BSW Program
Spring 2016
SWK 497 SEMINAR FOR SOCIAL WORK PRACTICUM II
McNeil Hall Room# 1028, Tuesday 9:30-11:30AM
INSTRUCTOR: Lori Dugan, MSW, LCSW
WORK PHONE: 910-962-7416
OFFICE:
EMAIL:
McNeill Hall 3057 duganl@uncw.edu (preferred communication)
OFFICE HOURS: Monday 1:00pm-2:00pm, Tuesday 12pm-1:00pm or by appointment.
Catalogue Description:
SWK 497 - Field Practicum II, Credits: 6 Prerequisites: SWK 496 , SWK 396 , SWK 321 ,
SWK 341 , SWK 355 ; co-requisites: SWK 407 , SWK 443 , permission of instructor and 2.4 overall GPA. Development and application of skills used in social work practice. Supervision of student field experience in a community social service setting. Analysis and discussion of field experiences in a series of field seminars to be arranged by the field liaison.
Course Description:
This seminar is the second in a two-semester sequence which is completed in conjunction with field practice. The integrated seminar is intended to provide a forum for students to recognize and explore alternative techniques of practice and management, identify professional boundaries essential for effective practice, discuss ethical dilemmas encountered in the practice setting, integrate social work theory with practice, and concerns, and share new insights. By listening respectfully and reflecting on the information or experiences shared, the students will utilize the group for mutual aid. Through this process, students will learn about alternatives that enhance practice while gaining experience in collaborating with peers. Given the range of student field placement settings, the seminar will also provide an opportunity for students to examine diverse organizational structures and supervisory styles as experienced by the student participants.
The field seminar meets weekly for two hours. Attendance is expected in order to effectively utilize the seminar and develop a safe environment for sharing and discussion.
Effective field performance is dependent on successful completion of all seminar assignments as well as a positive evaluation of the student's learning in the practicum experience. This evaluation of student field performance is conducted through the use of a collaborative model that recognizes the importance of the strengths perspective, involving the student, the agency based field instructor, and the UNCW faculty liaison. The evaluation tool for the field practicum is the revised learning contract and performance evaluation form , with the evaluation conducted in a collaborative manner involving the student, the field instructor and the faculty liaison, similar to the fall semester evaluation.
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Prerequisites: SWK 235 Introduction to the Social Welfare System
SWK 240 Basic Working Relationship Skills
SWK 240L Lab for Basic Relationship Skills
SWK 320 & 321 Human Behavior and the Social Environment
SWK 335 Social Welfare Policies
SWK 341 Generalist Social Work Practice with Individuals and Families
SWK 355 Issues in Diversity for Generalist Practice
SWK 396 Pre-field Seminar
SWK 406 Research Methods I for Social Work Practice
SWK 442 Generalist Social Work Practice with Groups
SWK 496 Field Practicum I
Co-requisites: SWK 407: Research Methods II for Social Work Practice
SWK 443 Social Work Practice with Communities and Organizations
Course Objectives:
Upon completion of two semesters of Field Education (including both the practicum and the seminar), the student is expected to exhibit knowledge, skills, and values that are consistent with beginning undergraduate generalist practice which includes:
1.
Articulate the fundamentals of generalist social work intervention that include working with individuals, families, groups and communities (BSW Program
Objectives: 1, 2, 4, 6.
) (EPAS: 2,9,10/ Related assignments: Learning Contract,
Field Seminar discussion, Journal, Case/Project Presentation.)
2.
Implement alternative techniques for data gathering, assessment, and documentation ( BSW Program Objectives: 1, 2, 7.
) (EPAS: 2, 3, 6, 10 / Related
Assignments: Learning Contract, Documentation sample.)
3.
Discuss the interplay of biological, psychological, sociological, spiritual, political, and economic influences that impact the lives of persons seeking social work assistance ( BSW Program Objectives: 1, 2, 3, 4.
