Jenny Becker, LISW, Director of Field Instruction
UNI Social Work Department jennifer.becker@uni.edu
(319) 273-7881

I ntent:
1 - Integrate the theoretical and conceptual contribution of the classroom with the practical world of the practice setting.
2 - Classroom and Field—each contributes to the development of the competencies of professional practice.
3 - Field education is systematically designed, supervised, coordinated, and evaluated based on criteria by which students demonstrate the Social Work Competencies.

Module 1: Overview of the Academic Program
Module 2: Roles and Responsibilities
Module 3: Field Experience-BASW Program
Module 4: Field Experience-MSW Foundation
Module 5: Field Experience-MSW Trauma Informed Care
Module 6: Field Experience-MSW Social Work Admin
Module 7: Supervision
Module 8: Ethics
Module 9: Thank You

*Located in Cedar Falls, Iowa
*College of Social and Behavioral Sciences
*Accredited by the Council on Social Work Education
*Approximately 200 students in the BASW program and 60 students in the MSW program.
*www.uni.edu/csbs/socialwork

Council on Social Work Education (CSWE)
2015 Educational Policy and Accreditation Standards
Competency 1
Demonstrate Ethical and Professional Behavior
Competency 2
Engage Diversity and Difference in Practice
Competency 3
Advance Human Rights and Social, Economic, and Environmental Justice
Competency 4
Engage In Practice-informed Research and Research-informed Practice
Competency 5
Engage in Policy Practice
Competency 6
Engage with Individuals, Families, Groups, Organizations, and Communities
Competency 7
Assess Individuals, Families, Groups, Organizations, and Communities
Competency 8
Intervene with Individuals, Families, Groups, Organizations, and Communities
Competency 9
Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities

120 credits hours for a Bachelor of Arts degree (53 hours in the Social Work major)
30 hour volunteer experience (Social Services and
Social Work course)
1 field placement : 440 hours minimum; Summer,
Fall or Spring semester

In addition to the Liberal Arts Core:
Intro to Social Work and Social Services
Social Welfare: A World View
Social Work Practice I and II
Diversity & Difference
Statistics for Social Work
Social Work Research
Human Behavior and the Social Environment
Social Policies and Issues
Community and Organizational Practice
Therapeutic Communication
Electives:
Working With Racial and Ethnic Minorities
Stress and Stress Management in the Helping Professions
Addictions Treatment
Social Services for Older Adults
Child Welfare Policy and Practice
Family and Group Practice
Conflict Resolution

Student Social Work Association (SSWA)
Substance Abuse Counseling Certificate
Conflict Resolution Certificate
Child Welfare Certificate

For students who do not have a degree in Social
Work, they enter the Foundation Program
-Onsite 2 year program (5 semesters)
-Distance Education/Online program
(10 semesters)
-2 field placements
*Foundation field experience - 400 hours
*Specialization field experience - 500 hours

Human Behavior and the Social Environment Micro
Social Work Practice I and II
Social Work Practice with Organizations and Communities
Injustice and Oppression
Introduction to Social Work Research
Foundation Practicum
Foundation Practicum Seminar
Year 2 - Join the Advanced Standing MSW Students

For students who have a degree in Social Work, they enter the Advanced Standing program
-Onsite 1 year program (3 semesters)
-Choose Trauma Informed Care or Social
Work Administration Specialization
-1 field placement for 500 hours

Defined: Organizational structure and treatment framework that involves understanding, recognizing, and responding to the effects of all types of trauma. TIC is grounded in and directed by a thorough understanding of the neurological, biological, psychological, moral and social effects of trauma and violence on humans and is informed by knowledge of the prevalence of these experiences in persons, especially those with complex needs.
Emphasis: Physical, psychological, emotional, social and moral safety for both service recipients and providers and helps people rebuild a sense of control and empowerment. It is a process as well as an outcome.

