California State University Bakersfield
Department of Social Work
SW 652-Advanced Field Practicum III
(CRN 32049)
The California Faculty Association is in the midst of a difficult contract
dispute with management. It is possible that the faculty union will call a
strike or other work stoppage this term. I will inform the class as soon as
possible of any disruption to our class meeting schedule, and I will provide
information about how I will manage that disruption to minimize any
negative impact on your learning.
Instructor Information
Instructor: Bruce Hartsell
Office: DDH A105
Office Hours: Monday 11:00 – 12:00, Tuesday 3:30– 5:00, Thursday 7:30 – 10:00
Office Telephone: 661 654-2106
Email: bhartsell@csub.edu
Website: www.csub.edu/~bhartsell
Course Description
This is the third advanced supervised practicum course, which includes a field seminar
and 16 hours of supervised field experience for each week (for a total of 160 hours per
quarter). The seminar and field experience are designed to engage students in supervised
application of the knowledge and skills acquired in other courses. The goal is to produce
a professionally reflective, self-evaluating, knowledgeable, and developing social worker
who can flexibly apply a variety of knowledge and skills with diverse populations that
interrelate with multiple systems across the life span in accord with professional values
and ethics and applicable laws and regulations. The course includes periodic seminars to
guarantee integration of content to meet program competencies, practice behaviors, and
student learning outcomes and may extend beyond the limits of a typical quarter.
Prerequisites: Successful completion of SW 651, and either concurrent enrollment in or
completion of SW 648, Advanced Practice III.
1
Course Objectives and Related Practice Behaviors
At the end of this course, the student will be able to:
1. Perform competently as a professional social worker, as evidenced by: setting
appropriate boundaries; using self-reflective and self-corrective, as needed; seeking
out supervision and consultation.
2. Think critically and communicate in a professional manner orally and in writing
3. Demonstrate advanced understanding of the ethics, laws and policies that regulate
social work practice
4. Demonstrate an awareness of and sensitivity to issues of social and economic justice
and diversity as well as an understanding of the profession’s commitment to decrease
oppression and discrimination.
5. Demonstrate an ability to assess and intervene in a manner sensitive to the client’s
wants and needs.
6. Demonstrate an ability to evaluate the efficacy of their interventions using empirical
data and ongoing program evaluation.
7. Consistently apply appropriate human behavior theories and advance practice skills
across all levels of social work practice.
Competencies, Practice Behaviors, Objectives, and Evaluation
CSWE Core Related Practice Behaviors
Competency
Course
Objectives
Evaluation
Instrument(s)
EPAS 2.1.1:
Identify as a
professional
social worker
and conduct
oneself
accordingly
1
Learning logs
Readily identifies as a social
work professional
Engages in personal reflection, Perform
competently as a
self-monitoring, and selfcorrection in the practice setting professional social
worker, as
evidenced by:
Adheres to and models
setting appropriate
professional roles; maintains
boundaries; using
appropriate boundaries in the
self-reflective and
practice setting
self-corrective, as
needed; seeking
Demonstrates professional
out supervision
demeanor in appearance,
and consultation.
