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UNIVERSITY OF NORTH CAROLINA AT WILMINGTON
SCHOOL OF SOCIAL WORK
SWK 396: Pre-Field Seminar
Spring 2016, Section 801,
Monday: 3:00-3:50pm, Onslow Campus. Room: Trades 104
INSTRUCTOR:
EMAIL:
Office Hours:
Debbie Jackson, LCSW
jacksond@uncw.edu
TBA
Course Overview
Catalogue Description
Prerequisites: SWK 235, SWK 240, SWK 320; corequisites: SWK 321, SWK 341.
Explore professional expectations of field education, including ethical standards of the
NASW Code of Ethics. Preparation of a resume, identification of the student’s learning
style, and exploration of diverse agencies and fields of practice to secure a field
placement of interest.
Course Description
The pre-field seminar is a weekly one-hour seminar that is designed to prepare you for
entering BSW social work field education. This seminar will assist in identifying the
client populations and placement opportunities that are of interest to you, provide you
with opportunities to meet numerous field instructors from a variety of fields of practice,
and prepare you for interviewing for your field placement selection. In addition there
will be a review of some of the potential employment options for beginning BSW social
workers. The seminar is also designed to help acquaint you with field faculty so that you
will feel comfortable asking questions or discussing concerns that you might have in
beginning social work field practice. The seminar is grounded in experiential learning,
marking the beginning of the educational journey of field education, which is often
referenced as the “capstone” of social work education.
Course Objectives
Upon completion of this social work pre-field seminar, the student will have knowledge,
skills, and values which will prepare the student for field practice. The student should be
able to:
1. Identify fields of social work practice suitable for BSW generalist social work
practice. BSW Program Goals 1, 4, & 6. CSWE Core Competencies 2.1.1, 2.1.3,
2.1.3, 2.1.4, & 2.1.5. Pre-field Assignments: attendance at field fairs, agency
assessments, & critique 2 articles regarding specific fields of practice.
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2. Articulate the essential elements and prepare a professional resume suitable for
field interviews and employment. BSW Program Goals 4 & 11. CSWE Core
Competencies 2.1.1 & 2.1.3. Pre-field Assignments: resume, BSW Field Application,
& personal interview.
3. Articulate the critical elements for professional field interviews. BSW Program
Goals 1, 2, 4 & 11. CSWE Core Competencies 2.1.1, 2.1.2,.2.1.3, 2.1.4, 2.1.9 &
2.1.10. Pre-field Assignments: reading reflections, class participation, & final exam.
4. Recognize different learning and conflict styles and their relevance for successful
social work practice. BSW Program Goals 3 & 4. CSWE Core Competencies 2.1.1,
2.1.2, 2.1.3, 2.1.4, 2.1.7, & 2.1.10. Pre-field Assignments: learning style inventory,
conflict style inventory, class participation, reading reflections & final reflection
paper.
5. Assess agency settings and practice focus for suitability for field placement to
meet student’s learning needs. BSW Program Goals 1, 2, 5 & 6. CSWE Core
Competencies 2.1.1, 2.1.2, 2.1.3, 2.1.4, 2.1.5, 2.1.6, 2.1.7, 2.1.8, 2.1.9 & 2.1.10. Prefield Assignments: learning style inventory, conflict style inventory, personal
interview, agency assessment, reading reflections, class participation & final
reflection paper.
6. Develop an appreciation for the importance of self-awareness for beginning
professional social work practice. BSW Program Goals 1 & 2. CSWE Core
Competencies 2.1.1, 2.1.2, 2.1.3, 2.1.4, 2.1.7 & 2.1.10. Pre-field Assignments:
learning style inventory, conflict style inventory, BSW Field Application, personal
interview & class participation.