Term 1 (Summer)
Two-Day Trauma Informed Care Conference (late May/early June)
Introduction to Social Work Research
Primary and Secondary Trauma
Systems Redesign & Community Collaboration
Term 2 (Fall)
Advanced Social Work Practice with Families
Trauma Informed Practice I
Advanced Social Work Research
Trauma Informed Practice Practicum I
Trauma Informed Practice Practicum I Seminar
Term 3 (Spring)
Trauma Informed Practice II
Grant Writing, Fund Raising, Contracting & Marketing
Trauma Informed Practice Practicum II
Trauma Informed Practice Practicum II Seminar

Defined: Knowledge, values and skills to assume administrative or supervisory positions in a variety of private, public, and not-for-profit organizations
Focus Areas: administration, management, public policy, resource development, program development and evaluation, personnel management, data collection and analysis

Term 1 (Summer)
Two-Day Trauma Informed Care Conference (late May/early June)
Introduction to Social Work Research
Primary and Secondary Trauma
Systems Redesign & Community Collaboration
Term 2 (Fall)
Administrative Social Work Practice
Organizational Development and Networking
Advanced Social Work Research
Social Work Administration Practicum I
Social Work Administration Practicum I Seminar
Term 3 (Spring)
Human Behavior and the Social Environment Macro
Grant Writing, Fund Raising, Contracting & Marketing
Social Work Administration Practicum II
Social Work Administration Practicum II Seminar

MSW Student Association
Graduate Assistantship (general, research or teaching)
Extended-enrollment option:
-attend classes at the times offered (3 hr. blocks)
-be available for the field practicum
-complete all requirements within four years

Administrative Faculty
Faculty
Staff
Dr. Cynthia Juby, Department Head, BASW Program Director, Associate Professor of Social Work
Dr. Steven Onken, MSW Program Director, Associate Professor of Social Work
Dr. Mary Boes, Associate Professor of Social Work
Peter Cote, LISW, Social Work Instructor
Dr. Ga-Young Choi, Assistant Professor of Social Work
Dr. William Downs, Professor of Social Work
Dr. James Hanson, Associate Professor of Social Work
Dr. James McCullagh, Professor of Social Work
Dr. Augustina Naami, Assistant Professor
Dr. Laura Praglin, Associate Professor of Social Work
Dr. Katherine vanWormer, Professor of Social Work
Jenny Becker, LISW, Director of Field Instruction
Anita Gordon, Research Scholar, Adjunct Instructor of Social Work
Debra Laneville, MSW Program Administrative Assistant
Ann Thill, BA Program Administrative Assistant

Four Main Participants
1 - Field Director
2 - Student
3 - Agency Instructor
4 - Faculty Liaison

1. Recruit and orient agency instructors
2. Orient students and faculty
3. Schedule pre-placement activities
4. Assist students in securing appropriate field experiences
5. Address issues in the field as they arise

1. Attend field orientation,
2. Participate in pre-field activities,
3. Make contact and interview with agencies,
4. Complete learning plan within first 3 weeks of field, experience and revisit periodically,
5. Maintain a log of hours worked, and
6. Attend seminars on campus as scheduled and complete all field assignments.

1. View Agency Instructor orientation video
2. Provide a safe work setting
3. Orient student to agency
4. Collaborate on Learning Plan and revisit periodically
5. Provide proper, qualified supervision on a weekly basis
6. Evaluate the student at mid-term and end of field
7. Let Faculty Liaison know if any concerns

1. Visit with each agency during field placement
2. Facilitate seminars
3. Monitor student progress according to the
Learning Plan developed
4. Address learning and/or placement concerns

-Experience in Interviewing - planning and conducting interviews for a variety of purposes (intake, treatment, etc.), a variety of client systems (individual, family) in a variety of places (home, agency, community agency, school, etc)
Experiences in developing interventive relationships - planning for and participating in relationships requiring a variety of interventive modes with a variety of client systems
Experiences in using the problem-solving process with a client or client system .
Experiences with groups - observing and participating in groups which are a part of the social service delivery system in order to develop some understanding of group processes and some skill in relating in groups as a member or a facilitator (i.e. staff meetings, client groups organized for various purposes, large community groups)
Experiences in community activities - observing and/or participating in assignments which facilitate understanding of the agency role in the community, which draw attention to unmet community needs, and/or which provide the opportunity for community planning; (i.e. network with other agencies; participate in planning public education display or program)
Experiences in understanding administrative process - observing and/or participating in staff meetings, and/or staff scheduling, funding and budget planning, board meetings
-Experiences with written work - preparing and using various types of written work such as summaries, letters, psychosocial histories and assessments, recording for service needs and for own learning needs

