Social Work Program
Field
Education
Manual
August 2013
Lindenwood University
209 South Kingshighway
St. Charles, MO 63301
2
Welcome to the Field Education component of your Social Work education here at Lindenwood
University. An integral part of your training is the three part (510 hours total) you will spend in the
field preparing to serve the profession of social work as a BSW professional.
Field Instruction is central to your preparation as a social work practitioner, and is intended to provide
a connection between the theory and concepts of class and the practical world of the practice setting.
This manual serves as a guide for you in understanding our field education program and how each of
the three steps of field instruction at Lindenwood University will fit into your BSW training.
We are excited that you are entering the field instructional phase of your social work learning, and
expect that you will find numerous rewards as you continue in your professional development.
Sincerely,
Debra Johnson, MSW, LCSW, ACSW
Field Education Coordinator
Associate Professor
636-949-4193
djohnson@lindenwood.edu
Lindenwood University
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Social Work Program
Field Education Manual
Table of Contents
Page
4
5
7
10
11
14
15
17
22
23
24
29
31
Title
Educational Policy Standard
EPAS
Introduction and Social Work Program Overview
Field Education Program Overview
Field Education Summary and Connection to the Classroom
(2.1.1)
THE PRACTICUM EXPERIENCE
Admission to the Field Practicum
(2.1.4)
Learning Agreement as Demonstration of Core Competencies
(2.1.2)
Placement Structure and Minimum Hours
(2.1.3)
Expectations during Field Practicum Process
Field Education Policies and Procedures related to Students
(2.1.5)
Field Education Policies and Procedures related to Field Supervisors (2.1.6)
Field Supervisor Orientation and Training
(2.1.7)
Additional Field Education Policies & Procedures
a) Paid Practicum or Practicum at Place of Employment
(2.1.8)
b) Selecting Practicum Sites Not Listed in Directory of Approved Agencies
c) Sharing Personal Information
d) Holidays, Vacations and Exam Week
e) Interruption or Premature Termination of Student Placement
f) Sexual Harassment in Field Practicum
g) Professional Liability Insurance
h) Accommodations for Students in Field with Disabilities
Other University Policies and Procedures
a) Sexual Harassment
b) Non-Discrimination
c) Student Appeal Procedures
Appendix:
Applications
Learning Agreement Template
Evaluation Forms, Course Syllabi and & Sample Assignment
SOCIAL WORK PROGRAM OVERVIEW
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Introduction, Mission and Goals of the LU Social Work Program
Introduction
This manual is intended to inform students and Field Supervisors about the undergraduate Social Work
field practicum program, policies, and procedures.
Mission
The School of Social Work at Lindenwood University’s mission is to prepare undergraduate
students for ethical and effective entry-level generalist social work practice with individuals,
families, groups, organizations and communities and to promote societal responsibility and social
justice.
Utilizing a liberal arts perspective to promote the understanding of the person-in-environment
paradigm of professional social work practice, students gain direct knowledge of social, psychological
and biological factors of human behavior and of human diversity, social conditions and social
problems. Successful completion of the program goals ensures the preparation of effective social work
professionals who are also prepared for graduate study in social work.
Goals
1. Graduates of the Lindenwood University Social Work Program will demonstrate competencies
for entry-level practice with diverse individuals, families, small groups, organizations,
communities and society in changing social contexts.
2. Upon completion of the program, students will be employed in the broad field of human
services and/or will be prepared for graduate study in Social Work.
The major profession that delivers social services in governmental and private organizations
throughout the world, social work helps people to prevent or to resolve problems in
psychosocial functioning, to achieve life-enhancing goals, and to create a just society.
The Faculty of the Lindenwood University Social Work Program view these purposes, mission and
definition of social work practice as both entirely consistent with the Mission of Lindenwood
University and an extension of that mission to an academic program. The Program is values-centered
and leads to the development of a whole person – an educated, responsible practitioner within a global
community.
Program Objectives (Core Competencies)
The program objectives for the Lindenwood University social work program and derived directly from
the core competencies: The Council on Social Work Education’s (CSWE) Educational Policy and
Accreditation Standards (EPAS) CORE COMPETENCIES
Competencies are measurable practice behaviors that are comprised of knowledge, values, and skills.
The explicit curriculum constitutes the program’s formal educational structure and includes the courses
and the curriculum.
1.
Student identifies as a professional social worker and conducts self accordingly
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2.
3.
4.
5.
6.
7.
8.
Student applies social work ethical principles to guide professional practice
Student applies critical thinking to inform and communicate professional judgments
Student engages diversity and difference in practice
Student advances human rights and social and economic justice
Student engages in research-informed practice and practice-informed research
Student applies knowledge of human behavior and the social environment
Student engages in policy practice to advance social and economic well-being and to deliver
effective social work services
9.
Student responds to contexts that shape practice
10.
Student engages, assesses, intervenes, and evaluates individuals, families, groups, organizations
and communities
FIELD EDUCATION PROGRAM OVERVIEW
Field Instruction is recognized as the central form of education for guiding the social work student to the
performance of the role of BSW practitioner. Many persons play integral educational roles in this
educational component.
Descriptions of Educational Roles Involved in Student Field Instruction
The field instruction program is viewed as a shared responsibility of the LU Social Work Program,
field agencies and supervisors, the Field Education Coordinator, the Social Work Program Advisory
Council and students. Each of the components contributes to the process of establishing and
maintaining opportunities for field practicum learning. The field practicum emphasizes the student's
ability to apply theoretical concepts and knowledge to practice situations. Field instruction is distinct
from job training, volunteer experience, or apprenticeship because it is designed to provide a broad,
integrated education; i.e., the ability to know why a specific professional response to a situation is
chosen from a variety of competing responses. A brief description of the responsibilities for the various
units and persons involved in the field instruction program follows:
Lindenwood University Social Work Program
The LU Social Work Program agrees to (a) provide agency Field Supervisors an initial orientation to
the field instruction program, (b) provide Field Supervisors information regarding the Social Work
curriculum, (c) provide on-going training and seminars for Field Supervisors, (d) assign a faculty
member who will serve as a consultant/liaison between the Social Work Program and the field agency,
and (e) provide the Field Supervisor with information regarding the background, experience and
education of students prior to any pre-placement interviews with prospective students.
Field Agency
The field agency is expected to (a) release the social worker designated as a Field Supervisor from
usual responsibilities to allow sufficient time for field instruction responsibilities, (b) select learning
tasks for the student which will meet their educational needs, and (c) make available suitable space and
working facilities for the student, consistent with what is considered necessary for the proper
functioning of any staff member.
Field Supervisors
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The Field Supervisor is expected to carry primary responsibility for the field instruction of the student
although other staff members may participate in the educational process and carry secondary
responsibility for the instruction. Specifically, the Field Supervisor is expected to (a) provide a
minimum of 1-2 hours of face-to-face supervision per week, (b) select learning tasks for the student
which will provide an opportunity for the application and integration of social work knowledge, values
and skills, (c) attend orientation sessions and meetings designed for Field Supervisors by the Social
Work Program (d) write and submit to the Social Work Program required educational assessments and
evaluations (e) provide input into a grade for the field instruction course, and (f) advise the Field
Education Coordinator of any special performance problems related to educational, physical, or
psychological difficulties which may arise.
Field Education Coordinator
The Field Education Coordinator is responsible to recruit, approve and work with agencies interested
and willing to supervise students. The Coordinator provides agencies with an orientation to the field
instruction program, shares information about the curriculum, and organizes workshops to enhance the
supervisory knowledge and skills of Field Supervisors. The Coordinator also works with students to
facilitate the application process, assess readiness and explore options for student placements. The
Coordinator will share information about prospective field students with the Field Supervisors and help
to facilitate the initial interview. The Coordinator provides assistance to students and field supervisors
whenever needed.
The Coordinator is responsible for conducting weekly seminars for students enrolled in field
instruction. These seminars are designed to facilitate the integration of classroom instruction with
practice, help students process concerns and/or needs relative to the practicum experience, and provide
feedback to students regarding ideas, information and assignments shared in the field seminar sessions.
The Coordinator will evaluate the students' abilities to articulate the integration of theory and practice
and any special concerns students might have about their field practicum experience. The Coordinator
receives all time sheets with original signatures, and keeps records of completed field hours. The
Coordinator assigns the final grade to students upon completion of social work practicum. Final grades
are determined with input from the Field Supervisor, evaluation of field assignments, and an evaluation
of the student's participation in the field seminars.
Social Work Program Advisory Council
The Social Work Program Advisory Council is composed of community representatives (Field
Supervisors, alumni, and faculty). Community representatives are recommended by the faculty. It is
the purpose of the Social Work Program Advisory Council to advise the faculty on policies, procedures
and any problems, which arise, related to field instruction. The Advisory Council provides advisory
level input about practicum sites including, but not limited to, approval of new sites and field
supervisors; decisions to terminate working agreements with current sites and/or field practicum
supervisors; and responding to site-related problems, grievances and appeals. At the discretion of the
Coordinator of Field Education, the Advisory Council may review student applications for field
practicum (anonymously) and recommend placement or document concerns. Advisory Council
members will also be involved in the annual review of field practicum policies and procedures and the
content and administration of field practicum supervisors training and recognition.
Field Education Students
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Students are expected to:
• Practice within the values and ethics of the social work profession.
• Take responsibility for learning (designation of learning needs and goals, develop a learning
agreement), follow through on field assignments, and participation in the supervisory process
with the Field Supervisor).
• Respond constructively to evaluations of performance.
• Notify the agency in the event of unavoidable absences.
• Arrange to make-up for any excused absences.
• Attend and participate at field instruction seminars and classes.
• Adhere to the policies of the agency.
• Complete the required clock hours and all classroom assignments.
FIELD INSTRUCTION SUMMARY & CONNECTION TO THE CLASSROOM (EPAS 2.1.1)
In the Lindenwood University (LU) Social Work Program, there are three separate experiences with field.
These three are required of all students, and amount to 13 credit hours of the 46 required social work credit
hours. These three courses are: Social Agency Observation (1 credit hour), Service Learning (3 credit
hours), and Field Practicum Seminar (9 credit hours). These three combine to form our Field Instruction.
With evidence-informed practice as the goal, the LU social work program in many ways ties the field
instruction program to the classroom. The most evident way is by placing each of the three field instruction
classes in a separate year of development for the student: The first field experience (Social Service Agency
Observation, SW 10500) occurs in the freshman or sophomore year; the second (Service Learning, SW
36000) occurs in the junior year, and the third (Field Practicum, SW 45000) occurs in the senior year
(preferably in the student’s last semester).
A second way of connecting our field experiences to the classroom theory and concepts is the sequencing
and pairing of each of these field courses to its “natural partner” class: The Social Agency Observation
class generally follows the semester of Introduction to Social Work; Service Learning is partnered with, or
immediately follows, Social Work Practice I and II. Field Practicum Seminar is ideally partnered with
Social Work Practice III. In all these cases, the theory and concepts of the mentioned classes are drawn
upon in the field class for case studies, learning assignments, and continual competency development.
Another way the field experience is closely connected to the classroom theory and conceptual learning is
that in the Field Practicum Seminar course, students’ Learning Agreements and their class work all follow a
progression through the ten Core Competencies (the objectives for this course). For each weekly
progression, student assignments directly connect back to classroom learning about that competency. (See
journal assignment example in Appendix p.89 ).
We have created the summary chart on the next page as a visual guide of these courses and a quick
description of the meeting schedule, assignments, and emphasis for each. A sample course syllabus for each
is included in the Appendix.
Students are encouraged to have three different agency experiences for these three field courses.
LU Social Work Field Education Summary
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Course title/curricular placement Meeting format
Key requirements/emphasis
SW 10500
Meets three times
(Social Service Agency Observation) per half semester
10 clock hours & time sheet
3 written assignments & final
reflective paper
Freshman or Sophomore Year
/“fit” with the profession
Activity: Students shadow, or observe, a social worker in an agency setting for minimum of 10 hours.
SW 39900
(Service Learning)
Meets eight times
(every other week)
Sophomore or Junior Year
100 clock hours & time sheet
8 assignments & final reflective paper
/ professional writing and
professionalism in agency; &
personal fit re: values and ethics
Activity: Students complete 100 hours of volunteer work in a human services agency (this volunteer
experience does not require social work supervision).
______________________________________________________________________________
SW 450000
(Field Practicum Seminar)
Senior Year
Meets weekly
(two hour seminar)
+ 2 site visits
400 clock hours & weekly time sheets
9 – 10 graded assignments, including
group presentation, and major research and
reflective paper, and final case presentation
/core competencies, leadership,
professionalism, and career prep
Activity: Students complete 400 hours of focused, directed fieldwork – following their individualized
and agency-specific Learning Agreement, a contract designed to serve as a guide to address at a
minimum, the ten core competencies of social work. Students meet weekly for one hour of
supervision with BSW, MSW, or LCSW Field Instructor. Some agencies also have a Task Supervisor,
who assists the student with day to day duties (to assist agency social worker with
monitoring/mentoring). Requires signed contract between agency and LU regarding items such as:
expectations, liability, social worker availability and training.
THE PRACTICUM EXPERIENCE
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Chronology of Field Practicum Process
BEFORE PRACTICUM
5-6 months before field practicum
Student contacts the Field Education Coordinator and obtains information and time-line.
Students attend one of two Pre-placement Seminars: Dates of the seminars will be emailed to students
announced in classes, and posted on the Social Work bulletin board.
March meeting for Fall Semester Practicum Placements
October meeting for Spring Semester Practicum Placements
Students receive Practicum application materials at seminar. Students are to follow application
deadline. Students evaluate Pre-placement Seminar with completion of the Pre-placement Seminar
Evaluation form (p 41, appendix).
4-5 months before field practicum
Students are to read and be familiar with the Field Education Manual that will be available via
email, on the LU website, or a hard copy by request.
Students are to review the Approved Directory of Field Agencies available to designate three preferred
practicum sites to be listed on the Application for Field Practicum.
Students complete and submit the Application for Social Work Field Practicum to the Field Education
Coordinator (one original Application with signature; one Application and resume emailed to Field
Education Coordinator). The original application and one copy of the resume will be kept in the
student’s file.
The Field Education Coordinator reviews student transcripts and evaluates student readiness for
practicum.
Field Education Coordinator initiates the Social Work Faculty Recommendation for Field Practicum.
Returned forms will be kept in the student’s file.
Social Work Program Advisory Council reviews anonymous Applications for Field Practicum and
recommend placement. The Disposition of Application for Field Practicum report will be kept in the
student’s field education file. Field Education Coordinator will notify student applicant of their
application’s disposition, including Advisory Council and faculty feedback. Disposition will be kept
in student file.
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If any of the oversight groups (Field Education Coordinator, faculty, or Advisory Council) have
concerns, the student may amend her/his Application for Field Practicum to address the expressed
concerns. The applicant is to meet with the Field Education Coordinator to develop a plan, with
specific timeframes, to correct the identified concerns and re-submit the Application.
Field Education Coordinator notifies students of recommended field agency and field supervisor.
3-4 months before practicum
The Field Education Coordinator may verify field education openings, or make initial inquiries in this
regard.
1. The student initiates calls to schedule interviews with prospective field agencies and field supervisors.
2. Student visits filed education sites for pre-placement interview.
3. If the interview results in a decision of mutual acceptability for both the student and the Field
Supervisor, then the student will notify the Field Coordinator by email.
If mutual acceptability is not received, the process will begin again with another field agency until a
site that is mutually acceptable is procured.
ADMISSION TO THE FIELD PRACTICUM
Student Application for Field Practicum
This process usually begins with an instruction discussion between the student and his/her academic
advisor to determine which semester the student is eligible for field practicum. Next, the student
attends one of two pre-placement seminars: in March for Fall Semester placements, in October for
Spring Semester placements. Pre-placement seminars include, but are not limited to: how to apply for
field practicum, selecting a site, resume development and interviewing skills, what to expect of the
practicum and what is expected of practicum students. All deadlines and schedules concerning field
practicum are posted in advance on the Social Work bulletin board, emailed to majors, announced in
classes by SW faculty, and follow the Chronology of Field Practicum Process, as outlined on the next
three pages.
Eligible students submit an Application for Social Work Field Practicum to the Field Education
Coordinator. A Program gatekeeping process begins with all social work faculty submitting a Faculty
Recommendation for Field Practicum (p.40, appendix). An additional level of gatekeeping is an
anonymous review of the prospective students’ Application for Social Work Field Practicum by
members of the Social Work Advisory Council. These Council members complete a review form (p.
37, appendix). Only those students who have been recommended for field instruction (and who have
met all requirements and have all pre-requisite courses) will be approved for a practicum placement.
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Application and Accompanying Information
Completed Applications for Social Work Field Practicum are submitted (one original signed
Application delivered to the Field Education Coordinator per the deadlines posted on the Social Work
Bulletin board; one Application and resume emailed to the Field Education Coordinator). (See Table
below, and application forms on page 37, appendix)
Contents of Application with Attachments

