1. WELCOME TO FIELD ORIENTATION FOR FIELD INSTRUCTORS AND ON-SITE SUPERVISORS CSU School of Social Work - Fall 2015

2. 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 Introductions

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: http://www.ssw.chhs.colostate.edu/field/index.aspx 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: Worker’s Compensation and Liability Insurance Workers Compensation: 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.

7. 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.

8. 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.

9. Program Information: Important 2016 Dates for Field Placements  January 19 th – Spring Semester Field Placements begin  February 12 th – Learning plans DUE to Field Liaison  March 11 th – 488 Progress reports DUE for to Field Liaison for one semester Block placements  May 6 th – 488, 588, 688 Final evaluations DUE to Field Liaison for completed placements  May 6 th – Progress reports DUE to Field Liaison for multi-semester placements  May 12 th – Last day of Field Placement for Spring Semester (May 13 th for Distance MSW students)

10. Program Information: Important 2016 Dates for Field Placements  May 16 th – Summer Semester Field Placements begin  June 10 th – Learning plans DUE to Field Liaison  July 29 th – Final evaluations DUE to Field Liaison for completed placements  August 5 th – Last day of Field Placement for Summer Semester

11. Tools 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

12. Toolbox Items Forms - Internship Activities, Tasks and Competencies Learning Plan Tool: Assessment, Planning, Implementation, Evaluation – APIE Form Learning Plan Assignment Worksheet Supervision Verification Forms (updated) Theories in Practice Summary Link – Stage Charts: Developmental Stages of an Internship (DSI-2), The Successful Internship: Personal, Professional, and Civic Development in Experiential Learning (4 th Ed), Sweitzer & King, Books/Cole 2014 Orientation Materials

13. Field Education Program Roles

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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 e-mailed to your field liaison, who will then review and submit them (if complete) to the Field Education Program administrative staff.

20. 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.

21. If Difficulties Arise in Field Discussion: What kinds of challenges have you encountered or observed in Field Placements?

22. If Difficulties Arise in Field 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

23. 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

24. Orientation Review

25. BREAK

26. 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, transporting clients, home visits Disability accommodations

27. Student Orientation to the Agency The first days… Discuss and Clarify Expectations Supervision Communication Agency Safety

28. Supervision and Practice Supervision 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

29. 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

30. 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 emails Other Building access, codes/keys, mailboxes, workspace, phone, computer access Building relationships

31. Supervision and Practice Safety Resources NASW Guidelines for Social Worker Safety in the Workplace (2013) Link to NASW’s Safety Resource Guides http://www.socialworkers.org/pressroom/events/saf ety1006/default.asp

32. 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 (4 th Ed.), Sweitzer & King, 2014

33. Student Learning Experiences  What are some learning experiences and tasks that students will engage in at your agency?  List each activity or task on your worksheet  Consider all system levels and experiences

34. 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.

35. 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: http://www.ssw.chhs.colostate.edu/field/manuals.aspx

36. 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

37. 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

38. 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

39. 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

40. Learning Plan Exercise Tasks and Competencies – Making the Connection!

41. Evaluation Forms Progress Reports  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

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

43. 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.

44. 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.”

45. Questions/Discussion Thank you!