7. Articulate areas of personal concern that could impact one’s ability to successfully
engage in field practice. BSW Program Goals 1, 2, & 5. CSWE Core Competencies
2.1.1, 2.1.2, 2.1.3, 2.1.4, 2.1.7 & 2.1.9. Pre-field Assignments: personal interview,
BSW Field Application & final reflection paper.
8. Develop an appreciation for flexibility and guidance/supervision when engaging in
placement selection and field practice. BSW Program Goals 1 & 10. CSWE Core
Competencies 2.1.1, 2.1.2, 2.1.3, 2.1.7, & 2.1.10. Pre-field Assignments: agency
assessment, field fairs, class participation & final reflection paper.
9. Create a climate of respect that fosters discussion of learning needs and
expectations among peers and colleagues. BSW Program Goals 3, 4, 5, 9 & 10.
CSWE Core Competencies 2.1.1, 2.1.2, 2.1.3, 2.1.4 & 2.1.10. Pre-field Assignments:
field fairs, reading reflections & class participation.
10. Engage in respectful discussion of different perceptions of practice, within the
classroom. BSW Program Goals 1, 3, 9 & 10. CSWE Core Competencies 2.1.1,
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2.1.2, 2.1.3, 2.1.4, 2.1.5, & 2.1.9. Pre-field Assignments: conflict style inventory &
class participation.
Course Materials
Required Texts
Denny, J. (2012-2013). UNCW social work field education manual. Wilmington, NC:
Unpublished Manuscript. (please note that the version on the UNCW School of Social
Work Web Page does not include the appendices)
www.uncw.edu/swk/pdf/Field/BSW
Grobman, L. (2002). The field placement survival guide. Harrisburg, PA: White Hat
Communications.
NASW Code of ethics. (2008). Washington, DC: NASW Press (available on the NASW
web site: http://www.naswdc.org/)
Other reading assignments will be available on Blackboard
Methods to Achieve Course Objectives / Learning Outcomes
The primary learning format is the engagement in interactive learning, which includes
discussion of the assigned readings and classroom activities. Seminar sessions are based
on the understanding that all readings assigned for that seminar topic have been
completed prior to seminar. In addition, each student has personal experiences and points
of reference that will enhance seminar discussion. The seminar is built upon a
philosophy of shared leadership, which requires all students to contribute to the
discussion and the inclusion of seminar participants. Therefore, students are expected to
attend seminar to facilitate learning and the acquisition of skills in professional
communication. Finally, all assignments are due on the designated due date (see
course timeline); inability to meet a designated due date requires negotiation with
the instructor prior to the due date.
Philosophy of Teaching and Learning / Method of Instruction:
Course Policies
Academic Integrity
All members of UNCW's community are expected to follow the academic Honor Code.
Please read the UNCW Honor Code carefully (as covered in the UNCW Student
Handbook). Academic dishonesty in any form will NOT be tolerated. Please be
especially familiar with UNCW's position on plagiarism as outlined in the UNCW
Student Handbook. Plagiarism is a form of academic dishonesty in which one takes
someone else's ideas and represents them as his/her own. Some examples of plagiarism
include:
• You write about someone else's work in your paper and do not give credit for it;
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authors must be referenced.
You give a presentation and use someone else's ideas and do not state the source
of these ideas.
You use facts from your text or another reference material and do not reference
the material.
Accommodations for Students with Disabilities
I am more than happy to make appropriate accommodations for students with disabilities.
Students with diagnosed disabilities should contact the Office of Disability Services
(962-7555). Please give me a copy of the letter you receive from Office of Disability
Services detailing class accommodations you may need. If you require accommodation
for test-taking please make sure I have the referral letter no less than three days before the
test.
Learning Assistance
Any student wishing to have accommodations to enhance learning is encouraged to work
through the University Office of Disability Services. Please contact that office to gain
access to special resources and services. In addition, the Learning Center is available to
assist all students with writing skills, including APA formatting. In addition, the Randall
Library has numerous resources, including a librarian designated to work with the School
of Social Work, John Osinski. Please contact him with questions and concerns about
accessing library resources.