) ( EPAS: 3, 4, 7, 9 / Related
Assignments: Learning Contract, Field Seminar discussion.)
4.
Articulate issues of oppression and racism as they impact lives of those with whom the student is working, both clients and co-workers, and advocate for change ( BSW
Program Objectives: 1, 2, 3, 6.
) (EPAS: 1, 2, 4, 5, 7, 9 / Related Assignments:
Learning Contract, Field Seminar discussion, Ethical Dilemma Paper.)
2
5.
Recognize personal values and beliefs and the cultural, socioeconomic, and political views that contribute to the development of social problems, utilizing a social systems perspective ( BSW Program Objectives: 1, 2, 3, 5.
) (EPAS: 1, 2, 4, 5, 7, 9, /

Related Assignments: Learning Contract, Field Seminar discussion, Journal, Final
Reflection Paper.)
6.
Recognize the multifaceted aspects of social, socioeconomic and political
influences on the structure and policies of social agencies and institutions and their implication for practice implementation ( BSW Program Objectives: 2, 3, 4, 7.)
(EPAS: 2, 3, 4, 5, 7, 8, 9, / Related Assignments: Learning Contract, Field Seminar
Discussion, Journal, Ethical Dilemma Paper.)
7.
Assume personal responsibility for successfully enhancing the learning process.
( Program Objectives: 1, 2, 5 .) (EPAS: 1, 2, 3, 9 / Related Assignments: Learning
Contract, Field Seminar discussion, Journal, Adherence to assignment protocols.)
8.
Use basic relationship skills to develop empowering working relationships, engaging collaboratively with diverse clients and colleagues (both at the agency and in the classroom). ( BSW Program Objectives: 1, 2, 6.
) (EPAS: 1, 3, 4, 10 / Related
Assignments: Learning Contract, Field Seminar discussion, Journal.)
9.
Work with clients with increasing independence under the supervision and collaboration of the field instructor ( BSW Program Objectives: 1, 2, 3, 4, 5.
)
(EPAS: 1, 2, 3, 9 / Related Assignments: Learning Contract, Field Seminar discussion, Journal.)
10.
Identify the strengths and concerns of clients, using the generalist perspective in assessment, planning, and goal setting, interventions, and evaluation; ( BSW
Program Objectives: 1, 2, 3, 4, 7.
) (EPAS: 2, 3, 4, 7, 10 / Related Assignments:
Learning Contract, Field Seminar discussion, Journal.)
11.
Participate in the creation of a safe environment that fosters honest, yet respectful, expression of perspectives, concerns, and questions. ( BSW Program Objectives: 1,
2, 3, 4, 5.
) (EPAS: 1, 2, 3, 5, 10 / Related Assignments: Learning Contract, Field
Seminar discussion, Journal, Case/Project Presentation.)
12.
Address the complexity of social problems through a variety of planned interventions, advocating for change. ( BSW Program Objectives: 1, 2, 3, 4, 5.
)
(EPAS: 1, 2, 3, 5, 7, 10 / Related Assignments: Learning Contract, Field Seminar discussion, Journal, Ethical Dilemma Paper.)
13.
Demonstrate skills to evaluate practice, program, and policy effectiveness.
( BSW Program Objectives: 1, 2, 7.
) (EPAS: 1, 2, 3, 5, 6, 9, 10 / Related
Assignments: Learning Contract, Field Seminar discussion, Journal, Ethical
Dilemma Paper, Case / Project Presentation.)
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14.
Recognize one’s own biases and values that impact practice effectiveness, including assessment of one’s own practice effectiveness. ( BSW Program Objectives: 2, 5,
7.
) (EPAS: 1, 2, 3, 6, 9, 10 / Related Assignments: Learning Contract, Field
Seminar discussion, Journal, Ethical Dilemma Paper.)
15.
Gain self-confidence in presenting and discussing case material and planned
interventions in a confidential manner in order to facilitate professional consultation. ( BSW Program Objectives: 1, 2, 3, 5.