behavior, and communication
Field
evaluation
Case Analysis
2
CSWE Core Related Practice Behaviors
Competency
Course
Objectives
Evaluation
Instrument(s)
3
Learning logs
Participates consistently in
career-long educational
opportunities
Seeks input and support from
supervisors/consultants and
integrates it into his/her practice
EPAS 2.1.2:
Apply social
work ethical
principles to
guide
professional
practice
Demonstrates advanced skills
when making ethical decisions
and resolving value conflicts
using the standards of the
NASW Code of Ethics and, as
applicable, of the International
Federation of Social
Workers/International
Association of Schools of
Social Work Ethics in Social
Work, Statement of Principles
Recognizes and manages
personal biases as they affect
working relationships with
individuals, families, groups,
and communities
Demonstrate
advanced
understanding of
the ethics, laws
and policies that
regulate social
work practice
Field
Evaluation
Case
Presentation
Case Analysis
Identifies and uses knowledge
of relationship and group
dynamics, including power
differentials in the practice
setting
EPAS 2.1.3:
Apply critical
thinking to
inform and
communicate
professional
judgments
Evaluates, selects, and
implements appropriate
multidimensional assessment,
evidence-based interventions,
and practice evaluation tools
Critically analyzes the strengths
and weaknesses of multiple
theoretical perspectives and
differentially applies them
appropriately to advanced
generalist practice situations
2,6
Think critically
and communicate
in a professional
manner orally and
in writing
Process
recordings
Case
presentation
Case Analysis
Demonstrate an
ability to evaluate
the efficacy of
their interventions
using empirical
data and ongoing
3
CSWE Core Related Practice Behaviors
Competency
EPAS 2.1.4:
Engage
diversity and
difference in
practice
Effectively communicates, at an
advanced level, professional
judgments within
interprofessional settings, in
both written and verbal form
Researches and integrates
knowledge of diverse
populations within an advanced
generalist practice model
Modifies and adapts evidencebased interventions to meet the
needs of diverse populations
EPAS 2.1.5:
Advance
human rights
and social and
economic
justice
Actively participates in
advocacy efforts that promote
social justice, service
improvements, and growth
across multiple systems
Integrates knowledge and
effects of oppression,
discrimination, and historical
trauma across multiple systems
to guide treatment planning and
intervention
EPAS 2.1.6:
Engage in
researchinformed
practice and
practiceinformed
research
Employs the evidence-based
practice process when
intervening with various
systems
Uses research methodology to
evaluate interventions
Course
Objectives
Evaluation
Instrument(s)
program
evaluation.
4
Demonstrate an
awareness of and
sensitivity to
issues of social
and economic
justice and
diversity as well
as an
understanding of
the profession’s
commitment to
decrease
oppression and
discrimination.
5,6
Learning logs
Process
recordings
Case
Presentation
Case Analysis
Learning logs
Evaluation
Demonstrate an
ability to assess
and intervene in a
manner sensitive
to the client’s
wants and needs.
Case Analysis
Case
Presentation
Demonstrate an
ability to evaluate
the efficacy of
their interventions
using empirical
data and ongoing
program
evaluation.
4
CSWE Core Related Practice Behaviors
Competency
Course
Objectives
Evaluation
Instrument(s)
EPAS 2.1.7:
Apply
knowledge of
human
behavior and
the social
environment
Synthesizes and differentially
applies theories of human
behavior and the social
environment to guide practice
across multiple systems
7
Field
Evaluation
EPAS 2.1.8:
Engage in
policy practice
advance social
and economic
well-being
and to deliver
effective
social work
services
Communicates to stakeholders
the implications of policies and
policy changes across multiple
systems
4,6
Field
Evaluation
Demonstrate an
awareness of and
sensitivity to
issues of social
and economic
justice and
diversity as well
as an
understanding of
the profession’s
commitment to
decrease
oppression and
discrimination.
Case
Presentation
Uses evidenced-based practice
and practice-based evidence in
advocacy for policies that
advance social and economic
well-being
Consistently apply Case
appropriate human Presentation
behavior theories
and advance
Case Analysis
practice skills
across all levels of
social work
practice.
Case Analysis
Demonstrate an
ability to evaluate
the efficacy of
their interventions
using empirical
data and ongoing
program
evaluation.
EPAS 2.1.9:
Respond to
contexts that
shape practice
Develops and implements
intervention plans to
accomplish systemic change
Works collaboratively with
others to effect systemic change
that is sustainable
4
Field
Evaluation
Case Analysis
Demonstrate an
awareness of and
sensitivity to
issues of social
5
CSWE Core Related Practice Behaviors
Competency
Provides leadership in
promoting sustainable changes
in service delivery and practice
to improve the quality of social
services
Course
Objectives
Evaluation
Instrument(s)
and economic
justice and
diversity as well
as an
understanding of
the profession’s
commitment to
decrease
oppression and
discrimination.