Application for Social Work Field Practicum
• Attachment: Personal Statement
• Attachment: Personal Resume
 Optional Attachment: Verification of Malpractice Insurance
 Optional Attachment: Request for consideration to do a placement in agency of
employment or in paid placement
Incomplete or late applications will not be considered until the next placement cycle. Copies of
student application materials are made available to members of the Advisory Council (anonymously)
prior to their meeting and may also be sent to prospective supervisors. Originals will be kept in the
student’s file.
PRACTICUM PLACEMENT BEGINS
Learning Agreement as demonstration of Core Competencies (2.1.2)
The key method in which the Lindenwood social work program ensures that students are provided generalist
practice opportunities to demonstrate the core competencies of social work is through requiring the
completion of, and then monitoring the adherence to, a Learning Agreement. The template for the LU
Learning Agreement is included in appendix, p. 43. The use of goal-setting and outcome assessments is
increasingly part of the fabric of social workers in human service agencies. Social workers in
classrooms and agencies are told that social services need to document their effectiveness or at
minimum justify the use of resources by measuring outcomes. The use of a Learning Agreement in
field practicum is built around this model of learning and accountability. The Learning Agreement is a
tool for students to use to enhance their ability to function within a rational framework of setting goals,
deciding strategies and tasks for achieving those goals, taking actions, and then evaluating outcomes.
An individualized student Learning Agreement can provide a guideline for an intentional field
instruction experience. It can enable the field experience and associated learning to be even more of a
joint effort. The Learning Agreement can help (a) define tasks a student will carry-out in the agency,
(b) meet learning objectives of the practicum experience and (c) provide the student with the structure
to make more productive use of practicum time.
In a collaborative field experience, the Field Supervisor and the student need to have a shared idea of
where they are going to be headed (learning objectives for the field practicum are indeed the Core
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Competencies, as defined by the Program of Social Work in accordance with the Council on Social
Work Education), how they are going to get there (learning tasks as spelled out in the Learning
Agreement) and how they will know when they have arrived or achieved the learning objectives
(methods of evaluation, tools for monitoring). The Learning Agreement provides an overarching
framework that directs the actions of the student and the interventions of the Field Supervisor.
Together, over the practicum experience, the student and the Field Supervisor meet in regularly
scheduled sessions to evaluate their progress or problems in trying to achieve the goals. As with any
rational method of projecting future activities, the Learning Agreement and associated tasks are subject
to revision. The Learning Agreement provides the student and the Field Supervisor the opportunity to
finalize goals and general learning tasks that the student will engage in during the practicum.
Successful completion of these tasks will indicate core competency development.
The Learning Agreement needs to be completed shortly after the student begins placement. The
Learning Agreement focuses the learning that will be the basis for the Field Supervisor’s Final
Evaluation of the practicum student. A finalized Learning Agreement requires the signatures of the
student and the Field Supervisor before being turned into the Field Education Coordinator
Negotiating the Learning Agreement:
The student is expected to initiate contact with the Field Supervisor to begin preparing the Learning
Agreement. A student who will be doing a placement in their place of employment, exchanging
positions with another student, or doing a paid placement is responsible for making sure that the
Learning Agreement is completed before the practicum experience begins. A student who will be
doing a standard placement is responsible for submitting a completed Learning Agreement at the
second meeting of the field practicum seminar. In either situation, the following process is suggested
as one way to develop a meaningful plan (See steps below).
1.
2.
3.
4.
5.
In a conference with the Field Supervisor, the student discusses what they want to get out of the
placement and what the Field Supervisor anticipates the student will gain. This conference also
includes further clarification of what the Field Supervisor and the Field Agency have to offer.
The student brings a copy of the objectives, the Learning Agreement form, and the Final
Evaluation to clarify expectations.
The student writes a draft of his/her Learning Agreement.
At a second supervisory conference, the student brings a draft of the Learning Agreement for
further discussion, clarification, additions, and revisions.
After the second supervisory conference, the student should be ready to complete the written
plan in preparation for it to be signed off on. The student will be responsible to sign the Plan
and have original signatures of the Field Supervisor and the Field Education Coordinator. If
the student is to be placed in a paid practicum, a practicum in her/his place of employment, or a
practicum in a position exchanged with another student, the Learning Agreement must be
completed prior to the beginning of the placement. The student will need to have the Learning
Agreement signed by the Field Education Coordinator, the Field Supervisor and the student
before beginning the practicum.
It is the student’s responsibility to take the initiative in completing the Learning Agreement and
in setting up the meetings with all other parties involved.
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Content of a Learning Agreement:
The Learning Agreement begins with recognition that a field practicum is an educational course. As an
educational course, it is designed for students to achieve certain objectives. These objectives are
expected to form the foundation of the practicum experiences of all social work students at
Lindenwood University; (a) Because each student is unique in terms of learning styles, interests and
needs, (b) because each agency provides varying opportunities for student learning, and (c) because
field instruction is part art and part science, the specific tasks associated with Learning Agreements
need to be tailored by the student and the Field Supervisor. Through dialogue, they creatively respond
to the student’s needs and the agency provides opportunities for learning. The synergy of the student
and the Field Supervisor becomes a shared reality when they consider how the student in this agency
with this supervisor can demonstrate key knowledge objectives through selected activities, exhibit
various skill objectives through specific tasks, and reveal certain value objectives through a
combination of activity, tasks, and discussion.
On the next page is a Learning Agreement Guideline, meant to be of further assistance to students and
Field Supervisors in this endeavor.
Learning Agreement Guideline
The Learning Agreement is a formal document with two basic elements: Part I asks for a description
of the agency, and expectations of student and field supervisor in terms of hours and supervision. Part
II is to include for each learning objective, (1) specific tasks and activities designed to demonstrate
learning, and (2) behavioral monitoring/evaluation criteria designed to demonstrate how the field
supervisor will know the student has mastered this learning.
Specific tasks and activities – An identification of these activities evolves in consultation with the field
supervisor. The activities should provide an opportunity for the student to assume the role of a social
worker under the field supervisor’s guidance and supervision. A minimum of two activities are
required for each learning objective.
Example activities:
Related to attaining knowledge:
-
Reading and/or formal research
Systematic observation and/or consultation
Discussions with producers or consumers of service
Attending meetings
Interviews
Related to attaining skills:
- Observing or co-conducting interventions
- Practice in simulated situations
- Engaging in planned interactions with clients
Related to clarifying/attaining values:
- Observing how other professionals resolve value conflicts
- Writing about one’s values
- Discussions with others regarding values/ethical issues or controversies
Behavioral monitoring/evaluation criteria –
Criteria are the expectations that will be used by the field supervisor to determine if the activities have
been adequately performed and/or performed with excellence. Criteria should relate to both the quality
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of the performance and to the student’s ability to integrate the learning of the activity specified with its
learning objective. Sometimes a product may be specified (e.g. a paper, a presentation, a report).
Evaluation methods are the means for measuring performance factors. They should be observable, and
include such things as student/supervisor conferences, direct observation of the student’s work,
audiovisual tapes, case files, presentations, and other written material submitted by the student.
Evaluation criteria and methods must be explicit and as detailed as possible in the Learning
Agreement. They should be stated in such a way that an outside observer could assess the student’s
level of performance.
Example behavioral monitoring/evaluation criteria:
- Field supervisor will review case files for thoroughness and accuracy.
- Field supervisor will observe student at staff meetings, to assess professional conduct and
presentation.
- Field supervisor will assess student’s value clarification in weekly supervision meetings.
- Field supervisor will observe student in client interactions.
- Field supervisor will randomly monitor student’s computer data entries for accuracy and
timeliness.
PLACEMENT STRUCTURE AND MINIMUM HOURS (2.1.3)
Block Placement
Block Placement: Lindenwood BSW students are expected to participate in a block placement. A
block placement starts at the beginning of the academic term and finishes at the end of the academic
term or when the student completes 400 hours in the placement. Generally, a block placement is
considered a minimum of 25 hours per week for 16 weeks. During block placements students are
required to participate in field seminars on a weekly basis.
Concurrent Placement: Under very unusual circumstances a BSW student may request to do a
concurrent practicum. A concurrent practicum requires the student to be in field at least 12.5 hours per
week and to begin the concurrent placement at the beginning of an academic term and to finish during
the following academic term. Unusual circumstances may include, but not be limited to: documented
illness, significant prior experience, and a previous BSW or Bachelor’s Degree. A student who is
interested in being considered for a concurrent placement needs to submit a one-page proposal along
with his/her Application for Social Work Field Practicum to the Field Education Coordinator. The
proposal will be considered by the Social Work Program Advisory Council at the same time the
student’s Application is considered.
Policy re: Hours in the Practicum Setting and Other Time Requirements
Students are expected to be in the agency setting on a full-time basis (26 - 28 hours per week) for a
block placement. Students should expect to be in the field placement during agreed upon schedules so
as to complete learning tasks and the required 400 hours.
What counts as Field Practicum hours:
• Time spent in the Field Agency that is specifically related to the tasks identified in the student's
Learning Agreement.
• Travel time on behalf of the agency.
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•
•
Time spent in attendance at workshops and seminars that are considered continuing education
oriented and are specifically related to the student's Learning Agreement and endorsed by the
Field Education Coordinator.
Only time approved by the Field Education Coordinator.
What does not count as Field Practicum hours:
• Time spent in seminar or completing assignments for seminar.
• Travel time to and from work and travel time to and from field seminars.
• Time spent away from the Field Agency due to illness, holidays, vacations, and non-work
related situations.
• Time spent attending pre-placement Seminars.
Students are to complete weekly time sheets that detail the number of hours spent in the practicum
setting. These hours are recorded based on direct and indirect client contact, supervision, paperwork,
etc. The weekly time sheets are signed by the Field Supervisor and submitted to the Field Education
Coordinator at the weekly Field Seminar. (It is advisable for a student to keep personal backup copies
of the time reports in case one is misplaced.) Students can expect to be contacted by the Field
Education Coordinator if they fail to submit weekly time sheets.
DURING PRACTICUM
First two weeks of practicum
During the first week of practicum, students are to report to field practicum supervisor as agreed upon
to begin agency orientation.
Students are to complete the Learning Agreement through consultation and coordination with the Field
Supervisor, sign and submit to the Field Education Coordinator by the second meeting of the Field
Practicum Seminar. Original will be kept in student file.
Ongoing
Students are to attend the required Field Practicum Seminar as scheduled weekly. Students are to
complete the pre-test requirements at the first meeting.
Students are to complete Weekly Time Sheets and submit to the Field Education Coordinator at each
Field Practicum Seminar.
Students are to complete assignments for Field Practicum Seminar per the course syllabus.
Students are to meet with Field Supervisor at least one hour per week.
Concerns, problems and/or special needs are addressed in individual consultation with the Field
Education Coordinator and can be initiated by the student or the Field Supervisor.
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Mid-term
Field Education Coordinator makes agency site visit.
Field Education Coordinator completes the Mid-term Evaluation of Field Practicum Student and
submits a mid-term grade that reflects information received from the agency site visit and required
course assignments.
ENDING PRACTICUM
Final