) (EPAS: 1, 2, 3, 7, 10 /
Learning Contract, Field Seminar discussion, Journal, Case / Project Presentation.)
16.
Write measurable criteria to facilitate learning and evaluate the development of practice skills. ( BSW Program Objectives: 1, 2, 5 .) (EPAS: 3, 6 / Related
Assignments: Learning Contract.)
17.
Adhere to professional standards of competent, ethical behaviors, as set forth in the
NASW Code of Ethics. ( BSW Program Objectives: 2, 5.
) (EPAS: 1, 2, 5, 10 /
Related Assignments: Learning Contract, Field Seminar discussion, Journal, Ethical
Dilemma Paper.)
18.
Recognize the diversity of ethnic, racial, gender, and cultural perspectives impacting practice. ( BSW Program Objectives: 2, 3, 5.
) (EPAS: 2, 4, 7, 9, /
Related Assignments: Learning Contract, Field Seminar discussion, Journal, Ethical
Dilemma Paper.)
19.
Respond professionally and personally with sensitivity to client and colleague views and concerns. ( BSW Program Objectives: 1, 2, 4, 6.
) (EPAS: 1, 2, 3, 4, 10 /
Related Assignments: Learning Contract, Field Seminar discussion, Journal, Ethical
Dilemma Paper.)
20.
Recognize the importance of contributing to the knowledge base that guides practice and contributes to the general welfare of society. ( BSW Program
Objectives: 1, 2, 5, 7.) (EPAS: 5, 6, 9 / Related Assignments: Learning Contract,
Field Seminar discussion, Case / Project Presentation.)
21.
Recognize the importance of collaboration and consultation as mechanisms to endorse the basic principles of respectful generalist social work practice. ( BSW
Program Objectives : 1, 2, 5.) (EPAS: 1, 9 / Related Assignments: Learning
Contract, Field Seminar discussion, Field Instructor Supervision.)
22.
Demonstrate sensitivity for cultural diversity within the seminar and the agency,
demonstrating an appreciation for diverse viewpoints and concerns. ( BSW Program
Objectives: 2, 3, 5.) (EPAS: 1, 2, 4, 5, 7 / Related Assignments: Learning
Contract, Field Seminar discussion, Ethical Dilemma Paper, Final Reflection
Paper.)

STUDENT PROFICIENCY IN MEETING THESE OBJECTIVES WILL BE REFLECTED IN
THE STUDENTS’ REVISED LEARNING CONTRACT AND PERFORMANCE
EVALUATION.
Prerequisites: SWK 235 Introduction to the Social Welfare System
SWK 240 Basic Working Relationship Skills and SWK 240L Skills Lab
SWK 320 & 321 Human Behavior and the Social Environment I & II
SWK 335 Social Welfare Policies
SWK 341 Generalist Social Work Practice with Individuals and Families
SWK 355 Issues in Diversity for Generalist Practice
SWK 396 Pre-field Seminar
Co-requisites: SWK 406 Research Methods for Social Work Practice I
SWK 442 Generalist Social Work Practice with Groups
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Required Texts, Materials, and Websites :
Berg-Weger, M. & Birkenmaier, J. (2007) The practicum companion for social work:
Integrating class and field work. Needham Heights, MA: Allyn & Bacon.
Coelho, Paulo. (1993) The Alchemist. New York: Harper Perennial.
Denny, J. (2009) BSW Social Work Field Education Manual. Unpublished manuscript.
Department of Social Work, University of North Carolina at Wilmington.
Recommended Resources
Grobman, L. (2002) The field placement survival guide.
Harrisburg, PA: White Hat
Communications. (text from pre-field)
NASW Code of Ethics (1996 Revision) www.naswdc.org
NASW North Carolina Website: www.naswnc.org
(Check this web site for the ethical dilemma of the month which changes monthly.)