6
CSWE Core Related Practice Behaviors
Competency
EPAS 2.1.10
(a-d):
Engage,
assess,
intervene, and
evaluate with
individuals,
families,
groups,
organizations,
and
communities
2.1.10(a): Engagement
Demonstrates culturally
sensitive relationships across
multiple systems
Attends to the interpersonal and
group dynamics and contextual
factors that can strengthen or
potentially threaten practice
relationships
Demonstrates an ability to
include clients across multiple
systems to be equal participants
in change efforts
2.1.10(b): Assessment
Demonstrates advanced skills in
the use of a multidimensional,
bio-psycho-social-spiritual
assessment model
Assesses readiness for change
across multiple systems
Selects and modifies
appropriate intervention
strategies based on continuous
assessment
Selects and uses appropriate
assessment tools
2.1.10(c): Intervention
Critically evaluates, selects, and
applies best practice models and
evidence-based interventions
Demonstrates the use of
appropriate advanced generalist
techniques across a range of
concerns that have been
identified during the assessment
process
Collaborates interprofessionally
to coordinate interventions
across multiple system levels
2.1.10(d): Evaluation
Uses evaluation of the process
and/or outcomes to develop best
practice interventions across
multiple system levels
Course
Objectives
Evaluation
Instrument(s)
Learning logs
Case
Presentation
Case Analysis
7
Course Materials
Suggested Texts: Assigned readings for SW 648
Recommended Websites:
CSUB MSW field manual:
Mejia, R. (2014). California State University MSW Program Field Manual 2014-2015,
Available at: http://www.csub.edu/socialwork/Field%20Education/index.html.
National Association of Social Workers: http://www.socialworkers.org/
California NASW: http://www.naswca.org/
OWL Purdue Guide to Avoiding Plagiarism:
http://owl.english.purdue.edu/owl/resource/589/01/
OWL Purdue APA Style: http://owl.english.purdue.edu/owl/section/2/10/
The Elements of Style—Strunk: http://www.bartleby.com/141/
Course Components
The instructor reserves the right to make changes in the course requirements.
Field Placement: The MSW program expects students to accumulate a minimum of 16
hours a week for the ten weeks of each quarter, which equals a minimum of 160 hours
per quarter. Student must accumulate at least 80% of the quarterly field hour quota
(128 hours) in each quarter to receive credit for the SW 650 series. Students without a
field placement or with less than 80 hours for the quarter will receive no credit for the
course. Students with a field placement who have accumulated between 80 and 128
hours for the term may petition for an incomplete grade.
Learning Contract: At the beginning of a field placement, the student and field
instructor must develop a learning contract. The student and the field instructor shall
continue to use the contract each quarter as the guide to field placement activities. The
field instructor may revise the learning contract, but if it is revised, please submit the
revision to the seminar instructor for approval.
Time Sheets: The MSW program expects each student to be in the field placement for
two full days each week. The field director must approve all exceptions to this
expectation in writing. The student must document the time worked on the field
placement time sheet and ask the field instructor to initial the time sheet each day. The
student must keep a running total of the time on the timesheets. The student must then
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turn in the time sheet to the seminar instructor at the end of each month. Students
must make up any missed hours as soon as possible.
Agency Liaison Contacts: The seminar instructor will make contact with the student and
field instructor at least once each quarter to facilitate the implementation of the learning
contract and integration of the field placement into the curriculum. The student or field
instructor should notify the seminar instructor if additional contacts are needed.
Quarterly Evaluation: The student and field instructor (and task supervisor, if one is
assigned) must complete the quarterly evaluation, on the specified form, each quarter in
time to turn it in at the last seminar meeting of the quarter. Scores on the quarterly
evaluation must be satisfactory. If a student receives an unsatisfactory field evaluation,
the student may lose credit for the quarter. Students should remind their field
supervisors of the quarterly field evaluation by the sixth or seventh week of the quarter.