Field supervisor completes and reviews the Final Evaluation with the student. Original
document to be kept in student file.
Field Education Coordinator makes a site visit where the Final Evaluation will be finalized with
the field supervisor and the student. Original, signed Final Evaluation to be kept in the
student’s file.
Students are to complete Practicum Site Student Evaluation.
Students are to complete post-measurements of the Field Practicum Seminar and the Social
Work Program.
Students are to complete course instructor evaluations of the Field Practicum Seminar.
Field Education Coordinator is to submit student final grade that reflects information received
from the field instructor in addition to other course requirements.
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POLICIES AND PROCEDURES RELATED TO FIELD AND STUDENTS (2.1.5)
Numerous policies and procedures have been created for effective student learning in the field. This
section will outline LU social work program policies related to 1) selection of field settings, 2) placing
and monitoring students in those settings, 3) maintaining field liaison contacts, and 4) evaluating
student learning and field setting effectiveness.
Selecting Field Settings
The selection of Field Agencies is an important part of Social Work's curriculum development. The
Field Education Coordinator, with oversight of the Social Work Program Chair and the Social Work
Advisory Council maintains responsibility for determining an agency's suitability for serving as a
training site for providing field instruction.
Process for Selection of Field Instruction Agencies
Potential field placement agencies are required to review and complete a Social Work Practicum
Memorandum of Agreement with the Lindenwood University Social Work Program (p. 40, appendix).
The Agreement requires prospective placement agencies to endorse a set of criteria in relation to the
agency and in relation to the educational nature of the placement. The Field Education Coordinator is
responsible for assessing the agency's compatibility with selection criteria and for recommending
approval or disapproval to the Social Work Program Chair and the Social Work Program Advisory
Council. Following receipt of the completed Agreement, a site visit is scheduled with an agency
executive or her/his designee to discuss the agency's readiness to provide practicum experience for
students.
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Criteria for Selection of Field Instruction Agencies
The agency must provide a sanctioned human service.
The agency must provide an opportunity for students to gain generalist social work practice
experience in working with individuals, groups, families, organizations, and communities.
Students need to be able to demonstrate competencies in all areas of their learning objectives,
including policy and research. Students should be allowed to assume responsibility for the
clients they are serving.
The agency must provide an opportunity for students to utilize the network of human services,
which are available in the community.
The agency must provide an opportunity for students to gain social work practice experience
with persons from diverse racial, ethnic, and cultural heritages.
The agency must be willing to provide resources to students including supervision that is oneto-one for a minimum of 1 to 2 hours per week and available for consultation throughout the
week; office space, telephone, support services and other resources necessary for students to
perform as professionals.
The agency must be willing to permit the Field Supervisor to: (a) interview prospective social
work interns to determine compatibility between field agency, supervisor and student, (b)
participate with the student in developing a Learning Agreement and (c) collaborate with
faculty from the Social Work Program to evaluate learning strategies that will support student
learning during field placement.
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The agency must be willing to provide Field Supervisors who have a social work degree with
the time and other resources necessary to supervise students and to attend training seminars
sponsored by Lindenwood University.
The administration of the agency must be supportive of students completing a practicum
experience in the agency setting, recognizing that the practicum experience is an educational
experience and not employment.
The agency must adhere to social work values and ethics.
The agency must be willing to follow the procedures outlined in the Field Education Manual.
Placing and Monitoring Students
Selecting Practicum Sites
BSW students are encouraged to be actively involved in the assessment of their learning needs. A
major part of this involvement is the student's self-assessment of the type of practicum experience
desired and the nature of supervision desired while in the practicum. To facilitate this assessment,
students are encouraged to express preferences for agencies and to express limitations with regard to
geographic placements during an interview with the Field Education Coordinator and on their
Application for Social Work Field Practicum (pp. 45-47, appendix). Although the Field Education
Coordinator is responsible for matching students with practicum sites, student preferences are strongly
considered. BSW students are placed in practicum sites that are closely supervised by approved
personnel who function as Field Supervisors. To the extent possible, student preferences will be
considered, however, extenuating circumstances may preclude this. The Field Education Coordinator
will discuss reasons with students upon her/his request.
Selecting Preferred Practicum Sites from Directory of Approved Field Agencies
As part of the student's Application for Social Work Field Practicum, students are asked to select three
agencies where they prefer to be placed. The prospective agencies need to be listed in the Directory of
Approved Field Agencies. The Directory of Approved Field Agencies lists information provided by the
respective agencies and Field Supervisors. The following information is available in the Directory: the
agency's primary area of practice, methods employed, populations served, locations, supervisor and
degree, possible learning tasks, contact information, exceptional learning opportunities, special
requirements of practicum students and expected outcomes for students. Students are encouraged to
call prospective agencies to inquire further about learning opportunities that are available within those
agencies. Although routine efforts are made to keep the Directory current, agency information changes
quickly. It is advisable for students to learn as much as possible about the preferred agencies.
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Student Learning Needs Assessment & Other Factors Considered in Placement
The breadth, depth and relevance of a student's prior work experiences as identified by student
and interpreted by members of the Advisory Council.
Characteristics of the student's preferred learning environment as identified by student and
concurred with by the Field Education Coordinator and faculty.
The student's expressed interest in a particular style of supervision.
Personal factors (prior personal-emotional experiences, student perceived -physical, mental or
emotional limitations, transportation concerns, family concerns, economic concerns) as
identified by the student and possibly student age at the time of placement (some agencies
require a student to be 21 for example).
The student's work habits in the classroom setting as identified by faculty and the student.
The student's verbal and written communication skills as identified by faculty and the student.
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The nature and extent of a student's assertiveness and interpersonal skills as identified by
faculty and the student.
A student's abstract/concrete thinking skills as identified by faculty.
The extent of independence with which a student's tends to function as identified by the faculty
and the student.
Student's expressed career goals.
Agency Factors Considered in Matching Students with Practicum Sites:
Types of services and populations of individuals served through the agency—years of
experience, training of Field Supervisors.
Attendance of Field Supervisor at Program sponsored training.
Frequency and nature of supervision provided.
Expectations of supervisor for student independence.
Breadth and depth of Field Practicum with regard to a full range of generalist practice
experiences.
Prior student and Field Education Coordinator evaluations of agency and Field Supervisor.
Field Supervisor's particular interests.
Current stability of the agency with regards to employees, administration, and programming.
Student Pre-Placement Interview with Prospective Field Supervisor
The purpose of the pre-placement interview is to establish the compatibility of the student, the student
interests, the Field Supervisor, and the Field Agency. Student and Field Supervisor mutually explore
interests, learning objectives, learning opportunities, personal and professional interests, and
limitations in order to assess the mutuality of their needs and interests.
Following the interview, the student takes the initiative to contact the Field Education Coordinator to
report on the acceptability of the site. The Field Supervisor also contacts the Field Education
Coordinator to report on the acceptability of the student. Upon discovery of mutual acceptability, the
Field Education Coordinator places notification of this mutual acceptance in writing to the student’s
file. The student is assigned to the placement site.
In a situation where the mutuality of the student and the Field Supervisor/Field Agency is not obtained,
the Field Education Coordinator will meet with the student to discuss the reasons for the decision and
to explore an alternate Field Supervisor/Field Agency.
Overall, the application process encourages students to assess their readiness for field, to thoroughly
examine their individual learning needs, to explore their preferences of agency settings for a field
practicum, and to take initiative in defining learning tasks during field practicum.
Monitoring Students in Placement
Once placed, the Field Education Coordinator monitors the student’s progress by reviewing weekly
timesheets, and by making two visits to the field agency: one around semester mid-term and the
second at the end of the semester. Also, students meet weekly with the Field Education Coordinator
during seminar, and are provided the opportunity to discuss placement issues and progress toward
Learning Agreement goals. Students and Field Supervisors are informed to contact the Field
Education Coordinator with any practicum issues that arise.
Maintaining Field Liaison Contacts
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The chief methods utilized for maintaining field liaison contacts during placement include 1) initial
verification of field placement, 2) mid-term site visit and 3) final site visit. The Field Education
Coordinator is responsible for receiving verification of the mutual acceptability of placement, but once
that is received, and the student commences placement, it is the student’s responsibility to confirm
both the Field Supervisor and the Field Education Coordinator’s availability and scheduling for the
mid-term and final site visits (a space is allocated for such planning on the Learning Agreement
template).
Evaluating Student Learning and Field Setting Effectiveness
Practicum Evaluation Process and Content
The evaluation process is a critical part of the field instruction program. In order to guide this process,
the Social Work Program has identified for evaluation the 41 Practice Behaviors (PBs) of the ten CCs,
consistent with the knowledge, skills, and values for beginning level generalist practice.
The evaluation process is on-going and occurs throughout the semester. In addition this regular
process, the Social Work Program requests that a formal, evaluation occur twice each semester the
student is in field practicum. These formal evaluations are completed in writing at approximately midsemester by the Field Education Coordinator after a site visit (Mid-term Evaluation of Field Practicum
Student) and the comprehensive evaluation at the end of the semester by the Field Supervisor in
consultation with the Field Education Coordinator (Final Evaluation) (both documents are available in
the appendix).
In Field Supervisor training, Field Supervisors are taught the requirements of the Final Evaluation.
The evaluation is to be discussed with the student prior to the signature by that student and the Field
Supervisor. The student designates if she/he agrees that the evaluation is a fair and just appraisal of
that student’s skills and abilities. Field Supervisors and students are encouraged to write comments on
this evaluation form. If the student disagrees with the appraisal, the student is to attach a written
explanation for the disagreement that will remain part of the student file. Given the information from
the site visits, observations, course assignments and final evaluation from the Field Supervisor, the
Field Education Coordinator assigns the final grade for the course per the course syllabus.
The original evaluation will be kept in the student's academic file, which is open to the student and
social work faculty. It will not be shared with those requesting references unless the student has
provided the Social Work Program with written permission to do so.
Performance Problems
It is not uncommon for students to experience difficulties in carrying out the responsibilities and
assignments related to their field practicum. A certain amount of problems, anxiety and stress is
normal and expected when students are sufficiently challenged and stretched in their personal and
professional growth. This will happen because it is common for students to encounter a certain number
of human needs and problems, which activate their own personal struggles. Other situations will
demand skills and intervention responses, which make them uncomfortable or create internal conflicts.
Still other situations will require knowledge and skills, which are not yet a part of the students' abilities
or capacities. With support and guidance, students weather these situations and become more selfaware, knowledgeable, and skilled in social work practice.
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On occasion, the problems and challenges for students in field practicums are significant enough that
they pose a risk to the student's ability to meet obligations to clients, a risk to the agency's reputation,
and/or a risk to the health of the student. Examples include students with health problems, acute and/or
chronic, too many demands on time (family, employment, school work, etc.), financial difficulties, and
car problems. In these situations, the Field Supervisor, together with the Field Education Coordinator,
has a responsibility to intervene in order to address the particular issue. If the issue is identified early
and can be dealt with by planning, flexibility, and accommodations, hopefully the student can
adequately cope to the extent that they are able to meet the obligations of clients and perform at an
expected level of performance. It might take an extra effort on everyone's part, but the student is able
to remain in placement with the appropriate changes.
Sometimes the problems are such that accommodations and flexibility will not adequately address the
problem. Perhaps the student demonstrates a serious skill deficiency or is experiencing personal
problems to a degree that she/he is not able to satisfactorily carry out their field assignments. It may
involve an unwillingness to comply with agency policy or an ethical violation. In these cases, the
student placement may be terminated at the request of the agency, the Field Education Coordinator, or
student. In these instances, the termination policy, described on pp. 35-36 will be followed).
Additionally, if the "drop deadline" is not passed and the student withdraws from the course due to
reasons just described, the student will need to reapply in order to enroll in a field practicum. When
and under what conditions the student may apply and be readmitted to field will be based upon the
findings and recommendations of the Social Work Program Advisory Council. These
recommendations will have been shared in writing with the student. There are usually several concerns
in these situations. Field supervisors need to protect the client's rights to adequate treatment/service.
The educational and sometimes personal needs of the student need to be addressed. The gatekeeping
function for the profession is also a concern. These all need to be considered while keeping adequate
treatment/service to the client as the highest priority.
Evaluating Field Setting Effectiveness
At the end of the Field Practicum, students are expected to complete the Practicum Site Student
Evaluation form to be submitted to the Field Education Coordinator. These forms are then kept in the
agency files so that future prospective students may review an agency’s effectiveness in determining
their placement preferences.
If any concerns are noted by the Field Education Coordinator during a mid-term or final site visit, or
are brought to their attention by a student at any time during the practicum experience, the Field
Education Coordinator is responsible for discussing these items with the other faculty and the Advisory
Council and for determining if the agency should continue as a placement setting.
Student Evaluations of the Field Education Coordinator
Students are to complete the Faculty Member and Course Evaluation form at the last meeting of the
Practicum Seminar. Students are also expected to offer verbal constructive evaluation and comment
related to their field experience as part of participation in the last field seminar.
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POLICIES AND PROCEDURES RELATED TO FIELD SUPERVISORS (2.1.6)
Criteria for Selection of Field Supervisors:
The role of Field Supervisors in the Field Practicum is fundamental to the socialization and training of
Social Work students. In accordance with standards developed by the Council on Social Work
Education and endorsed by the faculty of the Social Work Program, approved Field Supervisors must
meet certain minimum standards Following receipt of a completed Application to Serve as a Field
Supervisor, a site visit is conducted with the Field Supervisor to discuss the Field Supervisor's
readiness to accept a student.
 The Social Work Program requires that field supervisors hold a CSWE-accredited
baccalaureate or master’s social work degree. If not immediately available to the practicum
student, a task field supervisor who holds a human services-related degree may provide
supervision of students if another agency employee with CSWE–approved credentials is
available to the student to provide social work perspective. In rare circumstances if neither is
available within the agency, the LU Social Work Program may provide social work faculty
supervision in addition to the task field supervisor for the practicum student to gain social work
perspective. This would be determined by the Field Coordinator.
 The Social Work Program requires that Field Supervisors possess the interest, motivation, and
commitment to provide intensive supervision of students.
 Field Supervisors must be willing to provide the necessary time to supervise students and
assure an educational focus to their learning. This means weekly scheduling of one-to-one
sessions for a minimum of 1 to 2 hours per week; it means being available to consult with
students during the week.
 Field Supervisors new to the Social Work Program must participate in field instruction