NASW (national) www.socialworkers.org
NAMI National Association for the Mentally Ill: www.nami.org
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 in the class. Please be especially familiar with
UCNW’s position on plagiarism as outlined in the UNCW Student Handbook. Plagiarism is a
6 form of academic dishonesty in which you take someone else’s ideas and represent them as your own. Here are some examples of plagiarism: a.
You write about someone else’s work in your paper and do not give them credit for it by referencing them. b.
You give a presentation and use someone else’s ideas and do not state that the ideas are the other person’s. c.
You get facts from your textbook or some other reference material and do not reference that 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.
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 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.
USE OF PERSONAL ELECTRONICS
Use of electronic equipment can be beneficial and can even augment discussion with ready access to the internet. 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. In addition, while students typically establish a Facebook page to communicate within the cohort, it is imperative to recognize the confidentiality of seminar content. Neither the content of seminar nor the agency case materials are suitable material for
Facebook discussion!
ATTENDANCE
Regular class attendance is required, and full participation is expected (this also means arriving on time and staying for the duration of the class). If a student misses more than 2 classes, the instructor has the right to drop their grade one letter grade. Ten percent (10%) of your final grade is determined by your attendance and full, active participation in class.

CAMPUS ASSISTANCE FOR THIS COURSE
Much assistance is available on campus to help you succeed in this course. The Randall librarian assigned to the School of Social Work is Mr. John Osinski. You can email him at
7 osinskij@uncw.edu. The Writing Place is available to you for paper-writing assistance.
INSTRUCTOR’S TEACHING PHILOSOPHY
I believe in learning from experienced social workers, open dialogue and visual example. My classroom consists of diverse teaching techniques such as lecture, PowerPoint presentation, guest speakers, video, role play, class participation and demonstration. I believe in providing a realistic view into the world of social work to ensure true preparedness and confidence to expect situations and intervene effectively and appropriately.
ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES
Students who have a disability and need accommodations should notify the instructor. In order to obtain such accommodations, the student must officially register with the
Office of Disabilities Services located in Westside Hall (962-3746) and provide a letter of accommodation which specifies the student’s learning needs. Accommodations will be made based on the recommendations of Disabilities Services and collaboration with the student to best address the student’s learning experience.
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
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.
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
8 requires all students to contribute to the discussion and the inclusion of all 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! Any paper turned in late without speaking to instructor WILL NOT be accepted.
Academic Honor Code : As beginning professionals in social work, with a commitment to social work values and ethics, it is assumed that you will comply with the University’s Academic
Honor Code. Failure to do so can result in a report to the Dean of Students and could result in academic dismissal from UNCW. Obviously plagiarism has no place in professional studies and will not be tolerated.
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.
Revised Learning Contract: As discussed during the first semester of field education, the quality of your field experience depends upon the clarity of your focus and effective use of time management as you engage in the learning process. Consequently, you are required to revise your learning contract to reflect the additions and/or revisions of the learning tasks and evaluation criteria that you hope to accomplish during the second semester of field practice . BE
SURE TO INCLUDE YOUR PROJECTS AND ASSIGNMENTS FROM YOUR SPRING
SEMESTER COURSES…SWK 497, SWK 407, AND SWK 443. YOU MUST ALSO
SUBMIT YOUR FINAL CONTRACT FROM SWK 496 (that includes the instructor's editorial comments) to assist your faculty liaison in the review of your revisions.
When you submit your revised learning contract, you must clearly mark the changes and additions with highlighter or change in font and/or color, so that your faculty liaison can easily identify your revisions.

Be sure your contract reflects what you need to know, as well as what you want to learn, from your practice experience. If you changed placements or work assignments, your learning contract for this semester will need to be more extensive in order to address the learning opportunities in the new placement. The format of the learning contract is the same as that used first semester. SWK 497 Course objectives: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11,
12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22.
