1. CSU School of Social Work - Fall 2015
Welcome to Field Orientation for Field instructors and on-site supervisors
CSU School of Social Work - Fall 2015

2. Introductions Agency you represent Year of your students – BSW or MSW
Is this your first orientation? If not, when were you last here?
Your expectations for orientation

3. Generalist & Advanced Generalist Practice
Not bound by one theory; discretionary use of theory in response to client and client system needs
Systems and person in environment perspectives
Aim at mastering essential social work skills and at the application of skills across many levels of service
Applicable to a range of clients, client systems, and communities
Strength-based
Cultural inclusion / sensitivity / humility

4. Field Education Program Information
Important field information is always available online:
Field Hours
SW 488 for BSW students requires 450 hours
SW 588 for MSW foundation requires 270 hours
SW 688 for MSW concentration requires 675 hours
Field forms
Adobe fillable forms with an electronic signature
Acceptance Contract
Learning Plan
Progress Report
Final Evaluation

5. Field Manuals Policies Core Competencies NASW Code of Ethics
Curriculum Information
Behavioral expectations and policies for students
Leave
Drug and Alcohol
Social Media
Conflicts of interest
Field Placement disruption or termination
CSU Student Code of Conduct

6. Program Information: Important Dates
August 24th – Placement begins
September 25th – Learning plans due to liaison
October 16th – Progress reports due for 1 semester placements
December 9th – Final evaluations due to field liaison for placements that are completed
December 9th– Progress reports due for multi-semester placements
December 17th – Last day of field for Spring Semester

7. Toolbox for Field Instructors
Macro, Mezzo and Micro practice opportunities
Learning experiences/assignments
Learning plans provided as a “blue-print” for the field placement
Tools are printable from the Field Education website

8. Toolbox Items Internship Activities, Tasks and Competencies
Developmental Stages of an Internship I
Developmental Stages of an Internship II
Learning Plan Tool: Assessment, Planning, Implementation, Evaluation
Learning Plan Assignment Worksheet
Supervision Verification Forms
Theories in Practice Summary
BSW/MSW Curriculum Information

9. Program Information: Worker’s Compensation and Liability Insurance
Provided by CSU for interns in unpaid placements
An exception is students in a placement at CSU. They are not covered by workers compensation.
Professional Liability Insurance:
Unless notified otherwise, CSU covers all interns from their first day in the field through their last day.

10. Students Employed by Field Agency
Prior to placement:
Students must request approval from the Field Education Director and submit additional documentation to support their request for a worksite field placement.
Students must demonstrate new learning assignments for the field education hours.
Work supervisors cannot also serve as Field Instructors. It is the student’s responsibility to identify who will serve as their Field Instructor.

11. Students Employed by Field Agency
If the agency decides to employ the student during the course of the field placement, the above requirements apply.
The placement may also be designated as a paid internship, where the student role is maintained for all activities, but the student receives a stipend. The stipend amount must then be reported.

12. Field Education Program Roles

13. Field Education Roles - Student
The Student is responsible for:
Contributing to learning plan and objectives
Collaborating with Field Instructor on content of supervision sessions
Adherence to NASW Code of Ethics
Professional conduct at all times
Getting completed field forms to Field Liaison by due dates
Tracking field hours
Maintaining communication with Field Liaison

14. Field Education Roles: Field Instructor and On-site Supervisor
Field Instructors:
Provide professional supervision – BSW/MSW degree required
Collaborate with Student, On-site Supervisor and Field Liaison to develop Learning Plan
Complete Progress Reports and Final Evaluations
On-site Supervisors (may or may not be the same as Field Instructor):
Are often from a different professional background
Provide oversight and supervision for day-to-day tasks in the agency/placement

15. Field Education Roles: Field Liaison
Field Liaisons
Are SSW faculty and are consultants to the field placement throughout its duration
Are the program’s eyes and ears on the field placement
Assure that the student is learning and making progress and the placement is going well for the student, field instructor and the agency
Can assist with the development and completion of all field-related paperwork
Are the first “go-to” person in the event that concerns or difficulties arise during the placement.
Meet with the student, field instructor and on-site supervisor in the first month of the placement
Collect, review, and submit all field forms to the administrative team

16. Field Education Roles: CSU Field Team
Field Director/Field Coordinators are responsible for:
Overall direction of the Field Education Program
Assigning placements for students
Assigning final grades
Giving final approval for Incomplete grades (time extensions)
Mediating serious problems/concerns
Establishing field education policy and procedures
Field Education Administrative Staff are responsible for:
Receiving all field forms from Field Liaisons
Administration of Field Program database and documentation

17. Field Liaison Visits – What to Expect
Will visit within first 3-4 weeks
May know you/your agency – will want to gain understanding of agency, services, populations served
Will discuss the student’s learning goals and expectations of the field placement
Will review the learning plan
Can assist with developing the learning plan if needed
Will visit / contact again to check on progress

18. Routing Field Forms
Field forms are downloadable from the SOSW Field Education Program webpage.
Field forms should be filled out and signed electronically/digitally (instructions on the field forms page of the website.
The learning plan and all subsequent field evaluations are due to your field liaison on the due dates listed.
Completed and signed field forms are ed to your field liaison, who will then review and submit them (if complete) to the Field Education Program administrative staff.