Violence and Harassment
UNCW practices a zero tolerance policy for any kind of violent or harassing behavior. If
you are experiencing an emergency of this type contact the police at 911 or UNCW
CARE at 910-962-2273. Resources for individuals concerned with violent or harassing
situation can be located at http://www.uncw.edu/wsrc/crisis.html.
UNCW Student Gender-Based/Sexual Misconduct Policy
UNCW takes all forms of interpersonal violence very seriously. When students disclose,
first or third-hand, to faculty or staff about sexual misconduct, domestic violence,
dating violence and/or stalking, this information must be reported to the
administration in order to ensure that student’s rights are protected, appropriate
resources are offered, and the need for further investigation is explored to maintain
campus safety.
There are three confidential resources who do not need to report interpersonal
violence: UNCW CARE, the Student Health Center, and the Counseling Center. If you
want to speak to someone in confidence, these resources are available, including CARE’s
24-hour crisis line (910-512-4821). For more information, please visit
www.uncw.edu/sexualmisconduct or www.uncw.edu/care.
Campus Respect Compact
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UNCW is committed to a civil community, characterized by mutual respect. Individuals
wanting more information about the Respect Compact can contact the Office of
Institutional Diversity and Inclusion.
Attendance
Students are expected to attend each scheduled class meeting and to be prepared.
Attendance includes not only being present, but being on time and staying for the
duration of the course. Attendance will be taken each class session. Students may miss
up to two class sessions without penalty. If the student misses three or more times, their
final grade will be deducted by five points per absence. If you have extenuating
circumstances affecting your absence please notify me to discuss arrangements.
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Ethics and Confidentiality
The NASW Code of Ethics is intended to serve as a guide to the everyday professional
conduct of social workers. You are expected to be familiar with its contents. The Code
can be found online at: http://www.socialworkers.org/pubs/code/code.asp. The
importance of confidentiality cannot be overstated. In written assignments, as well as
oral discussions and presentations, guidelines regarding confidentiality (as expressed in
the NASW Code of Ethics) are to be strictly observed.
Use of Personal Electronics
The use of electronic equipment is permitted in class when used in a respectful manner
(i.e.: to take notes, assist with looking up course material). However, should use of such
equipment be perceived as disrespectful, disruptive, or interfering in the learning for
other students, as well as the instructor, students will be asked to discontinue use.
Completion of Course Assignments
All assignments, whether graded or not, must be completed to receive credit for this
professional seminar. Each student will be expected to complete the following
assignments with due dates indicated in the schedule of assignments.
Due Dates
All papers/assignments must be turned in on the scheduled due date at the beginning of
class. If you turn in your assignment late, your grade will be deducted 10% of the total
grade for each day it is late. If an extenuating circumstance occurs, please let the
instructor know prior to the due date.
Course Assignments
Each student is expected to attend seminar and engage in respectful discussion. Students
are also expected to engage in self-reflection to identify their personal learning styles as
well as personal experiences that may influence personal perspectives in working with
different at-risk client populations. In addition, each student is expected to interview
community social workers and service providers to identify potential placements with
supervisory styles, that are compatible with the student’s learning needs, as well as client
populations that are of interest.
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Assignments:
The following assignments will not receive individual grades but will go towards
your total participation grade worth 50 points:
Field Application
Field Fair
Professional Resume
Personal Interview
Learning/Conflict Inventories
All items must be turned in
to receive the total of 50 points!
The assignments below will be graded for a total of 150 points:
Agency Assessment 1
Agency Assessment 2
Class Led discussion
Final Reflection Paper
Mid Term Exam
Final Exam
Class Attendance/Participation
25 points
25 points
15 points
25 points
25 points
25 point
10 points
A final letter grade based on 200 points of the completed course assignments and exams
will be given at the completion of the course. Grades are based on a 10-point scale,
with no exceptions:
Letter Numerical
Grade Score
A
94-100 pts
A-
90-93 pts
B+
87-89 pts
B
84-86 pts
B-
80-83 pts
C+
77-79 pts
C
70-76 pts
F
69 pts & below
I
Incomplete
**A final grade that is less than a C requires a student to repeat the course before going
into field.