Reminder: Be sure to turn in both your SWK 496 (with faculty comments) and your revised
SWK 497 learning contracts to assist the faculty liaison in the review of your changes.

Student Journal : Each student is expected to submit typed journal entries that address significant experiences, issues, anecdotes, impressions, and concerns encountered in the practicum and reflect upon these events or experiences (with professional candor). The journal entries will be reviewed by the faculty liaison with comments made to assist you in your learning
9 process, including when issues need to be discussed with your field instructor, when additional resources might be helpful, etc. This assignment is intended to heighten self-awareness and practice skills while fostering dialogue between the student and the faculty liaison. Be sure to follow the format given to you by your instructor, this format will be given to you on the first class.
See the schedule of assignments for the specific due dates for your journals. Course
Objectives: 1, 2, 3, 4, 5, 9, 10, 11, 14, 15, 17, 18, 19, 21, 22.
Alchemist Discussion & Collage: The Alchemist is an allegory that describes the shepherd’s journey and suggests many parallels for the field journey; it is also an enjoyable read! Each student will create a collage contained the following information to be shared with the class.
Describe the sections that were most meaningful to you and discuss their importance to you.
Identify the teachers (this does not mean your faculty specifically, rather anyone who has taught you important lessons, including clients and co-workers, etc.) that you have encountered along your journey; identify the thieves and beggars as well. Be sure to include challenges and new learning that you have encountered in your field journey. What new adventures do you anticipate as you continue your professional journey? Your collage will be due the class assigned to this topic. Course Objectives: 3, 4, 7, 8, 11, 14, 18, 22.
Time Sheets : As you did during fall semester, you will be required to record your work hours for each week and maintain a cumulative record of your field hours. You are required to obtain your field instructor’s signature on your weekly hours to minimize any confusion you and your field instructor might have regarding the exact number of hours worked for the semester. Hours completed by attending the weekly field seminar may NOT be included in your total of 225 hours for the semester; a maximum of 20 hours may be carried over from hours completed during the between-semester break which should be included on a separate timesheet .
There will be additional opportunities for field hours, by attending lectures, visiting other agencies, etc. again this semester. Should you choose to take advantage of these alternative learning opportunities, you must include an entry in your journal that describes the event and your learning experience. This is due at the end of the semester, April 29, 2015; any exceptions in meeting this deadline must be negotiated with the faculty liaison prior to this due date.
Course Objectives: 16, 17 .
Examples of Professional Writing: Each student is expected to submit samples of professional writing which include a client intake or assessment, progress notes, a treatment or discharge summary, and a professional letter or memo. Specific due dates will be designated in the dates of assignments. These samples are not to be written specifically for class; rather they are to be representative samples of your professional work already completed at your agency .
Confidentiality must be strictly observed; no credit will be given to forms/documentation that includes identifying client information . While these documents will not be graded,

they must be submitted to complete seminar credit and will facilitate seminar discussion about various styles and content. Course Objectives: 2, 3, 7, 11, 13, 15, 17.
Presentation: Each student will do a senior presentation in seminar. This may be done individually or in pairs. The presentation may be a case, community project, or group project.
All topics must be approved by the faculty liaison before proceeding with the assignment .
Each presentation must include:
· A PowerPoint overview of the case, project, or theory;
· Examples or illustrations of techniques found to be effective in working with particular clients or groups, with questions to distribute to the class to facilitate discussion.
· A handout of case or theory highlights with a bibliography ( which must include a minimum of 4 articles and 3 web sites relevant to the topic ) , are also required; (please make enough copies to distribute to your classmates as well as the instructor.)
The student audience will also gain experience in the professional critique of the presentations , hence attendance is expected even for those students who are not presenting on any given week. This assignment will be discussed further in seminar with a sign-up sheet provided to schedule presentations. Course Objectives: 1, 2, 3, 4, 5, 6, 7, 10, 15, 17, 19.