orientation seminars and workshops designed by the Lindenwood University Social Work
Program. Field Supervisors who have completed the required training are encouraged to attend
other training sessions throughout the year. Field Supervisors must be willing to assist students
in developing Learning Agreements and in completing evaluations of performance. Field
Supervisors must feel comfortable collaborating with LU faculty in designing learning
strategies suited to student learning needs.
Process for Selection of Field Supervisors
Potential Field Supervisors are required to review and complete an Application to serve as a Field
Supervisor (p. 42, appendix) The Application to serve as a Field Supervisor requires prospective
instructors to endorse a set of criteria in relation to the educational nature of the field practicum. Each
individual in a Field Agency who serves as an agency-based Field Supervisor is required to complete
the Field Supervisor application. The Field Supervisor application is reviewed by the Field Education
Coordinator in assessing the potential Field Supervisor's qualifications to serve as Field Supervisor for
the Program. Prospective supervisors who meet the selection criteria are approved by the Field
Education Coordinator, and are then recommended to the Social Work Department Chair and the
Social Work Advisory Council for final approval as Social Work Field Supervisor.
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FIELD SUPERVISOR ORIENTATION AND TRAINING (2.1.7)
Field Supervisors, approved by the Social Work Program are provided with annual training
opportunities. These yearly opportunities usually occur during the Summer, though plans are to soon
offer them during the Spring and the Fall Semesters, under the following plan:
Section 1: Spring Training Sessions: Spring training sessions will focus on issues specific to Field
Supervisors' work with students. These training sessions are to involve topics such as: orientation to
LU Social Work Field Instruction, supervision, creating Learning Agreements, and use and integration
of research projects. Generally, these sessions will be interactive and include Program Faculty.
Section 2: Fall Training Sessions: Fall training sessions will tend to focus on issues more generic to
the Field Supervisor and agency's experiences and may include topics such as, confidentiality, ethics,
and social work liability.
Section 3: Attendance at Orientation and Training Sessions: Field Supervisors who are new to
Lindenwood University Social Work Program Field Instruction are expected to attend Field
Orientation sessions. In accordance with Council on Social Work Education Guidelines and with the
Social Work Program's efforts to maintain quality field experiences, all Field Supervisors are expected
to attend ongoing training sessions offered by the Program. Alternative on-line completion of trainings
will be available for supervisors who are unable to attend in-person sessions.
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ADDITIONAL FIELD EDUCATION POLICIES AND PROCEDURES
a) Paid Field Practicums or Practicums at Places of Employment (2.1.8)
As a general policy, students are not assigned a field practicum placement at their place of employment
nor paid by the agency for their work as practicum students. Students may, on occasion, use their place
of employment for their field practicum placement. In situations where a student is interested in a
practicum in an agency where they are employed, they need to submit a two-page proposal that
describes how the practicum experience will be different from the work experience. (See Table below:
Criteria to be Met in Student Proposals to be Considered for Placement in a Paid Field Practicum Site
or in a Place of Employment). The Social Work Program Advisory Council acts upon the proposal,
along with other application materials. The Social Work Program Advisory Council may recommend
to the Field Education Coordinator that: (1) the student's proposal does not adequately address the
necessary criteria for placement in the respective agency, (2) the student's proposal is conditionally
approved pending further clarification, approval of agency and Field Supervisor, and completion of a
Learning Agreement, (3) the student's proposal is approved pending approval of field agency and Field
Supervisor and completion of a Learning Agreement, (4) approved pending completion of a Learning
Agreement.
Criteria to be met in student proposals to be considered for placement at an agency where
student is employed
1. The Field Supervisor is approved by the Program and therefore has completed the application
process and initial field orientation training;
2. The Field Agency is approved by the Program and therefore has reviewed and signed the
Educational Affiliation Agreement. In doing so, the Field Agency affirms that the practicum is
to be educationally oriented, as opposed to employment based.
3. The Field Supervisor must be different from the student's work supervisor and cannot be a
current or past employee of the student or an immediate work colleague. Ethical boundary
concerns between the student and the prospective supervisor must be identified and adequately
addressed.
4. The population of clients served in the practicum must be substantially different from the
population of clients served through work.
5. The nature of the tasks and assignments must be distinctly different from the tasks and
assignments assigned through work.
6. The practicum time must be protected through regularly scheduled times and procedures for
handling work related requests.
b) Selecting Practicum Sites Not Listed in Directory of Approved Field Agencies
Occasionally students will desire a field practicum experience in an agency that is not currently listed
in the Approved Directory. In this case, students need to discuss with the Field Education Coordinator
their situations and why they wish to have a particular type of practicum experience. Students who are
interested in learning experiences that are unique need to express their interests to the Field Education
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Coordinator early in the placement process because of the length of time needed to develop approved
sites and approved Field Supervisors. The decision to pursue new options will rest on a number of
factors including the unique opportunities of the placement they are requesting, an assessment of
educational benefits to the student, and/or additional fees necessary to plan and supervise such an
experience, the availability of supervision, the distance from Lindenwood, and its proximity to other
placements being planned that semester. Before a student will be placed in any agency, a Field
Practicum Memorandum of Agreement and an approved application from a Field Supervisor needs to
be on file with the Field Education Coordinator.
c) Sharing Personal Information
You are expected to share any information that is relevant to a field practicum placement. "Relevance
is defined as having direct impact on field placement. Information is relevant if it may affect clients,
Field Supervisors, agency staff or the learning process" (Yepez, Reeser, and Wertkin, 1994).
Information is relevant to a field practicum placement if it relates to practice, relates to the knowledge,
values, and skills of the profession, impacts the ability to succeed in a field practicum placement, and
impacts the ability to protect clients. Examples of relevant student information to be shared include: (a)
If you want to be placed at Bridgeway Women’s Center and you or a member of your family has been
a victim of physical or sexual abuse, you should probably share this information, (b) If you or a
member of your family received services from child welfare and you want to do your placement in an
agency providing child welfare services, you should probably share this information, (c) If you have an
illness or disability that will or may affect the performance of your field placement responsibilities,
you should probably share this information, (d) If you have received psychiatric treatment, substance
abuse treatment, have been convicted of a crime, have a chronic illness, have had performance
problems in class, previous field placement, or previous employment, you should probably share this
information.
The sharing of information is meant for the sole purpose of serving the student best with regard to their
needs: educational, experiential, supervisory, ethical, and professional. Information shared in the
application as well as all-relevant personal student information may be shared with Field Supervisors.
Relevant student information may come from such places as the classroom, practice labs, and field
seminars. Source: A Model Policy on Sharing Sensitive Information with Field Supervisors. Yepez,
Reeser, and Wertkin Paper presented at the Annual Program Meeting of the Council on Social Work
Education, Atlanta, 1994. Information will be shared if it will enable an appropriate field placement,
informed choices by Field Supervisors, protect clients, protect students, and facilitate the learning
process. Students who believe personal information may be or has been misused can present their
concerns to the Social Work Program Advisory Council for assessment and recommendations. If the
matter cannot be resolved at this level, the student may appeal the recommendations of the Advisory
Council through the appropriate channels starting with the Program Chair and moving up to the next
level if satisfactory resolution is not obtained.
d) Policy on Holidays, Vacations, and Exam Week
Students are generally excused from field practice on holidays, vacation breaks, and during exam
week. However, the Social Work Program understands that the continuity of service to clients
sometimes requires that students carry out all or part of their assigned tasks during these times and/or
make arrangements with their Field Supervisors for any necessary coverage required. It is important to
discuss expectations about practicum hours early on in the placement, especially if there is the
possibility that your field responsibilities will require your participation at the field practicum agency
during Christmas break, Spring break, and other University holidays not shared by the agency.
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e) Procedures on Interruption or Premature Termination of Student Placements
At times, a student enrolled in the field education program may not be able to complete the practicum
experience for a number of reasons. A student placement may have to be interrupted or terminated for
the following reasons: (a) The agency Field Supervisor or the agency director refuses to continue
offering supervision to the student (see below, I: “Procedures for Handling Premature Termination of
the Practicum When Agency or Field Supervisor Desires to Terminate Placement”), (b) The Field
Education Coordinator determines that the student should no longer continue in the field placement (II
below), or (c) The student decides to not continue with the field placement (III below). The purpose of
the guidelines is to set forth the procedures to be followed in the event the placement must be
interrupted or terminated.
F) Policy on Sexual Harassment in Field Practicum
In the event that a student feels that he or she has been sexually harassed* by staff in a field agency
setting, the student should immediately notify the Field Supervisor in that agency setting.
Before any formal action is taken by the Field Supervisor or the student, the Field Education
Coordinator should be notified of the concern. If sexual harassment involves the student's Field
Supervisor, the student should immediately notify the Field Education Coordinator of the difficulty. If
the agency has a designated individual or office to deal with sexual harassment, that person or office
should be notified by the student in the event a formal charge is being made.
The student should examine appropriate agency policy before filing a grievance and provide
appropriate parties mentioned above with a written statement regarding the nature of the violation.
This statement should be as specific as possible including date(s), time(s), and individual(s) involved.
If the student made any attempt to confront this situation, this should also be included in the report.
*An act constitutes sexual harassment:
1. If submission to the conduct is either an explicit or implicit term or condition of beginning
or continuing the field placement; or
2. If submission to or rejection of the conduct is used as a basis for evaluating the student's
performance; or
3. If the conduct has a purpose of affecting or substantially interfering with the person's
performance or creating an intimidating, hostile or offensive work related environment.
g) Professional Liability Insurance
All social work students enrolled in Field Practicum are strongly encouraged to obtain professional
liability insurance coverage.
If a student carries a personal policy, it is requested that a copy of the coverage statement be placed in
the student file. Students will be given at least two providers that are easy to access with reasonable
rates. It is in the student’s best interest to verify the limits of liability coverage that the placing agency
carries for student interns and volunteers.
Students may be required to have a valid driver's license, a vehicle or the ability to use a personal
vehicle for transportation during the field placement. Some students may be required to accept field
placements that are out of town. In these situations, students will be responsible for making
transportation arrangements between the practicum sites and the campus to attend field seminar
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meetings every week during the semester. In other situations, the nature of the practicum experience
may require the student to travel to meet with clients and other professionals. In some situations,
students may be asked to transport clients in the student's personal vehicle. It is expected that students
have appropriate automobile insurance for client transportation. Reimbursement for mileage and
expenses will be per the agency policies.
Early in the application process, students should inform the Field Education Coordinator of any
limitations they have with regard to transportation.
H) Policy & Procedures on Accommodations for Students in Field with Disabilities
*Per the Lindenwood University Student Handbook:
It is the guiding philosophy of Lindenwood University to make our facilities, programs and classes as
accessible to individuals with disabilities as practical. In instances where a room or building is not
easily accessible, it may be necessary to bring the service or class to the student. It is the responsibility
of the student to advise Academic Services when special arrangements are needed. If personnel are
unable to accommodate a request for special arrangements, the request will be forwarded to the
President’s Office.
If you have a disability and desire a disability related accommodation(s) for a Field Practicum
experience you should contact the Coordinator of Social Work Field Education Coordinator to inform
him/her of the accommodations(s) you require as early in the practicum application process as
possible.
Procedures for implementing the above statement:
1.
The Field Education Coordinator in arranging for field practicum sites will discuss with the
appropriate agency personnel, the need for accommodations within the agency and within the
practicum experience.
2.
A written understanding regarding the nature of the accommodations to be made, the payment
of expenses associated with these accommodations, and the general procedures for handling
accommodation's related issues during the field experience will be approved in writing by the
agency, the Program, and the student.
3.
If requests for accommodations are made after the student begins a field placement or after the
student has signed the understanding regarding accommodations, the Field Education
Coordinator may need to suspend the student's field placement until such time as the student
provides documentation of the need through Lindenwood and the Field Education Coordinator
can assure that the needed accommodations can be agreed upon and provided.
4.
In the event that an appropriate placement site that will offer the needed accommodations
and/or a practicum experience that meets the curricular standards for a field experience cannot
be developed, the Field Education Coordinator will in writing notify the Program Chair of the
Social Work Program.
5.
Students will be informed at pre-placement seminar that, at times, there may be problems
inherent to the nature of the requested field experience and/or field agency preferred.
Furthermore, those students will be informed that all reasonable efforts will be made to provide
accommodations within field Practicums in accordance with the curricular learning objectives
established for field Practicums.
6.
Students will be informed at pre-placement seminar that failure to notify the Field Education
Coordinator of needed accommodations at the time of applying for field instruction may delay
entry into field instruction or may result in suspension of the current field placement.
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7.
Students with accommodations in field sites will be informed by the Field Education
Coordinator that if problems arise during the field experience (specific to accommodations or
the procedures for handling additional requests for accommodations), the student is to contact
the Field Education Coordinator after talking with the Field Supervisor. Subsequently, the Field
Education Coordinator will meet with the agency personnel and/or student to consider action
necessary to resolve the concern.
I: Procedures for Handling Premature Termination of the Practicum When Field Supervisor or
Agency Desires to Terminate Placement
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The Field Supervisor must first give notification to and discuss the concerns with the Field
Education Coordinator before notifying the student. It is expected that a Field Supervisor will
contact the Field Education Coordinator early on in the practicum experience if he/she believes
there may be problems with student performance. It is expected that ongoing field supervision
involves interventions with students. In unusual situations where there is limited responsiveness
to constructive suggestions, termination from placement may be considered.
The Field Education Coordinator and Field Supervisor will meet with the student to discuss
reasons why termination is being considered. Attempts will be made by the Field Education
Coordinator to mediate any concerns between the student and the Field Supervisor prior to the
termination of the placement.
If the resolution of the issue is the termination of field instruction for the student, then the Field
Supervisor and the student will develop a plan to determine how termination will be handled
with clients whom the student has been serving.
If the Field Supervisor chooses to terminate supervision without discussing the issues with the
student or Field Education Coordinator, the Field Supervisor must present detailed reasons for
termination in writing to the student and the Field Education Coordinator. In this situation, the
Field Education Coordinator and the agency administrator will meet to evaluate the concerns
about the practicum site.
In the event that the reason for termination is unrelated to the student's performance in the
practicum, every reasonable attempt will be made by the Social Work Program Field Education
Coordinator to place the student in another agency during the course of that same semester.
II: Procedures for Handling Premature Termination when Field Education Coordinator
Terminates Placement