-Midterm and Final Evaluation completed using nine (9) competency areas.
-The standard by which the student is to be compared, by the end of the placement, is that of a new beginning-level social worker
-Provide a rating for 31 practice behaviors under those 9 core competency areas.
For Example:
Competency 1–Demonstrate Ethical and Professional Behavior
Practice Behaviors a. Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context; b. Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations; c. Demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication; d. Use technology ethically and appropriately to facilitate practice outcomes; and e. Use supervision and consultation to guide professional judgment and behavior.

Module 4:
Field Experience MSW Foundation Program
-Experience in Interviewing - planning and conducting interviews for a variety of purposes (intake, treatment, etc.), a variety of client systems (individual, family) in a variety of places (home, agency, community agency, school, etc)
Experiences in developing interventive relationships - planning for and participating in relationships requiring a variety of interventive modes with a variety of client systems
Experiences in using the problem-solving process with a client or client system .
Experiences with groups - observing and participating in groups which are a part of the social service delivery system in order to develop some understanding of group processes and some skill in relating in groups as a member or a facilitator (i.e. staff meetings, client groups organized for various purposes, large community groups)
Experiences in community activities - observing and/or participating in assignments which facilitate understanding of the agency role in the community, which draw attention to unmet community needs, and/or which provide the opportunity for community planning; (i.e. network with other agencies; participate in planning public education display or program)
Experiences in understanding administrative process - observing and/or participating in staff meetings, and/or staff scheduling, funding and budget planning, board meetings
-Experiences with written work - preparing and using various types of written work such as summaries, letters, psychosocial histories and assessments, recording for service needs and for own learning needs

-Midterm and Final Evaluation completed using nine (9) competency areas.
-The standard by which the student is to be compared, by the end of the placement, is that of a new beginning-level social worker
-Provide a rating for 31 practice behaviors under those 9 core competency areas.
For Example:
Competency 1–Demonstrate Ethical and Professional Behavior
Practice Behaviors a. Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context; b. Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations; c. Demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication; d. Use technology ethically and appropriately to facilitate practice outcomes; and e. Use supervision and consultation to guide professional judgment and behavior.

Module 5:
Field Experience MSW Trauma Informed Care
-Professional practice with individuals, families, and small groups.
-Practice with client system engagement, assessment procedures, interventive strategies, and evaluation skills.
-Develop knowledge about and identify the special needs of diverse populations (culture, ethnicity, economic status, gender, sexual orientation, persons with disabilities, oppression, and social justice).
-Trauma Informed Practice impacting issues related to mezzo and macro practice.
-Professional activities designed to empower individuals, families, and small groups faced with personal and societal challenges.
-Research project centered on effective Trauma Informed Practice.

-Midterm and Final Evaluation completed using nine (9) competency areas.
-The standard by which the student is to be compared is that of a social work professional with advanced practice skills to work with socioculturally diverse populations of individuals, families and small groups.
-Provide a rating for 21 practice behaviors under those 9 core competency areas.
For Example:
Competency 1–Demonstrate Ethical and Professional Behavior
Practice Behaviors a. Know the social work values, ethics, roles, and interpersonal boundaries necessary for trauma-informed practice.
b. Identify and differentiate the signs and symptoms of secondary traumatic stress/vicarious trauma, compassion fatigue, and burnout.
c. Know the interplay of culture, spirituality, and ethnicity as they relate to the experience of trauma.