Ethical Dilemma : Each student is expected to identify an ethical dilemma that she has encountered in the field setting and analyze it in a paper (5-6 pages). This paper is NOT intended to be a critique of the agency. Rather, there are daily occurrences where social workers are faced with conflicting expectations and mandates for practice. Therefore you are asked to write about an ethical dilemma you encountered in field practice. The following elements should
10 be included in your analysis:
· What is/was the ethical dilemma? Be sure to distinguish between personal, professional, agency, legal, and client values and/or mandates.
· What individuals or groups are impacted by the dilemma? Clients? Staff? Others?
· What diverse perspectives need to be considered and how this information was acquired to facilitate your assessment and assist you in developing a plan of action? Se sure to attach copies of documentation cited to support your discussion--i.e., copy of law, agency policy, etc.
· What groups or resources would/did you consult to assist in clarifying the dilemma and deciding on a course of action? Within the agency? Outside the agency?
· What standards of the NASW Code of Ethics apply to your discussion?
· What action would you pursue or recommend? Support your answer.
Check your assignment sheet for the specific due date. APA FORMAT IS EXPECTED!
Course Objectives: 1, 5, 6, 7, 8, 11, 12, 13, 14, 17, 18.
Computer Proficiency: UNCW has a computer competency requirement for all undergraduate students which require demonstration of beginning skills in computer competency to include: word processing (which includes grammar and spelling check), email, searching the web, an electronic search for library resources, and power point. These skills will be demonstrated by completing required seminar assignments and will be factored into the field seminar grade.
Each assignment that includes the use of the word processing skills will also be examined for use

of grammar and spell check. Such criteria should also be included in the revisions of the learning contract, the ethical dilemma paper and the student presentation (power point). Course
Objectives: 2, 7.
Reading Assignments: Each student will be responsible for the assigned course readings found under the specific units of study as identified on the schedule of assignments. Readings may vary as the course progresses, and if so, students will be advised of changes in time to prepare for class discussion. Assigned readings are included in your SWK 496/497 text or will be placed on electronic reserve in the library. In order to prepare for seminar discussion, each student is expected to prepare 2-3 questions stimulated by the reading for engagement in discussion in seminar. Course Objectives: 2, 7, 9, 11, 14, 15, 17, 19, 20.
Class Participation: Each student is expected to contribute to class discussion and participate in class activities. Class participation provides a practice arena where the student can begin to exhibit the skills necessary for professional interaction. Through active participation you will gain confidence in articulating your position on specific issues, question practice techniques, and explore alternatives for practice with your peers and colleagues. In order to effectively
11 participate in seminar, attendance is mandator y and indicative of your commitment to the professional learning process. In addition, each student is expected to identify case examples and/or field situations that are relevant to the topic of discussion. Course Objectives: 1, 2, 3, 4,
5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 17, 18, 19, 21, 22.
Icebreaker Activity: Each student will be expected to perform an icebreaker for the class on his or her assigned day. Students are expected to come to class on their assigned day and begin the class with their icebreaker. They will be responsible for bringing to class the materials needed for their icebreaker and engage the class in the activity. When the activity is complete, the class will discuss the activity and give appropriate feedback.
Grades: The grade for field education combines the student's work in the agency with performance in the field seminar. All assignments are evaluated for quality and timeliness and must be completed for course credit. If you are experiencing difficulty meeting an expected assignment deadline, be sure to negotiate this in advance of the deadline to determine if an extension is warranted.
As in the previous semester, the performance evaluation for the field practicum will utilize the revised learning contract which transforms to an evaluation form. Again there will be collaboration and discussion involving the student, the field instructor, and the faculty liaison to evaluate field performance and again each student is expected to evaluate his/her practice performance, along with the field instructor, in order to enhance self-awareness and assertiveness regarding issues surrounding the evaluation process. The faculty liaison will evaluate the student’s seminar performance. These two components are combined to develop a comprehensive grade for field performance. practicum = 50% seminar = 50%

* journal entries = 25%
* ethical dilemma paper = 25%
* presentation = 20%
* class participation =15%
* allegorical reflection collage = 15%
Completion of the computer proficiency assignment and review of professional documentation are required for SWK 497 credit, but are not graded assignments.