The Field Education Coordinator must give notification to both the student and the agency.
The Field Supervisor and student will develop a plan to determine how the student will
terminate services with clients that the student has been serving, unless there is a need for
immediate termination.
The notice must be in writing and contain detailed reasons for termination.
If the placement is terminated because of an alleged agency problem, the student can appeal the
Field Education Coordinator's decision by following the procedure discussed below.
If the placement is terminated because of an alleged student problem, the student has the right
to appeal the Field Education Coordinator's decision by following the Program Grievance
Procedures.
Revised August 2013
29
III: Procedures for Handling Premature Termination of Practicum When Student Terminates
Placement
 The student should provide written notification to the Field Education Coordinator and Field
Supervisor containing detailed reasons for termination.
 The student and the Field Supervisor will develop a plan to arrange for the student to
terminate client services.
If any of the above outlined situations occur, a review of the student progress in the field will be
conducted by the Field Education Coordinator and presented to the Social Work Program Chair, who
may recommend that the situation be presented to the Social Work Program Advisory Council. The
Advisory Council may then provide suggestions regarding an appropriate course of action.
The Field Education Coordinator will put the recommended action or information in writing for the
student and will meet with the student to review and discuss the course of action to be taken, the
recommendations and options available regarding future placements.
The course of action the Program may take includes, but is not limited to, the following:
a.
The student receiving a failing grade for the semester.
b.
The student is asked to wait to re-enroll in the field placement experience
program until the student's personal and professional issues have been
resolved; the student will receive an Incomplete for the semester enrolled per the
procedures established within Academic Advisement
c.
The student may be placed in another agency setting the same semester.
d.
The student will be asked to withdraw from the social work program.
OTHER UNIVERSITY POLICIES AND PROCEDURES
a) Policy on Sexual Harassment
Per the Lindenwood University Student Handbook:
Illegal discrimination, including sexual harassment is prohibited. Harassment on the basis of sex is a
violation of Section 703 of Title VII. Unwelcome sexual advances, requests for sexual favors, and
other verbal or physical conduct of a sexual nature constitutes sexual harassment when (1) submission
to such conduct is made either explicitly or implicitly a term or condition of an individual’s
employment (2) submission to or rejection of such conduct by an individual is used as the basis for
employment decisions affecting the individual, or (3) such conduct has the purpose or effect of
unreasonably interfering with an individual’s work performance or creating an intimidating, hostile, or
offensive working or classroom environment. Retaliation against or intimidation of a person who has
filed a complaint of sexual harassment is also prohibited.
It is the Lindenwood University policy that sexual harassment will not be tolerated and that
disciplinary action up to and including termination will be imposed on employees engaging in such
actions. Disciplinary action up to and including expulsion may be imposed on students engaging in
such action.
b) Non- Discrimination Policy
Per the Lindenwood University Student Handbook:
Revised August 2013
30
Lindenwood University is an Equal Opportunity, Affirmative Action employer. The University
complies with the Civil Rights Act of 1964, and other legislation, as amended, including the Equal Pay
Act of 1963, the Age Discrimination in Employment Act of 1967, the Americans with Disabilities Act
of 1990, and other legislation which prohibits discrimination I employment and access to educational
programs because of race, color, national origin, sex, age or physical handicap. Lindenwood
University is committed to a policy of non-discrimination and dedicated to providing a positive
discrimination-free educational and work environment. Any kind of discrimination, harassment and/or
intimidation may be defined as any attempt on the part of individuals, groups and recognized campus
organizations to deny an individual or group those rights, freedoms or opportunities available to all
members of the University community. The University is committed to meeting the full intent and
spirit of the anti-discrimination laws, not merely the minimum letter of his law. Inquiries concerning
the application of Lindenwood University’s policy on non-discrimination should be directed to the
Campus Life Office or Executive Offices of the University.
c) Student Appeal Procedures
A student may encounter difficulties during the semester related to a change of placement, final
evaluation, or recommended grade in the course. The appeal procedure is as follows:
1.
If a conflict arises, discuss this conflict immediately with the individual with whom the conflict
exists or the agency Field Supervisor.
2.
If a satisfactory resolution is not obtained, take the matter to the next person on the chain of
responsibility. If resolution still does not occur move up to the next step. It is highly
inappropriate to "go around" or circumvent any person in the suggested chain of responsibility.
The chain of responsibility is as follows:
a.
b.
c.
d.
e.
f.
g.
Revised August 2013
Agency Field Supervisor
Field Education Coordinator
Social Work Program Chair
Dean of School of Human Services
Social Work Program Advisory Council
University Provost
University President
31
Appendix
For agencies and supervisors:

Field Practicum Memorandum of Agreement---------------------------------
Page 32

Application to Serve as a Field Supervisor—----------------------------------
Page 34
For students:

Application for Social Work Field Practicum (student) --------------------
Page 37

Faculty Recommendation for Field Practicum -------------------------------
Page 40

Pre-placement Seminar Evaluation (by student)------------------------------
Page 41

Disposition of Application for Field Practicum
(Social Work Program Advisory Council)----------------------------------------
Page 42

Learning Agreement----------------------------------------------------------------
Page 43

Time Sheet (Field Practicum)------------------------------------------------------
Page 52
Placement evaluation forms:



Mid-term Evaluation of Field Practicum Student---------------------------Final Evaluation of Field Practicum Student---------------------------------Practicum Site Student Evaluation-----------------------------------------------
Page 53
Page 54
Page 61
Sample assignments and sample syllabus:






Syllabus (sample) SW 10500: Social Service Agency Observation -----Syllabus (sample) SW 36000: Service Learning ----------------------------Syllabus (sample) SW 45000: Field Practicum Seminar ------------------Journal assignment (connecting field and classroom) sample ------------Practicum progress throughout the semester --------------------------------Additional Readings ----------------------------------------------------------------
Revised August 2013
Page 62
Page 70
Page 80
Page 88
Page 90
Page 91
32
LINDENWOOD UNIVERSITY SOCIAL WORK PROGRAM
FIELD PRACTICUM MEMORANDUM OF AGREEMENT
This Agreement is entered as of the _____ day of ____________________, 20___
by and between the Lindenwood University Social Work Program and
____________________________________________________________, the Agency.
The Lindenwood University Social Work Program considers field practicum a vital part of the education
of social work students and recognizes the importance of the contribution of the agencies and/or
programs where these students are placed. The parties recognize that each will derive the greatest benefits
by promoting the interests of both. Each of the parties is, therefore, entering into the agreement with the
intention of cooperating with the other in carrying out the terms of the agreement, and agrees to interpret
is provisions in such a manner as to best promote the interests of social work education, the client, and the
community. This agreement will be reviewed each year and may be altered or modified by mutual, written
consent. To maintain the educational excellence desired by both parties in this joint program, a specific
statement of the responsibilities of both parties is listed in the following paragraphs.
The parties will comply with all applicable laws, rules and executive orders governing nondiscrimination,
affirmative action and equal employment opportunity, including without limitation Title VII of the Civil
Rights Act of 1964, Title IX of the Education Amendments Acts of 1972 and Section 504 of the
Rehabilitation Act of 1973, and related regulations, and will not discriminate against any person on the
basis of race, color, sex, sexual orientation, religion, national origin, age, or disability.
Responsibilities of the Lindenwood University Social Work Program
1. Lindenwood will provide the agencies with a manual stating objectives, policies and content of
field practicum instruction.
2. In cooperation with agencies, Lindenwood will assign the students to be placed in the agencies
and/or programs.
3. To the extent permitted by laws, Lindenwood will provide the Agency with background
information on the students.
4. Lindenwood’s liaison will assist the Agency in planning an educational program for the student,
and will be available for consultation whenever problems occur.
5. Lindenwood will provide institutes and meetings for agency field supervisors and administrators.
6. The Lindenwood liaison has the responsibility for evaluating the overall achievement of the
student and will assign the field practicum grade.
7. Lindenwood agrees to inform each student of the following responsibilities:
 Each student shall conform to the Agency’s schedule of operations.
 Each student shall abide by the Code of Ethics of the National Association of Social
Workers.
 Lindenwood expects students to conduct themselves as professionals in all of their
interactions at the Agency.
Revised August 2013
33
Responsibilities of the Agency
1. The Agency will provide a field supervisor who has a degree in social work from a CSWEaccredited program or who has the knowledge and experience that Lindenwood considers
essential.
2. This field supervisor will be allowed a minimum of one hour Agency time weekly per student for
individual conferences. It is also expected that the field supervisor’s workload will be adjusted in
order to assure adequate time to meet the learning needs of students.
3. The Agency will make available to the student, through the field supervisor, learning experiences
which are suitable in quality and quantity for the student’s maximum professional growth.
4. The field supervisors will accept the stated behavioral objectives as outlined in Lindenwood’s Field
Practicum Manual and in the Learning Agreement.
5. The field supervisor will release the student from duties so the student can attend the weekly field
seminars.
6. Students should be involved with the field supervisor to report the performance of the student(s)
to Lindenwood at mid-term and in written form at the end of each semester and at other times
when deemed necessary.
7. The field supervisor, as a representative of the Agency, will help plan and will attend seminars and
meetings of field supervisors.
Effective Period of the Agreement
This Agreement shall remain in effect indefinitely subject to periodic review and revision. This Agreement
may be terminated by either party without reason or cause on written notice to the other thirty (30) days in
advance of the desired date of termination.
Revised August 2013
__________________________________
Signature of the Director of Agency
___________
Date
___________________________________
Dean, School of Human Services
___________
Date
34
Lindenwood University Social Work Program
APPLICATION TO SERVE AS A FIELD SUPERVISOR
_____________________
Date of Application
Name ________________________________________________________________________
Agency of Employment
________________________________________________________________________
Agency Address
________________________________________________________________________
Phone __________________________ Email _______________________________
Education
Institution _____________________________
Location _________________
Degree Conferred________________________
Date_____________
Institution ______________________________
Location ___________________
Degree Conferred_________________________ Date_____________
Institution _______________________________ Location ___________________
Degree Conferred__________________________ Date_____________
Licensure/Certification
Type __________________________________________________________________
State _________________
Expiration _______________________
Type __________________________________________________________________
State _________________
Revised August 2013
Expiration _______________________
35
Social Work Experience
Agency/Institution
Start Date
Field Supervisor Experience
University/College
End Date
Title
Number of Students
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
______________________________________________________________
Areas of Special Knowledge/Training
__________________________________________________________________________________
______________________________________________________________
The Agency I represent and I agree to:
1.
2.
3.
4.
5.
6.
Attend Practicum Supervisors’ Training as offered by Lindenwood University.
Provide time for direct supervision of student (minimum of one hour per week).
Help students translate theoretical knowledge into professional social work practice.
Assist students to value and respect diversity.
Create and sustain a learning environment for student growth.
Submit timely, thorough and accurate paperwork as required including the final student
evaluation
Revised August 2013
36
7. Provide experiences which socialize students into professional social work identification.
8. Cooperate and communicate with the Lindenwood University Social Work Program in
matters pertaining to the student’s education.
9. Abide by the NASW Code of Ethics.
Signature of Applicant
Date
Consent for Release of Information
I give permission for the Lindenwood University Social Work Program to share this information
with student(s) considered for my field practicum supervision.
Signature of Applicant
Date
Permission to Supervise Students from Agency Administration
____________________________________ will be given adequate supports to
Applicant
supervise a social work field practicum student from Lindenwood University.
_______________________________________
______________________________
_______________________________________
Agency
______________________________
Date
Signature
Revised August 2013
Title
37
Lindenwood University Social Work Program
APPLICATION FOR SOCIAL WORK FIELD PRACTICUM
Student Name __________________________________________________________
Address
_______________________________________________________________
__________________________________________________________________
Telephone:
Home ___________________________
Work __________________
Cellular __________________________
Email __________________________________________________________________
Field Agency Considerations
Please list your top 3 preferences for practicum site as listed in the Directory of Approved Field
Agencies
(1 =first choice, 2 = second choice, 3 = 3rd choice)
1. __________________________________________________________________
2. __________________________________________________________________
3. __________________________________________________________________
Geographical Considerations
Please check all of the geographical regions that you would consider for your practicum site
location.
_____St. Charles City
_____St. Charles County
_____St. Louis City
_____St. Louis County
Other (please specify) ____________________________________________________
Transportation
Do you have a current driver’s license?
_____Yes
_____No
Do you have access to an automobile?
_____ Yes
_____No
Will you require a practicum site within walking distance of Lindenwood University?
_____Yes
Revised August 2013
_____No
38
Special Considerations
Please identify any languages that you speak fluently in addition to English:
_____American Sign Language
_____German
_____French
_____Spanish
Other (please specify) ______________________________________________
If you will require special accommodation at your practicum site or have a specific concern that
would be helpful in selecting the appropriate agency for you, please specify:
__________________________________________________________________
__________________________________________________________________
Previous experience in social service agencies for credit:
Social Service Agency Observation at __________________________________
Service Learning at _________________________________________________
Personal Statement
Please attach a typewritten statement (not to exceed two pages) covering the following
information about you:
Your experiences in human services
Your special interests in social work
What you want to learn in field practicum
Your graduation plans
Why you want to be a social worker
What you will offer a field practicum site
Resume
Please attach a copy of your current resume. Include your educational, employment, volunteer
and community service history.
Risk Management
Your acceptance into certain field agencies may be dependent on a criminal background check,
child/abuse neglect screening, and/or the ability to meet requirements concerning health insurance,
immunization, documentation, and checking on your automobile liability insurance if you use your own
personal vehicle in transporting agency clients, etc. Costs for these requirements not covered by the
agency will be the responsibility of the student. It is the student’s responsibility to discuss these issues with
potential field supervisors and/or agency representatives at the time of the prospective practicum
interview and again when beginning a field placement within the agency.
Revised August 2013
39
Some field placements may be at locations that involve potential risks to your personal health and safety.
Students are advised to discuss the management of these potential risks with the appropriate agency
person and/or the field supervisor. It is the student’s responsibility to become informed and comply with
the agency’s policies and practices to minimize these risks.
Students are also expected to minimize liability by knowing and practicing the limits of their knowledge
and skills and by avoiding situations that are not in the student’s area of competence. Students are strongly
encouraged to carry a personal policy of professional liability insurance. Consultation with the field
practicum supervisor and/or his/her designee is imperative when questions about certain cases and
courses of action occur.
I have read the above and understand that there are risks including personal injury, illness, and damage to my personal
property that may occur in field placement. I also understand it is my responsibility to become informed about agency policies
and practices regarding the management of these issues in order to minimize the risks to me. I accept these risks.
_________________________________________________
Signature of Student
__________________
Date
Release of Information
I grant permission to the Lindenwood University Social Work Program to release information from this Application for
Social Work Field Practicum for the purpose of arranging and maintaining my practicum placement. This release extends to
the Social Work Program Advisory Council and to several agencies when necessary for approval and confirmation of a
mutually agreeable placement.
________________________________________________
Signature of Student
__________________
Date
Verification of Authenticity of Application
I understand that making false statements and providing incomplete information may result in the cancellation of my
Practicum Application. I certify that the information provided in this application is true and correct.
_________________________________________________
Signature of Student
Revised August 2013
__________________
Date
40
Lindenwood University Social Work Program
FACULTY RECOMMENDATION FOR FIELD PRACTICUM
Dear Social Work Colleague:
_______________________________________ has applied for field practicum. Your
assessment of this student’s capacity for practicum is a part of the decision making process for
field placement. Please share your professional opinion of this student’s ability to satisfactorily
complete the requirements of field practicum per the following:
I recommend this student for Field Practicum.
I have the following concerns about this student as it relates to field practicum:
I cannot recommend this student for Field Practicum at this time because:
__________________________________________________________
Faculty Signature
Revised August 2013
Date
41
Lindenwood University Social Work Program
PRE-PLACEMENT SEMINAR EVALUATION
Date of Training ______________________
Please circle the corresponding rating for each of the following:
1.
This seminar did a good job of answering my questions about field
practicum.
1
2
3
4
5
Strongly
Disagree
Neither Agree
Agree
Strongly
Disagree
nor Disagree
Agree
2.
This seminar was helpful in preparing me for field practicum.
1
2
3
4
5
Strongly
Disagree
Neither Agree
Agree
Strongly
Disagree
nor Disagree
Agree
3. This seminar taught me where to go for answers to my individual questions.
1
2
3
4
5
Strongly
Disagree
Neither Agree
Agree
Strongly
Disagree
nor Disagree
Agree
What I liked the most about this seminar was:
I still need information about:
Revised August 2013
42
Lindenwood University Social Work Program
SOCIAL WORK PROGRAM ADVISORY COUNCIL
DISPOSITION OF APPLICATION FOR FIELD PRACTICUM
On ______________________, the Social Work Program Advisory Council has
Date
reviewed the Application for Field Practicum as submitted by __________________________.
Student Name
The Advisory Council has determined the following:
This student meets the criteria for being admitted to Field Practicum.
This student meets the criteria to be conditionally admitted with the following
concerns needing a plan of action:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Placement of this student cannot be recommended at this time because:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________________________
Signature of Chair
Date
Revised August 2013
43
Lindenwood University
Social Work Practicum Learning Agreement
Student Name: ______________________________ Date: _________________
Agency Supervisor:
__________________________________________________________________
Agency:
___________________________________________________________________________
Address/Phone number_______________________________________/______________________
Description of Agency: (Mission, services of agency, clientele served, geographic area)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
400 hours are to be completed beginning date _________through ending date ____________
Supervisory techniques include (check all that apply):
_____Daily log
_____Group Supervision
_____Videotaping _____Client feedback
_____Records review _____Audio taping
_____Indiv Conferences_____Direct observation
Other: ______________________________________________________
Day/Time of regularly scheduled supervision (example: Mon/9 a.m.)
___________________________
Proposed dates for mid-term and final site visits: ________________ and _____________________
1. Student Identifies as a Professional Social Worker and Conducts Self
Accordingly
The Student: (behavioral components of competency)
Revised August 2013
44