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Descriptions of Course Assignments
Application to Field (Not graded, but must complete to receive course credit)
Each student will complete an application for admission to field education. This
application explores learning interests as well as special learning needs, including
identification of developmental experiences that might impact one’s ability to engage in
practice with specific client populations. An application form will be provided with
seminar discussion to enhance successful completion of the form. The completed field
application should be submitted on the due date identified in the schedule of
assignments, but must be submitted no later than the date of the personal interview
with the faculty liaison. (See BSW Social Work Field Education Manual for full
description of the field admission criteria.)
Field Fair: To afford opportunity to meet potential field instructors and learn more about
potential placement sites students are required to attend the Field Fair. Attendance is
mandatory and will be held during scheduled class time but will be a 2 hour event.
Students will find this fair to be beneficial in expanding placement interests, dispelling
misconceptions about particular agencies or populations served, as well as identifying
field instructors who stimulate student learning interests.
Professional Resume (Not graded, but must complete to receive course credit)
Each student is required to create a one/two page resume in order to learn to
professionally present her/his educational and work experience. Students are encouraged
to consult with a counselor at the Career Center before turning in their resumes. This
assignment is not graded, but is required for successful completion of the course, as the
resume will be shared with prospective field instructors to secure a field placement.
Note that professional resumes require resume paper, which can be purchased at any local
office supply store. Please be prepared to bring your resume with you at your
personal interview with your instructor (see schedule of assignments for due date).
Personal Interview (Not graded, but must complete to receive course credit)
Each student is required to participate in a personal interview with her/his pre-field
instructor to review the field application and assist the student in selecting field options
that will best meet student learning interests and needs. The student should dress
professionally for this meeting and treat it as practice interview. A sign-up sheet will be
provided in class to schedule individual appointment times
Learning Preference Inventory (Not graded, but must completed to receive course
credit) Each student is expected to complete a personal inventory of her/his preferred
learning style. This learning profile will assist the student in identifying learning
strengths and needs to assist in securing a successful field education match. It will offer
you the opportunity to identify what styles you may want to strengthen moving forward.
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It is noteworthy that there are no right or wrong answers, and that the inventory only
represents your learning style preference.
Conflict Style Inventory (Not graded, but must completed to receive course credit)
Each student will complete a conflict style inventory, which will assist the student in
recognizing her/his preferred ways of handling conflicts. The inventory will also help the
student identify areas for growth that will enhance professional performance in placement
and practice. It is noteworthy that there are no right or wrong answers; this assessment is
meant to deepen your level of insight that will be useful as you continue to grow and
move toward social work practice.
Two Agency Assessments
50 points total
Each student is required to visit two agencies to interview for a field placement and
learn about the agency. Students will be encouraged, but not required, to shadow a social
worker, if possible, in addition to the interview. Through these experiences, students will
aim to gain insight into the supervisory style and expectations as well as the agency’s
mission, services, client population, and work climate. This information will assist in
careful selection of a field education match. To assist in the evaluation and review
process, a designated form will be completed for each agency visit. Students are expected
to take an approved copy of the professional resume to the agency visit for review by the
respective field instructors. A 2-3 page reflection paper in APA format will also be
required to be submitted with the agency information form(s). Please include why you are
interested in this agency and how you believe the agency’s mission statement can help
you meet your social work career goals.
Class led discussion/participation 15 points
Each student will be responsible for the assigned course readings found in your syllabus.
