welcome
The Faculty and Staff of the
Ramapo College Social Work Program
would like to express their deep appreciation for
the time and effort that all of you contribute to
our students.
We are partners in this collaboration to educate
and train new social workers,
and without you, this would not be possible.
Ramapo College
BSW and MSW
Program
Orientation for Field Instructors
September 8, 2015
BSW Program
• Liberal Arts Base – General Education courses
• School of Social Science Human Services core courses:
Social Issues, History of Social Thought, Sustainability
• Social Work Pre-requisites: Biology, Sociology,
Sociology of the Family, Psychology, Economics –
Political Economy
• Mission
Courses in BSW Program
• Introduction to Social Work – SWRK 225
• History and Philosophy of Social Welfare – SWRK 222
• Human Behavior and Social Environment – Cultural DiversitySWRK 262
• Human Behavior and Social Environment – Life Cycles-SWRK
263
• Theory and Practice of Social Work I, II, III –SWRK 325, 326
and 327
• Social Work Research - SWRK 307
• Contemporary Social Policy – SWRK 420
MSW Program
• Advanced Generalist practice Curriculum including
Practice, Human Behavior, Groups, Policy, Research,
Diagnosis, and Clinical Work with Individuals and
Families.
• Electives for the Advanced Concentration Year are still
being worked on. But Trauma, Substance Abuse,
DBT/CBT are being considered.
• The Practice class professor will be the field liaison for their
class.
• This Year we have Foundation year students only. Fall 2016
we will have the second year of the program, and in
addition the Advanced Standing students.
Beginning skills
Include:
• Engaging and interviewing diverse client populations and systems of
all sizes
• Data collection, history gathering and assessment of clients strengths
and vulnerabilities
• Setting goals, contracting and implementing intervention strategies
• Sustaining and terminating professional relationships with diverse
populations
• Development of self-awareness and reflection
• Evaluating the process and outcome for social work practice
website
 http://www.ramapo.edu/sshs/social/
 Social Work Program Home
 Curriculum Overview
 BCWEP
 For Students and Field Instructors
 Goals & Competencies
 Student Activities
• Faculty
• Fieldwork
 For Field Instructors
 Links
Field requirements
• 200 hours each semester for BSW, 300 hours each
semester for MSW
• BSW - (Theory and Practice I and II) 2 semesters
(Theory and Practice III)1 semester, Agencies (1
semester, 80 hours)
• MSW – Theory, Practice and Field (TPF) 2 semesters
• Approximately 16 hours per week for BSW, 21 hours
for MSW
• 2 excused sick days for the year
• Holidays and snow days must be made up.
• BSW’s keep a time sheet, MSW’s do not
Field learning
Provides exposure to:
1. A range of social work roles and practice
approaches designed to help students acquire social
work skills.
2. The field placement provides opportunities for
students to synthesize theory and practice by
performing professional tasks under supervision.
Student’s Introduction to
agency
Objectives:
- Review your role as Field Instructor
- Discuss the Field Learning site and the
student’s role in your site.
- Begin to assess the student’s field learning
needs and discuss the Learning Contract
supervision
• The Field Instructor should meet with the student for
one hour a week to discuss overall learning and
review process recordings.
• The student needs to prepare by bringing an agenda.
• Cases should be discussed, as well as
administrative/agency dynamics and educational
issues/connections.
Field Placement assignments
Is the placement a direct practice or macro/agencies
practice internship?
What are the TASK EXPECTATIONS of the student’s
role?
Be clear with the student and demonstrate this in the
learning contract.
Learning contract
 Student Assignments
 Supervisory session
 Documentation
 Student practice expectations consistent with
competencies
 Winter Break plans
CSWE REQUIREMENTS
Council on Social Work Education
Educational Policy and Accreditation Standards
Competencies
Practice Behaviors
Competency based education
• Council on Social Work Education
(CSWE)
Approved by Council on Higher Education
Accreditation (CHEA); the only accrediting agency
for social work education in the U.S. approved by the
Department of Education.
