to practice  Discuss professional development If approved by the agency, students are encouraged to participate in activities as if they are a member of the agency  Attend staff meetings  Present cases at case conferences Office of Field Education - Jan. 201412

13. Handout: Tools for Structuring a Field Placement Knowledge Building Tools Skill Building Tools Office of Field Education - Jan. 201413

14. Suggestions for Early Cases  Assign student to read all existing data on case  If applicable, assign the student some readings on the appropriate primary diagnosis or presenting problem  Ask student to think about the possible needs of such a client and prepare a list for discussion in supervision  Ask student to write out the known case goals and purpose of his/her first contact  Role play the first contact  Ask student to keep logs of feelings and impressions in early cases  Shadow experienced staff Office of Field Education - Jan. 201414

15. Case Assignment Guidelines  Do not postpone case assignment until all other learning has been achieved. It is not possible  Caseload sizes for students vary from agency to agency. Students want to be busy and to have caseloads but please do not overload them.  Remember it is impossible to adequately prescreen all cases. Warn students in the beginning that if a case turns out other than as expected or needs a more experienced social worker, to seek supervision as the case may have to be transferred Office of Field Education - Jan. 201415

16. Case Assignment Guidelines  Do not assign only easy cases or routine cases once the students have gained some experience  Do assign cases where students can apply practice skills they are learning about in the classroom and have an opportunity for some success  Try to give a variety in types of cases and types of contacts (family, client, court, etc.).  In very complicated cases, let students shadow you or other experienced workers  Students should carry a caseload; after all, they are frequently only a few months away from being a full-time employee with a caseload  Be creative if you feel it will provide a good learning experience Office of Field Education - Jan. 201416

17. Ongoing Training/Supervision Learning Contract  Make certain that the tasks reflect the practice behaviors and core competencies  Review progress during weekly supervision  Developing a Learning Contract can seem a bit overwhelming to both field instructor and student. Please note that the Field Education Office will provide you with “cheat sheets” to assist with completing the Learning Contract Office of Field Education - Jan. 201417

18. Value of the Learning Contract  Helps student and field instructor to structure the placement  Helps student to understand what the content of the field placement will be  Gives the field liaison a concrete tool for assessing progress during the site visit  Helps with periodic feedback and evaluation Office of Field Education - Jan. 201418

19. Ongoing Supervision and Training  Evaluations  Mid-term evaluation  Semester Evaluation  Ongoing evaluation and feedback throughout the internship Office of Field Education - Jan. 201419

20. Trainings  Students are encouraged to attend trainings related to their internship as suggested by their field instructor or task supervisor  Students can accrue field hours for attending training suggested/encouraged by their field instructor or task supervisor  LEAD Day – most students will attend this two day event held during Spring semester. It is approved for 14 field hours. Office of Field Education - Jan. 201420

21. Sharing of Learning Tools What are some of the methods or tools that you have been using for structuring placements? Office of Field Education - Jan. 201421

22. Designing A Successful Internship for the Field Student Questions ? Office of Field Education - Jan. 201422