Assigned readings will come from the required text, BSW Field Manual, or are available
on Blackboard for this class. Students are asked to facilitate discussion of the assigned
reading(s) once during the semester. Students will have the opportunity to sign up for
their reading on the first day of class. Please be prepared for this discussion and insure
you have designated talking points to explain to the class to begin conversation! The
summary of your assigned chapter should be a maximum of 10 minutes. You may
choose to work together with other classmates also assigned to present on readings
on this same day! You have flexibility as to how you want to present the reading i.e.
summary of reading orally, power point, printed talking points, etc.
Final Reflection Paper 25 points
Each student is required to write a short paper (5-6 pages) that reflects on her/his
readiness for the field placement experience. The following headings/sections should be
included:
1. Strengths. In this section, students are asked to identify strengths they will bring
to the field placement experience. Elaboration of how these strengths will be
useful in practice should be explored.
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2. Biases and Assumptions. In this section, students are asked to identify the biases
they bring with them to the field placement experience. Articulation of these
things, from a non-judgmental place, will be helpful in acknowledging and
working to grow in these areas.
3. Ethics and Values. In this section, students are asked to identify the particular
social work values as well as ethical principles and standards that seem most
compatible with one’s personal style or beliefs while also identifying those that
might be most challenging in practice.
4. Limitations, Challenges, and Concerns. In this section, students are asked to
identify any particular limitations, challenges they expect, and concerns they may
have about the field placement experience.
The paper is not graded on student readiness; rather it will be graded on the student’s
ability to engage in candid reflection and the ability to write in an articulate, organized,
professional manner, including ways the personal learning style preference and
conflict style will hinder or enhance placement is essential for this assignment. APA
format is required!
Mid Term Exam
Final Exam
25 points
25 points
Mid-term and final exams are required for this seminar to determine your knowledge and
readiness for placement. These examinations will test your knowledge of course material.
Both exams will be take home exams and will be available and submitted vi Blackboard.
Exam materials will be taken from text materials, reading assignments, and materials
presented by the instructor in lecture.
PLEASE SUBMIT YOUR ASSIGNMENTS VIA BLACKBOARD
UNLESS OTHERWISE INDICATED ON ASSIGNMENT
GUIDELINE!
The following sequence and assignments are subject to change as we move
through the course. It is important that we do what needs to be done so
that the whole class grasps the ideas and are able to demonstrate this in
practice. We go at a pace and make changes to enhance that learning.
This syllabus is NOT meant to be set in stone as is the nature of social
work.
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Assignment Guideline
1/11/16
Overview of seminar
• get acquainted
• discuss and scale readiness for field
• course expectations
• Self-awareness activity
Field Application available on Blackboard
Please bring BSW Field Education Manual to class (can be found
on Blackboard)
Readings:
Denny, J. (2012-2013) BSW Field Education Manual
Field Education Overview, 5-7
Field Roles and Responsibilities, 8-15
Application to the Field, 19-23
Field education requirements 24-29
Sign up for class led discussions
Sign up for Personal Pre-Field Interview (interviews will occur from
February 1 through February 12, 2016 on indicated times)
1/18/16
MLK Holiday-No Class
1/25/16
How to write a professional resume
• formatting
• appropriate content
• DUE: Application to Field
2/1/16
Field Fair-3-5pm in CE 201 and CE 203-Attendance is Required!
2/8/16
Field Placement: Roles & Responsibilities
• identify the field education team
• CSWE standards
• service learning vs. field education vs. apprenticeship
• collaboration in the learning process(the learning contract)
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•
2/15/16
Learning Contract Samples
Readings:
Grobman, L. Survival guide
Preface, 15-20
Chapter 1, The road to practicum: I want a great one
Chapter 27, Field Placement as a Building Block to Your Career
Preparing for field interviews
• telephone etiquette
• professional attire
• selecting agencies for field interview
• representing UNCW and the social work profession
• specific agency requirements (criminal background check, etc.)