Our program is engaged in a reaffirmation self-study
to be submitted by April 2015 and followed by a site
visit in Fall 2015. EPAS 2008 is the current standard.
Cswe competencies
 12.1.1 Identify as a professional
social worker and conduct oneself
accordingly
 2.1.2 Apply social work ethical
principles to guide professional
practice
 2.1.3 Apply critical thinking to
inform and communicate
professional judgments
 2.1.4 Engage diversity and
difference in practice
 2.1.5 Advance human rights and
social, economic, and environ
mental justice
 2.1.6 Engage in research-informed
practice and practice-informed
research
 2.1.7 Apply knowledge of human
behavior and the social
environment
 2.1.8 Engage in policy practice to
advance social and economic wellbeing and to deliver effective
social work services
 2.1.9 Respond to contexts that
shape practice
 2.1.10 Engage, assess, intervene,
and evaluate with individuals,
families, groups, organizations
and communities
2.1.1 - Identify as a professional social
worker and conduct oneself
accordingly: practice behaviors
• Advocate for client access to
the services of social work;
• Engage in career-long
learning; and
• Practice personal reflection
and self-correction to assure
continual professional
development;
• Use supervision and
consultation.
• Attend to professional roles
and boundaries;
• Demonstrate professional
demeanor in behavior,
appearance, &
communication;
Developing field
assignments
• Use the practice behaviors as a lens for looking at the
learning experiences at your agency.
• Which learning experiences at the agency are related
to the practice behaviors?
• What might be some practice examples of some of
the practice behaviors
Field evaluation
 Completed at the end of each semester
 View Field Evaluation online in Social Work Program Web Site
 Reviewed jointly by student and field instructor
 Completed by Field Instructor
 Use Learning Contract as a base
 Related to competencies and practice behaviors
 “Signed” electronically by field instructor and student
 Completed via a link sent to your email “SWEAP website by the
Field Director Suzanne Badawi
Impact of
Learning Styles
on
Field Instruction
• The role of the Field
Instructor is not only
supervisors and mentors but
also teachers.
• The relationship between
field instructor and student
can be enhanced by
recognizing and
responding to learning
style differences.
• Learning style differences
influence students’ and
field instructors’ perceptions
of the field placement.
LEARNING STYLE THEORY
Learning style theory is based on research that
demonstrates that individuals perceive and process
information differently.
Based on:
• Our preferred mode of learning
• Consistent ways of responding to stimuli in the context
of learning
Learning styles
Perceive Information
• Concrete – absorb
information through direct
experience, by doing,
sensing and feeling
• Abstract – absorb
information through
analysis, observation and
thinking
Process Information
• Active – make sense of an
experience by immediately
using the information
• Reflective – make sense of
an experience by thinking
about it and reflecting on it
Learning modalities
Different ways individuals perceive and process
information:
1. VISUAL
2. AUDITORY
3. KINESTHETIC
VISUAL LEARNERS
• Learn best from information they can see or read
• Prefer written instructions
• Prefer visual aids to accompany verbal instructions
• Learn from observing others
• Enjoy information that is presented visually
Auditory learners
• Need to hear information to retain it
• Prefer verbal instructions over written
• Retain information through verbal repetition
• Process information by discussing ideas
• Enjoy group discussions and activities
Kinesthetic learners
• Prefer to learn through experience
• Obtain the greatest benefit by participation in an
activity
• Remember information that they experience directly,
such as role playing and hands-on activities.
What is your learning style?
What is your student’s learning style?
How do they work together?
Ceu certificates
Please remember to leave your:
• Name
• Agency
• License number
If you would like to receive 3 continuing education
units .
appreciation
The Faculty and Staff of the
Ramapo College Social Work Program
would like to express their deep appreciation for the
time and effort that all of you contribute to our
students.
We are partners in this collaboration to educate and
train new social workers,
and without you, this would not be possible.
THANK YOU