Advocates for client’s access to services of social work
Practices personal reflection and self-correction to assure continual
professional development
Attends to professional roles and boundaries
Demonstrates professional demeanor in behavior, appearance, and
communication
Engages in career-long learning
Uses supervision and consultation appropriate to generalist social work
practice at the baccalaureate level.
Student will demonstrate these capabilities by involvement in the following activities:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Student will be monitored/evaluated for competence in these capabilities by the following behavioral criteria:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. Student applies social work ethical principles to guide his or her professional
practice.
The Student: (behavioral components of competency)
 recognizes and manages personal values in a way that allows professional
values to guide practice.
 is capable of making ethical decisions by applying standards of the NASW
Code of Ethics and, as applicable, of the International Federation of Social
Workers/International Association of Schools of Social Work, Statement of
Principles
 tolerates ambiguity in resolving ethical conflicts
 applies strategies of ethical reasoning to arrive at principled decisions
Student will demonstrate this competency by involvement in the following activities:
__________________________________________________________________________________
__________________________________________________________________________________
Revised August 2013
45
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Student will be monitored/evaluated for competence in this area by the following behavioral criteria:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3.Student Applies Critical Thinking to Inform and Communicate Professional
Judgments
The Student: (behavioral components of competency)
 distinguishes, appraises, and integrates multiple sources of knowledge,
including research-based knowledge and practice wisdom
 demonstrates effective oral communication
 demonstrates effective written communication
 is skilled at analyzing models of assessment, prevention, intervention and
evaluation
Student will demonstrate this competency by involvement in the following activities:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Student will be monitored/evaluated for competence in this area by the following behavioral criteria:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
4.The Student Engages Diversity and Difference in Practice
The Student: (behavioral components of competency)
 recognizes the extent to which a culture’s structures and values may oppress,
marginalize, alienate, or create or enhance privilege and power
Revised August 2013
46