Reading Assignments: This class has no textbook; however, please stay current with
reading assignments in other classes, since we will be discussing how material from all
of your courses relates to your field experiences. One of the primary purposes of this
class is to help you synthesize classroom knowledge with social work practice.
Class Participation: The MSW program expects MSW students to take responsibility
for their own learning and to participate actively in class. Students should arrive on time
and be prepared to present a case from field experience and to discuss field
experiences, readings, and exercises. Students are expected to demonstrate that they
have used social work skills effectively in the field and that they can use them in the
classroom. Social work skills include the ability to think analytically, to express oneself
clearly, to treat others with respect, to moderate impulses, and to manage emotions.
Although there will not be time for every class member to present a case each week,
each class member should come prepared to be called on to present. Students should
use this outline when presenting a case.
1. Demographics: Include age, gender, ethnicity, living situation, circumstances of
your involvement, etc. For macro practice, include a brief description of the
agencies, organizations, or groups involved.
2. Key findings: Give details of the current situation relevant to understanding why
the situation merits professional involvement. For example, give signs and
symptoms of illness, environmental factors that impinge on the situation, and
actual or potential resources within the situation.
3. Background: Give relevant history. For example, events that happened years
ago may help clarify the current situation, or the situation may have arisen
suddenly without obvious historical causes.
4. Formulation: Describe your understanding of why things are as they are. This
should reflect one or more theories. It may appropriately reflect uncertainty or
ambivalence.
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5. Interventions and Plans: List what you have done and what you plan to do about
the situation.
6. Please note the difficulty or the ideas illustrated in this case. What about this
case makes it difficult for you, or what about this case makes it worth
presenting?
Process Recordings: The Department of Social Work requires students to complete
one process recording each week. Choose a significant conversation on one day each
week, document it in a process recording, review it with your field instructor during
supervision, and turn it in to the seminar instructor.
1. Use the “skill focused” process recording available on the instructor’s web site,
and use the Clara Hill lists of skills and intents also provided on the instructor’s
web site. A process recording must contain enough content to reflect a
meaningful interaction between the student and the client and for the reader to
understand the interaction. Although the process recording does not necessarily
need to cover an entire meeting, it should contain a clear beginning, middle, and
end.
2. All process recordings are confidential within the limits of good judgment and
the law. (Do not use client names or other unique identifiers on the process
recordings.) However, you may be asked to share a particular entry if it would
be helpful to other students. Please feel free to decline such a request if you are
not comfortable with it.
3. The process recording should normally be completed at the field site during field
hours. It is not intended to be homework from the field. Your primary purpose
in field is to learn. If the agency’s demands interfere with your learning, please
address the issue with your field instructor. If you are unable to resolve the issue
with your field instructor, please let me know.
4. The process recording is a tool to help you identify and respond to the thoughts,
feelings, and behaviors that enhance or inhibit your effectiveness as a social
worker. Since there is always room for professional growth, if the process
recording is proving not to be a useful tool, one of your responsibilities will be to
analyze why it is not useful and to make changes necessary to make it useful. If
you need help making it useful, please discuss the situation with your field
instructor.
5. You may type or legibly write your process recordings. Use Standard Written
English except when doing so would inaccurately reflect dialog.
6. When you label skills and intents, use the terms from “The Clara Hill System”
available under private resources on my web page:
http://www.csub.edu/~bhartsell/sw550/ClaraHillSystem.pdf
Learning Log: Students must turn in a learning log each week reflecting on learning during the
previous week. Use the following guidelines:
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a. Choose one significant experience in the internship. Describe the
experience sufficiently for the reader to understand the interaction. One
paragraph is likely sufficient. Make explicit connection to the learning
contract.
b. Briefly, note issues, concerns, or challenges that arose and how you
learned from them. This section should represent a significant reflection
on the experience and how you learned from the experience.
c. Note when you receive supervision and how you addressed your learning
experience in supervision.
d. Protect the identity of clients in all documentation turned in to the
seminar instructor.