19. If Difficulties Arise in Field
The vast majority of the time, the field placement is a wonderful, if challenging, experience. Occasionally there are bumps or challenges that might need some attention or support.

20. Problems and Concerns Potential challenges
Lack of appropriate range and depth of learning assignments
Not busy enough with meaningful activities
Too busy for comfort level
Lack of regular supervision time/not enough time
Conflict of style/personality
Lack of interest in practice area/agency
Professional Behavior
Ethical Dilemmas

21. If Difficulties are Serious or Persistent:
Work directly with the student to resolve difficulties
If additional intervention is needed, contact your field liaison
Field liaisons will involve the Field Coordinators or Director as needed
Placement Termination:
Considered a last resort if efforts to resolve challenges are not successful
Can be initiated by the agency, the field education program, or the student
The field liaison is notified first, who then contacts field staff

22. BREAK

23. Student Orientation to the Agency
Develop a plan prior to the student’s arrival
Orientation Development
Formal vs. Informal
Considerations
Assignments – across systems
Work spaces and tools
Procedures – safety, car use, home visits
Disability accommodations

24. Student Orientation to the Agency
The first day…
Discuss and Clarify Expectations
Supervision
Communication
Agency

25. Supervision and Practice
Plan and schedule
Group vs. individual
1 hr. per week, at least 25% of time individual
Within first two weeks
Discuss – time off, vacation, snow days, holidays, tracking hours
Create schedule – shadowing, meetings, policies to review, data or files to review, research

26. Supervision and Practice
Communication
What are the expectations?
Questions vs. critical information
Frequency
Issues
Guided by intent to teach/mentor
Helping student find their professional voice
Respectful, Open and Honest

27. Supervision and Practice
Agency
Assessment – environment, relationships, culture, climate, systems, policies…
What are the standards and policies?
Formal vs. Informal
Safety, professional behavior and performance, NASW Code of Ethics
Dress code, returning of phone calls and s
Other
Building access, codes/keys, mailboxes, workspace, phone, computer access
Building relationships

28. Developmental Stages of an Internship
Anticipation
Exploration
Competence
Culmination
Stage Charts: Developmental Stages of an Internship (DSI-2) -The Successful Internship: Personal, Professional, and Civic Development in Experiential Learning (4th Ed.),
Sweitzer & King, 2014

29. Student Learning Experiences
What are some learning experiences and tasks that students will engage in at your agency?
Write each learning experience or task on an individual sticky note.
Consider all system levels and experiences.

30. An Introduction to the CSWE Core Competencies
The Council on Social Work Education (CSWE) sets the Educational Policy and Accreditation Standards (EPAS) for the School of Social Work
The CSWE identified 10 Core Competencies comprised of measurable practice behaviors that address social work knowledge, values and skills.
The Core Competencies are woven throughout the BSW and MSW student curriculum, and in field education, they are used to structure learning experiences and assess student progress.

31. CSWE Core Competencies
Core Competency 1
Identify as a professional social worker and conduct oneself accordingly
Practice behavior examples:
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
The full list of practice behaviors is provided in our field education manuals online:

32. CSWE Core Competencies
Core Competency 2
Apply social work ethical principles to guide professional practice
Core Competency 3
Apply critical thinking to inform and communicate professional judgments

33. Core Competencies, Continued
Core Competency 4
Engage diversity and difference in practice
Core Competency 5
Advance human rights and social and economic justice
Core Competency 6
Engage in research-informed practice and
practice-informed research

34. Core Competencies, Continued
Core Competency 7 Apply knowledge of human behavior and the social environment Core Competency 8 Engage in policy practice to advance social and economic well-being and to deliver effective social work services

35. Core Competencies, Continued
Core Competency 9 Respond to contexts that shape practice Core Competency 10 Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities

36. Achieving Competencies
Learning Engaging in Mastering
experiences & tasks practice behaviors Core Competencies
The learning experiences and tasks provided in your agency facilitate opportunities for students to engage in Practice Behaviors and to master the Core Competencies
Group activity, tasks to competencies

37. Tasks and Competencies – Making the Connection!
Small Group Exercise
Tasks and Competencies – Making the Connection!

38. Evaluation Forms Progress Reports Final Evaluations
Due approximately “mid-term” of placement
Must be submitted by due date or will be given a “Unsatisfactory” (See due dates)
Final Evaluations
Due within two weeks of final day of placement
Measurement of progress for all is based on a 9 point scale
Final meeting with field liaison, field instructor, on-site supervisor and student

39. Evaluation Forms, continued
Program Evaluations
Will receive with link at the end of the semester
Feedback on field liaison and agency
Feedback is valuable for Social Work program evaluation/revisions

40. Our Field Education Partners…
You play a crucial role in the professional development of our social work students
Research consistently indicates the crucial role of the field instructor relationship in student learning and development.

41. Student Reflections
“My field Instructor and Supervisor fostered my growth as a social worker and helped me to critically examine my personal beliefs and grow as a social worker.”
“The dynamic, supportive relationship of the agency professionals – they allowed me to be a student yet challenged me to think and act like a professional.”
“I was able to observe and learn from the professionals and when I felt ready, was able to take on the practitioner role and learn first-hand. It was an incredible experience at all levels.”

42. Questions/Discussion
Thank you!
Questions/Discussion