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UNIVERSITY OF NORTH CAROLINA AT WILMINGTON
SCHOOL OF SOCIAL WORK
SWK 396: Pre-Field Seminar
Spring 2016
Section 004, Wednesday 8:00 - 8:50am (Room MC 2056)
Section 001, Wednesday 10:00 - 10:50am (Room MC 1031)
INSTRUCTOR:
Lori Dugan, MSW, LCSW
MAIL:
duganl@uncw.edu (preferred communication)
PHONE:
910-962-7416
OFFICE:
McNeill Hall 3057
OFFICE HOURS: Mondays 1:00pm-2:00pm, Tuesdays
12:00pm-1:00pm or by appointment.
Course 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,
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
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Vadnenberg, A. (2015-2016). 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 are available on electronic reserve at Randall Library.
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:
Methods to Successfully Achieve Objectives:
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 expectation that all readings assigned for that seminar topic have been completed
prior to seminar. In addition, each student is encouraged to share personal experiences
and/or perceptions that will enhance seminar discussion. The seminar is built upon a
philosophy of shared leadership, which requires students contribute to the discussion and
the foster 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 schedule of
assignments); inability to meet a designated due date requires negotiation with the
instructor prior to the due date.
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
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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;
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.
Campus Respect Compact
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.
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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
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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.
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.
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
Assignments
% Of Seminar
Grade
Non-graded Opportunities
Professional Resume
Application to Field
Personal Interview
Attendance at Field Fairs
NA
NA
NA
NA
Graded Opportunities
Agency Assessment (2)
Class led discussion/participation
Final Reflection Paper
Pre-Field Readiness Exam
Field Fair Assignment
Total
20 %
25 %
25 %
20%
10%
100 %
Record your grade
below
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class. If you turn in your assignment late, your grade will be deducted 10 points for each
day it is late. If an extenuating circumstance occurs, please let the instructor know prior
to class.
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.
A final letter grade based on 100% of completed course assignments and exams will be
given at the completion of the course. No +/-grades are given in the course. Grades are
based on a 10-point scale,
with no exceptions:
90-100 A
80-89 B
70-79 C
60-69 D
59 and below F
**A final grade that is less than a C requires a student to repeat the course before going
into field.
Descriptions of Course Assignments
Professional Resume (Not graded, but must complete to receive course credit)
Each student is required to create a one-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.
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.)
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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.
Field Fair: To afford opportunity to meet potential field instructors, a field fair will be
held. Attendance is mandatory. If you have a class or are scheduled to work at this time,
please speak with your professor or employer about being excused for that day; it is
encouraged you do this in a timely fashion. Students find this field 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.
Agency Assessments 25 %
Each student is required to visit potential agencies to interview for a field placement and
learn about the agency. Students will be encouraged 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.
Class led discussion/participation 25 %
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 electronic reserve through the UNCW Library. 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. In addition, facilitators of
the class discussion are asked to submit on a word document their “talking points” for
class discussion. Each student will turn in 3 pertinent issues/points that you identified in
the reading (ideas you found interesting, concepts that challenge your thinking,
recommendations that you support, ideas that you want to dispute, etc.) as well as 3
questions that you would like to bring up in the seminar to facilitate discussion. Student
must turn in their discussion summary the day of their facilitation.
Final Reflection Paper 25 %
Each student is required to write a short paper (3-4 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 his 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 their 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 (including 1-inch margins, times-new-roman font, and a title page); recall APA
formatting necessitates an introduction and a conclusion. A rubric, accounting for both
completeness and quality, will be provided prior to the due date.
Quizzes
25 %
There will be two quizzes given for this seminar to determine your knowledge and
readiness for placement. These quizzes will test your knowledge of course material.
Quiz materials will be taken from text materials, reading assignments, and materials
presented by the instructor in lecture.