If you are not yet in placement: Please write in your learning log.
a. What have you done this week to seek or obtain a placement?
b. What phone calls did you make? – to whom, date and time
c. Emails – CC: the field seminar instructor into all emails regarding
placement
d. Document and visits or interviews.
Intensive Case Analysis: All students must turn in an intensive case study paper every
quarter.
In the fall quarter, the paper will focus on the analysis of a social work micro
case. In the winter, the paper will focus on a mezzo case, and in the spring, a
macro case.
The paper must show a clear connection between research, policy, human
behavior theories, and treatment theory. The paper will culminate in a
treatment plan and a discussion related to how the treatment plan interconnects
with the information in the paper.
The following is the outline of the Intensive Case Study Paper:
a.
b.
c.
d.
e.
f.
g.
Assessment of a case (addressing relevant biopsychosocial features)
The social work issues in the case.
Research related to the social work issues
Policy related to the social work issues
Human Behavior theory related to the social work issues
Intervention theory related to the social work issues
Intervention plan from client perspective (Explain how the goals and
objectives listed in section A fit with the client’s request for services.)
h. Discussion of how the Intervention plan connects with the information in
the paper (This section should tie all of the pieces of the paper together.)
You must receive a score of 80% or higher. You must write your papers in
professional manner. Please refer to your APA manual regarding style, font,
formatting, and citation of sources. Errors in language, phrasing, spelling,
11
grammar, style, and citation should be minimal or nonexistent. It is essential that
you organize your papers, remain on point, and keep the paper succinct, easy to
read and understand. This paper must demonstrate your ability to present
yourself as a professional social worker.
Course Policies
Academic Integrity: The Department of Social Work strictly adheres to the University's
policy on Academic Integrity. Students should become familiar with this policy, and
address any questions to their advisor. Failure to comply with the policy may lead to
suspension or expulsion from the University. The policy, as addressed in the Office of
Student Rights and Responsibilities website, is as follows:
“The principles of truth and honesty are recognized as fundamental to a community of
teachers and scholars. The University expects that both faculty and students will honor
these principles and in so doing will protect the integrity of all academic work and
student grades. Students are expected to do all work assigned to them without
unauthorized assistance and are not to give unauthorized assistance. Faculty members
have the responsibility of exercising care in the planning and supervision of academic
work so that honest effort will be positively encouraged.
There are certain forms of conduct that violate this community’s principles. ACADEMIC
DISHONESTY (CHEATING) is a broad category of actions that use fraud and deception to
improve a grade or obtain course credit. Academic dishonesty (cheating) is not limited
to examination situations alone, but arises whenever students attempt to gain an
unearned academic advantage. PLAGIARISM is a specific form of academic dishonesty
(cheating) that consists of the misuse of published or unpublished works of another by
claiming them as one’s own. It may consist of handing in someone else’s work; copying
or purchasing a composition; using ideas, paragraphs, sentences, or phrases written by
another; or using data and/or statistics compiled by another without giving appropriate
citation. Another example of academic dishonesty is the SUBMISSION OF THE SAME, or
essentially the same, PAPER or other assignment for credit in two different courses
without receiving prior approval from the instructor of the affected courses.”
If a faculty member suspects academic dishonesty or plagiarism, he/she will request a
Student Advisement and/or a Student Status Review to deal with the dishonesty.
Students are expected to complete their own work without assistance from others
(except in the case of group projects). The use of other people’s work should be
accompanied by APA (6th ed.) style references giving the authors full credit for their
work. Plagiarism and/or cheating will not be tolerated and will result in severe penalties
including the issuance of a grade of F for the class or dismissal from the MSW program.
Please refer to the Academic Affairs sections of the Campus Catalog for additional
details (page 78) (http://www.csub.edu/catalog/20112013_regularlyUpdated/pages/011.pdf).