Module 6:
Field Experience MSW Social Work Administration
Agency management Current trends in human service administration
Construction of agency’s vision & mission statement
Board reports & meetings
Community planning meetings
Accreditation standards
Grant writing
Legislative advocacy
Administrative theories
Fundraising
Personnel policies & issues
Policy issues
Electronic advocacy – internet activism
Supervisory skills/experiences Federal, state, city, county laws, rules and regulations
Interagency networking Trauma informed organizational practices
Program development Understanding service on community or state boards
Staff professional development Community assessment
Informational technology/management

-Midterm and Final Evaluation completed using nine (9) competency areas
-The standard by which the student is to be compared is that of social work professional that can assume administrative and supervisory positions in a variety of private, nonprofit, or public sector roles.
-Provide a rating for 19 practice behaviors under those 9 core competency areas.
For Example:
Competency 1–Demonstrate Ethical and Professional Behavior a. Takes responsibility for own learning through productive use of conference time and supervisory sessions.
b. Recognize the importance of practitioner and organizational self-care and resilience in trauma-informed social work practice.

Undergraduate Social Work Student
Supervised by an Agency Instructor with a BA in Social Work, or like degree, plus 2 years of employment post degree
MSW Foundation Student
Supervised by an Agency Instructor with an MSW, or like MA degree, plus 2 years of employment post degree
MSW Trauma Informed Care Student
Supervised by an Agency Instructor with an MSW, or like MA degree, plus 2 years of employment post degree
MSW Social Administration Student
Supervised by an Agency Instructor with an MSW, or like MA degree, plus 2 years of employment post degree

Direct
1:1 with client/client groups, family, professionals
Indirect orientations, seminars, staffings, trainings, readings, documentation, written work, shadowing/observing, some travel

-Thorough agency orientation
-Adequate work space and technology access
-Scheduled time for weekly supervision

-Review/revisit Learning Plan components
-Discuss how student’s courses ties into agency activities and tasks
-Review any assigned readings
-Application of the NASW Code of Ethics
-Positive feedback, constructive criticism, clear expectations
-Other: cultural diversity, colleague relationships, agency processes in place, transference/countertransference

-Appropriate termination with clients and coworkers
-Review Learning Plan
-Discuss learning experiences
-Final week: end evaluation

Shell Shock - "the trauma of battle"
Over-eagerness - Student doesn't know what they don't know; Student doesn't want to appear incompetent
Professionalism - Verbal, Attire, Written Work
Personal circumstances - Transference; Projection; Unresolved issues
Performance - Skill based issues; Performance based issues; Not feeling challenged
Relationships with others - Field Instructor, clients, coworkers or fellow interns
Agency stress - Lack of time/resources to support social work interns appropriately

Process for Resolving Issues Related to the Internship
Step 1:
Student
Step 2:
Faculty Liaison
Step 3:
Field Director

What Social Work Interns Want From Their
Agency Instructor
-Recognize it’s normal to be nervous and unsure in the beginning.
-Student needs to begin with a learner’s stance.
-Practice, practice, practice in a safe, learning environment.
-It is helpful to go over learning plans throughout the semester to make sure agency assignments match learning goals.
-Assist them in establishing themselves as a professional.
-Model a positive work-life balance.
-Frequent communication and feedback.
-Provide resources (Students are in college to learn).

1. Ethical Responsibilities To Client
2. Ethical Responsibilities To Colleagues
3. Ethical Responsibilities In Practice Settings
4. Ethical Responsibilities As Professionals
5. Ethical Responsibilities to the Social Work
Profession
6. Ethical Responsibilities to the Broader Society

-Promote the well-being of clients
-Self-determination
-Competence
-Cultural competence and social diversity
-Conflicts of interest
-Privacy and confidentiality
-Derogatory language

-Respect
-Sexual harassment
-Impairment of colleagues
-Unethical conduct of colleagues

-Education and Training
-Client records

-Discrimination
-Acknowledging credit

Integrity of the profession:
Social Workers should work toward the maintenance and promotion of high standards of practice.

Social Welfare:
Social workers should promote the general welfare of society, from local to global levels, and the development of people, their communities, and their environments.

-Opportunity to coach/mentor future social workers
-Opportunity for future employees
-Conferences/in-services (Fall and Spring, Ethics, postings)
-Access to UNI Rod Library Resources
- Speakers Bureau (Office of University Relations at (319) 273-
6728; or complete the online form at www.uni.edu/speakers)
- Posting of Job Openings
-University Internship/Career Fairs
-Social Work Department Advisory Committee participation

Jenny Becker, LISW
Director of Field Instruction
(319) 273-7881 jennifer.becker@uni.edu