Course Timeline
1/13/16
·
·
·
·
·
Overview of seminar
get acquainted
scale readiness for field
course expectations
sign up for class led discussions
DISTRIBUTE BSW FIELD APPLICATION
********
1/20/16
Field Placement: Roles & Responsibilities
· identify the field education team
· CSWE standards
· service learning vs. field education vs. apprenticeship
· collaboration in the learning process
· scale readiness for field placement
· DUE: PROFESSIONAL RESUME,
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·
APPLICATION TO FIELD
Readings:
Vandenberg, A. (2015-2016) BSW Field Education Manual
Field Education Overview, 5-7
Field Roles and Responsibilities, 8-15
Application to the Field, 19-23
Grobman, L. Survival guide
Preface, 15-20
Chapter 27, Field Placement as a Building Block to Your
Career
Chapter 7, The Learning Agreement: A Roadmap
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1/27/16
Field Fair, 9:30am-11:30am, McNeill Multipurpose Room 1051
********
2/3/16
**Field Fair Assignment Due
Preparing for field interviews
· telephone and etiquette
· professional attire
· selecting agencies for field interview
· representing UNCW and the social work profession
· specific agency requirements (criminal background check, etc.)
Readings:
Vandenberg, A. (2015-2016) Process for selecting field
placements. BSW Field Education Manual,16-18
Grobman, L. Survival guide.
Chapter 6, 10 Tips for a successful field placement
Chapter 20, Eliminating bad habits in the social work
interview
********
2/10/16
Learning Style Inventory
· identify your preferred learning style
· identify strengths and limitations of each style
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Reading:
Cournoyer, B. & Stanley, M. (2002) The social work portfolio. Pacific
Grove, CA: Brooks/Cole, 14-26.
********
2/17/16
No Class – Meet for Pre-field interviews
2/24/16
·
·
Conflict Style
identify your preferred conflict management style
review strengths and limitations of each style
Reading:
Kruk, E. (1998) Meditation and conflict resolution in social work and the
human services: Issues, debates, and trends. Meditation and conflict resolution in social
work and the human services. Chicago: Nelson-Hall Publishers, 1-17.
***********
3/2/16
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
Readings:
Grobman, L. Survival guide
Chapter 1, The road to practicum: I want a great one
Chapter 2, Choosing a field placement
Chapter 3, A paid practicum
Chapter 4, Can I do my practicum where I work?
***********
3/9/16 Spring Break – No Class
***********
3/16/16
Making the most of your placement
· field education requirements
· flexibility
· professional supervision
· mid-term and end-of-semester evaluations
· liability insurance
Readings: Vandenberg, A.(2015-2016) Field education requirements.
BSW Field Education Manual, 24-29
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Rothman, J. (2000) Professional demeanor and comportment. Stepping
out into field. Boston: Allyn & Bacon, 16-23.
Rothman, J. (2000) Responsibilities. Stepping out into the field. Boston:
Allyn & Bacon, 24-32.
Grobman, L. Survival guide
Chapter 15: Preparing for supervision
Chapter 19: Good habits for practicum students
st
DUE: 1 AGENCY ASSESSMENT
********
3/23/16
T.B.A.
********
3/30/16
Flexibility and unplanned change
·
change in field placements
·
change in field seminar
·
loss of field instructor
·
termination from placement
Readings: Vandenberg, A.(2015-2016) 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
DUE: 2nd AGENCY ASSESSMENT
********
4/6/16
Self-care and safety
·
Vicarious trauma
·
Safety
·
Self-care
·
Preventing burn-out
Readings: Grobman, L. Survival guide
·
Chapter 5: Listen up!
·
Chapter 12: Vicarious trauma in field placements
·
Chapter 10: Concerns in the field
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·
Chapter 11: Be careful, it's a jungle out there.
Horejsi, C. & Garthwait, C. (1999) Personal safety. The social work practicum.
Boston: Allyn & Bacon, 38-63.
4/13/16
Values & ethics
·
NASW Code of Ethics
·
Ethical dilemmas
Readings: Grobman, L. Survival guide.
Chapter 22: Facing ethical dilemmas in the field
Chapter 23: Ethics: Issues for interns
Chapter 24: Promoting social justice within the practicum
********
4/20/16
Pre-Field Readiness Exam
********
4/27/16
Reflection
·
Summer contact information
·
Liability insurance
·
Scaling placement readiness
DUE: FINAL REFLECTION