12
Professional Conduct: The mission of the CSUB Department of Social Work is to
prepare competent and ethical social work practitioners who possess the knowledge,
skills, and values required to prevent social problems, intervene in problem areas, and
improve the social conditions of the region through culturally sensitive practice.
Personal responsibility is a necessary part of the professional practice of social work.
Problems of unprofessional conduct will be addressed through the advisement and
student status review procedures outlined in your student handbook.
Course Attendance: Attendance, punctuality, and participation are required
components of personal responsibility and are required in class. Professional
participation also requires familiarity with the assigned readings.
Writing Standards: Professional writing standards will be firmly upheld. Please use
Standard Written English. Refer to the Publication Manual of the American
Psychological Association, which is the stylebook required for theses in this department.
Note that the formatting rules in the Publication Manual relate to articles submitted for
publication, not to class assignments. For additional information on usage and style,
refer to A Dictionary of Modern American Usage. Written work completed out of class is
to be typed or printed on white bond paper using one-inch margins and 12-point type.
Please do not turn in any assignments with plastic covers.
Late Assignments: Assignments are to be turned in when they are due. No credit will
be given for late assignments.
Grading: This course will be graded as Credit/No Credit. No letter grade will be given.
To receive credit for the course, each student must satisfactorily complete all
assignments, demonstrate skills in class, and receive a satisfactory evaluation from the
field instructor. Students who do not demonstrate all required skills or who do not
satisfactorily complete assignments will not pass the class and will be referred to a
student advisement.
Communication with the Instructor: Please feel free to call, e-mail, and ask
questions in class or in private as much as is needed to help you stay on track to
successfully complete your MSW program.
Use of Cellular Phones and Computers in Class: Sending or receiving text messages
or phone calls during class is prohibited. If you are officially “on call” for your employing
agency, or if you have personal circumstances that require you to be on call, please
notify the instructor.
13
Electronic Recording in Class: Open discussion of sensitive issues is essential in any
social work course, especially a field practicum seminar. Therefore, electronic recording
is not allowed unless authorized by the university as an accommodation for a student
with a disability. Any recording shall be handled in accordance with university policies
regarding recording by students with disabilities. Any violation of this paragraph that
violates the privacy of anyone present in the class constitutes an ethical breach that is,
in the opinion of the instructor, grounds for dismissal from the MSW program.
Student Complaint Procedures: See the Academic Information and Policies for
information on how to file a formal complaint. Information on how to contact the
student ombudsman can be found at:
http://www.csub.edu/counselingcenter/ombudsman.shtml.
Emergency Preparedness Website: It is your responsibility to become familiar with
the campus emergency action plan. Please review the plan, which can be found at:
http://www.csub.edu/BAS/police/emerg_prep/epintro.shtml
Students with Disabilities: If you have special needs as addressed by the Americans
with Disabilities Act and need this publication in an alternative format, notify us at the
address and telephone number below. Reasonable efforts will be made to accommodate
your special needs.
Address: Department of Social Work
California State University, Bakersfield
CA 93311
Phone: (661) 654-3434
See the CSUB Services for Students with Disabilities website
http://www.csub.edu/UnivServices/SSD/ for the campus access policies.
14
Course Outline
DATE
Week One
March 29
Week Two
April 5
Week Three
April 12
Week Four
April 19
Week Five
April 26
Week Six
May 3
Week Seven
May 10
Week Eight
May 17
Week Nine
May 24
Week Ten
May 31
TOPICS
ACTIVITIES
TBA
Lecture, discussion
TBA
Lecture, discussion
TBA
Lecture, discussion
TBA – Possible Strike Day
Lecture, discussion
TBA
Lecture, discussion
TBA
Lecture, discussion
TBA
Lecture, discussion
TBA
Lecture, discussion
TBA
Lecture, discussion
TBA
Paper Presentations
15
Additional Reference/Resources
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Johnson, W.E. (Ed.). (2010). Social work with African American males: Health,
mental health, and social policy. New York: Oxford
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Miller, W.R., & Rollnick, S. (2013). Motivational interviewing: Helping people
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