1/12/16
1/19/16
Overview & Re-engagement
Sign up for Ice Breaker Activity
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Mutual Aid, Assertiveness, & Conflict Resolution
· Learning advocacy skills
· Addressing conflict constructively
· Revisiting the seminar guidelines
Required Reading:
Steinberg, D. (1997) The role of conflict in a mutual-aid system. The mutual aid approach to working with groups. Northvale, NJ: Jason Aronson, Inc.,
155+.
1/26/16
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Ethics & Values & Ethical Dilemmas
· personal, social, professional, and agency
· identification of a dilemma
· exploring options to create plan
Required Readings:
NASW Code of Ethics
Rubenstein, S. ‘My clients are in a hurry!’ Professional integrity versus client self-determination. From the front lines, student cases in social work ethics. Ed.
Rothman. (1998) Boston: Allyn & Bacon, 200-204.
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Rothman, J. Elements of ethical decision-making. From the front lines,

2/2/16
2/9/16
2/16/16 student cases in social work ethics. Ed. Rothman. (1998) Boston: Allyn &
Bacon, 1-24.
DUE: REVISED LEARNING CONTRACT with
REVISIONS CLEARLY MARKED
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Documentation
· case records
· professional correspondences
· agency statistics
Required Reading:
Rock, B. & E. Congress. (May, 1999) The new confidentiality for the 21 st
Century in a managed care environment. Social Work 44 (3), 253-262.
DUE: Journal #1
********
Adult Protective Services (APS)
· Definition of abuse
· When to report
· Guardianship
Required Reading:
Atkinson, V. & Nelson, G. (1995) Adult protective services. Adult services social work practice and administration. Washington, D.C.: NASW Press,
215-230 .
Atkinson, V. & Nelson, G. (1995) Guardianship. Adult services social work practice and administration. Washington, D.C.: NASW Press, 231-246.
DUE: Samples of Documentation
********
Allegory Discussion
· identify beggars and thieves and teachers
· identify your treasure
· share our stories
Required Reading:
13

Coelho, P. The alchemist
2/23/16
DUE: Alchemist Collage
Presentation Topic Due
********
Endings & Transitions
· discussion with clients
· closure with staff
· validation of strengths & growth
Required Readings:
Berkenmaier, J. & Berg-Weger, M. (2007) Termination. The practicum companion for social work: Integrating class and field work. 251-284.
Martin, J. ‘Now that you’re leaving, why can’t we just be friends?’ From the front lines, student cases in social work ethics. Ed. Rothman. (1998) Boston: Allyn and
Bacon, 176-180.
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3/1/16
DUE: Journal #2
********
Burn-out and self-care
· prevention of burn-out & compassion fatigue
· agency factors to address
Required Reading:
Bramhall, M. & Ezell, S. How burned out are you? Public welfare. 39 (1), 23-27.
Bramhall, M. & Ezell, S. Working your way out of burn-out. Public welfare
39 (2), 32-39.
3/8/16
3/15/16
DUE: Ethical Dilemma Proposal
NO CLASS
Presentations
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Spring Break (Field Optional)
********
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4/12/16
4/15/16
4/19/16
3/22/16 DUE: Ethical Dilemma Paper
3/29/16 Presentations
********
4/5/16
DUE: Journal #3
Presentations
********
Presentations
********
Presentations
********
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Annual Field Luncheon, Warwick Center Ballroom 11:00am-1:00pm
********
4/26/16 Last Class/Wrap Up
DUE: Journal #4 & FINAL TIMESHEET (accepted NO LATER than
4/29/15 unless permission negotiated with the faculty liaison)
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