Readings:
Denny, J. (2012-2013) Process for selecting field placements. BSW
Field Education Manual,16-18
Readings:
Grobman, L. Survival guide
Chapter 2, Choosing a field placement
Chapter 3, A paid practicum
Chapter 4, Can I do my practicum where I work?
TED TALK-Amy Cuddy-Body Language
Field Staff will assign field placement interviews to students!
Students begin interviews at potential placements from 2/163/18/16
2/22/16
Designing Your Road Map
2/29/16
Characteristics for a good field placement match
• student self-awareness of learning
• employment at placement setting
• population served vs. field instructor's style of supervision
Chapter 7, The Learning Agreement: A Roadmap
Class Exercise
Sample Learning Contracts will be provided
Readings:
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Grobman, L. Survival guide.
Chapter 6, 10 Tips for a successful field placement
Chapter 20, Eliminating bad habits in the social work interview
Mid Term Exam Due on Black Board Before Class
3/07/16
3/14/16
Spring Break-No Class
Learning Style Inventory
• identify your preferred learning style
• identify strengths and limitations of each style
• Learning Style Inventory available on Blackboard
Reading:
Grobman, L. Survival Guide.
Chapter 26, The Portfolio Approach for Generalist Social Work
Students
3/21/16
Making the most of your placement
• field education requirements
• flexibility
• professional supervision
• mid-term and end-of-semester evaluations
• liability insurance
Grobman, L. Survival guide
Chapter 15: Preparing for supervision
Conflict Style Profile
• identify your preferred conflict management style
• review strengths and limitations of each style
• DUE: Learning Style Inventory; submit forms in class
• Conflict Style Inventory available on Blackboard
Reading:
Kruk, E. (1998) Mediation and conflict resolution in social work and
the human services: Issues, debates, and trends. Mediation and
conflict resolution in social work and the human services. Chicago:
Nelson-Hall Publishers, 1-17.
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Decisions from Field Instructors Requested
DUE: Agency Assessment One Due via BB
3/28/16
WE WILL NOT BE MEETING DUE TO CCCC CLOSED FOR EASTER
MONDAY-PLEASE SUBMIT VIA BB A READING REFLECTION ON
RELEVANT POINTS FROM THE ASSIGNED READING BELOW
Reading:
Grobman, L. Survival guide
Chapter 19: Good habits for practicum students
4/4/16:
Flexibility and unplanned change
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•
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change in field placements
change in field seminar
loss of field instructor
termination from placement
Readings: Denny, J. (2009-2010) Field education concerns/issues.
BSW Field Education Manual, 30-32
Grobman, L. Survival guide:
Chapter 13: When the change agent experiences unplanned change
Chapter 14: My practicum – why do I hate it
Chapter 5: Listen up!
Due: Conflict Style Inventory submit forms in class
DUE: Agency Assessment Two Due via BB
4/11/16
Values & ethics
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NASW Code of Ethics
Ethical dilemmas
Readings: Grobman, L. Survival guide.
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Chapter 22: Facing ethical dilemmas in the field
Chapter 23: Ethics: Issues for interns
Chapter 24: Promoting social justice within the practicum
4/18/16
Please bring copy of NASW Code of Ethics to class
Self-care and safety
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•
•
Vicarious trauma
Safety
Self-care
Preventing burn-out
Readings: Grobman, L. Survival guide
Chapter 10: Concerns in the field
Chapter 11: Be careful, it's a jungle out there.
Chapter 12: Vicarious trauma in field placements
DUE: FINAL REFLECTION
4/25/16
5/2/16
Wrap Up & reflection
• Summer contact information
• Liability insurance
• Scaling placement readiness
Readings:
Chapter 28: 10 Tips for the Transition-From Field Placement to
Employment
Chapter 29: Welcome to the Brave New World of Social Work
TAKE HOME FINAL EXAM DUE BY 5:00PM-WILL BE AVAILABLE
ON BLACKBOARD BY 8:00AM.