gains sufficient self-awareness to eliminate the influence of personal biases and
values in working with diverse groups
recognizes and communicates their understanding of the importance of difference
in shaping life experiences
views themselves as learners and engages those with whom they work as
informants
Student will demonstrate this competency by involvement in the following activities:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Student will be monitored/evaluated for competence in this goal area by the following behavioral criteria:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
5.Student Advances Human Rights and Social and Economic Justice
The Student: (behavioral components of competency)
 understands the forms and mechanisms of oppression and discrimination
 advocates for human rights and social and economic justice
 engages in practices that advance social and economic justice
Student will demonstrate this competency by involvement in the following activities:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Student will be monitored/evaluated for competence in this goal area by the following behavioral criteria:
__________________________________________________________________________________
__________________________________________________________________________________
Revised August 2013
47
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
6.Student Engages in Research-Informed Practice and Practice-Informed
Research
The Student: (behavioral components of competency)
 uses practice experience to inform research
 uses research evidence to inform practice
Student will demonstrate this competency by involvement in the following activities:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Student will be monitored/evaluated for competence in this goal area by the following behavioral criteria:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
7.Student Applies Knowledge of Human Behavior and the Social Environment
The Student: (behavioral components of competency)
 utilizes conceptual frameworks to guide the process of assessment, intervention
and evaluation.
 critique and apply knowledge to understand person and environment
Student will demonstrate this competency by involvement in the following activities:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Student will be monitored/evaluated for competence in this goal area by the following behavioral criteria:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Revised August 2013
48
__________________________________________________________________________________
__________________________________________________________________________________
8.Student Engages in Policy Practice to Advance Social and Economic WellBeing and to Deliver Effective Social Work Services
The Student: (behavioral components of competency)
 can analyze, formulate and advocate for policies that aadvance social well-being
 collaborates with colleagues and clients for effective policy action
Student will demonstrate this competency by involvement in the following activities:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Student will be monitored/evaluated for competence in this goal area by the following behavioral criteria:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
9. Student Responds to Contexts that Shape Practice
The Student: (behavioral components of competency)
 is able to continuously discover, appraise, and attend to changing locales, populations,
scientific and technological developments, and emerging societal trends in order to
provide relevant services.
 is able to provide leadership in promoting sustainable changes in service delivery and
practice to improve the quality of social services.
Student will demonstrate this competency by involvement in the following activities:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Student will be monitored/evaluated for competence in this goal area by the following behavioral criteria:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Revised August 2013
49
__________________________________________________________________________________
__________________________________________________________________________________
10. Student Engages, Assesses, Intervenes and Evaluates Individuals, Families,
Groups, Organizations and Communities
The Student: (behavioral components of competency)
 substantively and effectively prepares for action with individuals, families, groups,
organizations and communities
 uses empathy and other interpersonal skills
 develops mutually agreed-on focus of work and desired outcomes
 collects, organizes, and interprets client data
 assesses client strengths and limitations
 develops mutually agreed-on intervention goals and objectives
 selects appropriate intervention strategies
 initiates actions to achieve organizational goals
 implements prevention interventions that enhance client capacities
 helps client resolve problems.
 negotiates, mediates, and advocates for clients.
 facilitates transitions and endings.
 critically analyzes, monitors, and evaluates interventions
Student will demonstrate this learning goal by involvement in the following activities:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Student will be monitored/evaluated for competence in this goal area by the following behavioral criteria:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Revised August 2013
50
________________________________________ ______________________________________
Signature of Student
Date
________________________________________ ______________________________________
Signature of Field Supervisor
Date
________________________________________ ____________________________________
Signature of Lindenwood Field Education Coordinator
Revised August 2013
Date
51
Lindenwood University Social Work Program
FIELD PRACTICUM TIME SHEET
Name:
Week of:
Day/Date
Hours at
Practicum
Task Time
(Increments in
Task
15 min. = .25, .5,
.75, 1, etc.)
(individual session, group session,
meeting, training, paperwork, phone
calls, organizing, lunch, etc.)
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
Total Hours
for Day
Total hours this week ____+ Cumulative hours from last week ____= Hours to date _____
Supervisor Signature/Date ____________________________________________________
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52
Lindenwood University Social Work Program
MID-TERM EVALUATION OF FIELD PRACTICUM STUDENT
Student ______________________________ Supervisor ___________________________________
Agency ___________________________________________________________________________
Semester/Year ________ Hours Completed ________ Date of Site Visit _____________________
Overview of Student’s Activities to Date (duties, training, etc. )
Overview of Student’s Performance to Date (professionalism, timeliness, reliability, etc.)
Focus of Learning to Date (experiences, involvement with other professionals, progress on
Learning Agreement, etc.)
Demonstrated Strengths and Areas for continued Growth within core competencies - student and
supervisor are asked to each reflect on CCs, and to discuss strengths, and areas for which there
has been little opportunity yet, or demonstrate of competency. Note below the recognized
strengths, and the plan for improvement:
Suggestions of any ways in which the University can better prepare students for the field
education experience
__________________________________
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53
Field Education Coordinator/Date
Lindenwood University
Social Work Practicum- Final Evaluation
Semester __________Year______
Student Name: _____________________________________ Date: ______________________
Agency: ______________________________________________________________________
Field Instructor: ________________________________________________________________
Verification of Hours
As Agency Field Instructor, I certify that this social work student has completed _________ hours of
practicum experience.
___________________________
Agency Field Instructor
Date
Social Work Practicum Final Evaluation Rating Scale Please mark the appropriate box in each section for
each competency
5
HIGH
4
3
2
The student has excelled in this area
1
LOW
The student has not met the expectations in this area, and there is not much hope that the student will
meet the expectations in this area in the near future
The student is functioning above expectations for students in this area
The student has met the expectations in this area
The student has not as yet met the expectations in this area, but there is hope that the student will meet
these expectations in the near future
Please evaluate the student on the following ten Council on Social Work Education Core Practice
Competencies for baccalaureate level social work (inclusive of twelve interwoven program
competencies). These ten broad competency categories include sixty-nine dimensions or specific areas
of knowledge and skills that social work students may demonstrate in practice.
Please note that a rating of “3” means they meet the listed expectation, while above means they are
demonstrating behaviors beyond this expectation, and below means they are not yet demonstrating
such behaviors.
Please also indicate at least one behavioral example for each competency following each rating rubric,
and feel free to make any additional comments as well.
Thank you.
Revised August 2013
54
Competency #1: Student identifies as a professional social worker and conducts himself/herself
accordingly (basic work skills and knowledge and use of self)
Low
High
1.1 Advocates for client access to the services of social work
1 2 3 4 5
1.2 Practices personal reflection and self-correction to assure continual
professional development
1.3 Attends to professional roles and boundaries
1 2 3 4 5
1.4 Demonstrates professional demeanor in behavior, appearance and
communication (e.g., is punctual, reliable, efficient, organized, and completes
assigned tasks; dresses and speaks appropriately)
1.5 Engages in career-long learning
1 2 3 4 5
1.6 Uses supervision and consultation
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
Behavioral example of how student’s behavior during his/her practicum demonstrated this competency
attainment:__________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Please provide any additional comments, particularly suggested areas for continued growth
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Competency #2: Student applies social work ethical principles to guide his or her professional
practice
Low
High
2.7 Recognizes and manages personal values in a way that allows professional
1 2 3 4 5
values to guide practice (e.g., on such issues as abortion and gay rights)
2.8 Makes ethical decisions by applying standards of the National Association
1 2 3 4 5
of Social Worker’s Code of Ethics (NASW) and, as applicable, of the
International Federation of Social Workers/International Association of
Schools
2.9 Tolerates well ambiguity in resolving ethical conflicts
1 2 3 4 5
2.10 Applies strategies of ethical reasoning to arrive at principled decisions
1 2 3 4 5
Behavioral example of how student’s behavior during his/her practicum demonstrated this competency
attainment:__________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Please provide any additional comments, particularly suggested areas for continued growth
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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55
Competency #3: Student applies critical thinking to inform and communicate professional
judgments.
Low
High
3.11
Distinguishes, appraises, and integrates multiple sources of knowledge,
1 2 3 4 5
including research-based knowledge and practice wisdom
3.12
Analyzes models of assessment, prevention, intervention, and evaluation 1 2 3 4 5
3.13a
3.13b
Demonstrates effective oral communication in working with individuals,
families, groups, organizations, communities, and colleagues
Demonstrates effective written communication in working with
individuals, families, groups, organizations, communities, and colleagues
1
2
3
4
5
1
2
3
4
5
Behavioral example of how student’s behavior during his/her practicum demonstrated this competency
attainment:__________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Please provide any additional comments, particularly suggested areas for continued growth
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Competency #4: Student engages diversity and difference in practice
Low
High
4.14 Recognizes the extent to which a culture’s structures and values may
1 2 3 4 5
oppress, marginalize, alienate, or create or enhance privilege and power
4.15 Has sufficient self-awareness to eliminate the influence of personal biases
and values in working with diverse groups
1 2 3 4 5
4.16 Recognizes and communicates her or his understanding of the importance of
difference in shaping life experiences
1 2 3 4 5
4.17 Views herself or himself as a learner and engages those he or she works with 1 2 3 4 5
as informants
Behavioral example of how student’s behavior during his/her practicum demonstrated this competency
attainment:__________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Please provide any additional comments, particularly suggested areas for continued growth
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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Competency #5: Student advances human rights and social and economic justice
Low
High
5.18 Understands the forms and mechanisms of oppression and discrimination 1 2 3 4 5
5.19 Advocates for human rights and social and economic justice
1 2 3 4 5
5.20 Engages in practices that advance social and economic justice
1 2 3 4 5
Behavioral example of how student’s behavior during his/her practicum demonstrated this competency
attainment:__________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Please provide any additional comments, particularly suggested areas for continued growth
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Competency #6: Student engages in research-informed practice and practice-informed research
Low
High
6.21
Uses practice experience to inform scientific inquiry
1 2 3 4 5
6.22
Uses research evidence to inform practice
1 2 3 4 5
Behavioral example of how student’s behavior during his/her practicum demonstrated this competency
attainment:__________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Please provide any additional comments, particularly suggested areas for continued growth
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Competency #7: Student applies knowledge of human behavior and the social environment
Low
High
7.23 Utilizes conceptual frameworks to guide the processes of assessment,
1 2 3 4 5
intervention, and evaluation
7.24 Critiques and applies knowledge to understand person and environment
1 2 3 4 5
Behavioral example of how student’s behavior during his/her practicum demonstrated this competency
attainment:__________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Please provide any additional comments, particularly suggested areas for continued growth
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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57
Competency #8: Student engages in policy practice to advance social and economic well-being
and to deliver effective social work services
Low
High
8.25
Analyzes, formulates, and advocates for policies that advance
1 2 3 4 5
social well-being
8.26
Collaborates with colleagues and clients for effective policy action 1 2 3 4 5
Behavioral example of how student’s behavior during his/her practicum demonstrated this competency
attainment:__________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Please provide any additional comments, particularly suggested areas for continued growth
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Competency #9: Student responds to contexts that shape practice
Low
High
1 2 3 4 5
9.27 Continuously discovers, appraises, and attends to changing locales,
populations, scientific and technological developments, and emerging
societal trends in order to provide relevant services
9.28 Provides leadership in promoting sustainable changes in service delivery and 1 2 3 4 5
practice to improve the quality of social services
Behavioral example of how student’s behavior during his/her practicum demonstrated this competency
attainment:__________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Please provide any additional comments, particularly suggested areas for continued growth
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Competency #10: Student engages, assesses, intervenes and evaluates with individuals, families,
groups, organizations, and communities
Low
High
10.29 Engagement (developing a positive relationship):
1 2 3 4 5
Substantively and affectively prepares for action with individuals,
families, groups, organizations, and communities
10.30 Uses empathy and other interpersonal skills
1 2 3 4 5
10.31
Develops a mutually agreed-on focus of work and desired outcomes
1
2
3
4
5
10.32
1
2
3
4
5
10.33
Assessment:
Collects, organizes, and interprets client data
Assesses client strengths and limitations
1
2
3
4
5
10.34
Develops mutually agreed-on intervention goals and objectives
1
2
3
4
5
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58
10.35
Selects appropriate intervention strategies
1
2
3
4
5
10.36
1
2
3
4
5
10.37
Intervention:
Initiates actions to achieve organizational goals
Implements prevention interventions that enhance client capabilities,
1
2
3
4
5
10.38
Helps clients resolve problems
1
2
3
4
5
10.39
Negotiates, mediates, and advocates for clients
1
2
3
4
5
10.40
Facilitates transitions and endings
1
2
3
4
5
10.41
Evaluation:
Critically analyzes, monitors, and evaluates interventions
1
2
3
4
5
Behavioral example of how student’s behavior during his/her practicum demonstrated this competency
attainment:__________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Please provide any additional comments, particularly suggested areas for continued growth
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Given the above observations, and considering all experiences of the student on site, please
provide a range of score you feel best fits the student’s performance while completing practicum
hours:
93-100%
______ consistent “above expectation” performance (for bachelor’s level student)
83-92%
______ consistent performance at level of expectation
73-82%
______ consistent performance near level of expectation
63-72%
improvement
______ consistent performance below level of expectation, but amenable to
62% and below ______consistent performance well below level of expectation, with little hope for
improvement
NOTE: This score will be taken into consideration as one piece of the student’s performance rating.
Other considerations include: seminar performance and attendance, course assignment, and final case
presentation.
Agency Practicum Field Supervisor &/or Task Supervisor’s Signature(s)
This evaluation is a fair and just appraisal of this social work student's skills and abilities.
______________________________________
Field Supervisor Signature(s)
Revised August 2013
Date
__________________________________________
Task Supervisor (if utilized)
Date
59
Comments:
__________________________________________________________________________________
__________________________________________________________________________________
Practicum student signature
My agency field instructor, task supervisor (when appropriate), and faculty field education coordinator
have discussed this evaluation with me, and I have received a copy. My agreement or disagreement
follows:
o I agree with the evaluation  (comments optional)
o I do not agree with the evaluation 
(comments required)
Comments:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Student’s signature ____________________________________________ Date _____________
If the student disagrees with the evaluation she/he should state that disagreement in writing and submit
a copy to both the agency field instructor and the faculty field education coordinator. A meeting
between the student, agency field instructor, and faculty field education coordinator should then be
held to discuss the disagreement.
Field Education Coordinator’s (LU) Signature
Date of Agency Site Visit ____________________________________
Final Evaluation reviewed and copy on file _______________________________________________
Field Education Coordinator’s Signature
Date
Comments:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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LINDENWOOD UNIVERSITY
Social Work Program—Practicum Site Evaluated by Student
Your feedback is very important to Lindenwood University and to other students. This
evaluation will be available to students when considering practicum sites.
Circle the answer to the following questions. Please use the following scale when evaluating your
practicum experience:
5
EXCELLENT
Consistently as expected or surpassed expectations
4
VERY GOOD
Frequently as expected with rare inconsistencies
3
GOOD
Often as expected with occasional inconsistencies
2
FAIR
Occasionally less than expected with some inconsistencies
1
POOR
Substantially less than expected with many inconsistencies
______________________________________________________________________
1. This practicum experience gave me knowledge of what social workers do at this agency.
EXCELLENT
VERY GOOD
GOOD
FAIR
POOR
GOOD
FAIR
POOR
GOOD
FAIR
POOR
GOOD
FAIR
POOR
2. I had opportunities to work directly with clients.
EXCELLENT
VERY GOOD
3. My supervisor was open and available to me.
EXCELLENT
VERY GOOD
4. I was treated with respect.
EXCELLENT
VERY GOOD
5. I was given an adequate amount of direction and independence.
EXCELLENT
VERY GOOD
GOOD
FAIR
POOR
GOOD
FAIR
POOR
6. I enjoyed this practicum experience.
EXCELLENT
VERY GOOD
7. Overall, I recommend this practicum site to other social work students.
EXCELLENT
VERY GOOD
GOOD
FAIR
POOR
8. Overall, I recommend this practicum site supervisor to other social work students.
EXCELLENT
Revised August 2013
VERY GOOD
GOOD
FAIR
POOR
61
Comments:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Practicum Site Agency (name):
____________________________________________________
Practicum Site Supervisor (name):
____________________________________________________
Practicum Student Signature: ____________________________________________
Date
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Social Service Agency Observation
SW 12000
Fall Semester 2013
One Semester Hour Credit
Instructor:
Office Hours:
Course Description
Students are assigned to social service agencies to observe social work practitioners and learn the
structure of agencies. The benefit to students will be to ensure appropriate career choice and to get
oriented to the relationship between theory and practice in social work education.
Co-and Prerequisites, and Relationships to Other Courses
Prerequisite: SW 110 or concurrent; consent of instructor
Assumptions of Co-requisites and Prerequisites
Students are expected to have a career interest in the profession of social work. It is expected that the
student will have the ability to access the internet to complete on-line assessments.
Course Objectives
This is an introductory course to familiarize students with the profession of social work; upon course
completion, students will:
1.
discern their interest and personal fit with the profession of social work (professional
identity)(critical thinking)
2.
demonstrate a beginning understanding of social work within a social service agency
environment (professional identity)
3.
increase knowledge of at-risk populations and cultural diversity as it impacts the role of the
social worker (diversity in practice)
4.
develop a sense of the social service delivery system. (human rights & justice)(practice
contexts)
Course Format
This is a self-scheduling course completed in consultation with the course instructor and the agency
social worker. The student is responsible for arranging all observation after the agency is approved by
the course instructor. The student is expected to shadow a social worker in a social services agency
and complete required personal assessments to ascertain their personal fit with the profession.
On observations days, students are expected to arrive on-time, dressed in professional attire, and
present herself/himself with professional grooming and demeanoAll information pertaining to clients is
to be held in the strictest confidence per the NASW Code of Ethics.
Assessment
With the commitment to improve the effectiveness of the university, students will periodically be
asked to participate in activities that will provide feedback regarding class content and structure and
information necessary from a student perspective. This is a key part of our ongoing institutional
evaluation process with the goal of educational betterment at Lindenwood University.
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Course Requirements
Enrolled students are required to meet with the instructor prior to the beginning of course
requirements. Pre/post testing of course objectives is required prior to submission of a final grade (this
is for program assessment and is not graded material). Students will not receive a final grade
without completion of the required observation hours.
All work is to be submitted to the instructor’s office (MAB 209) or mailbox by 3:00 p.m. on the date
due. Earlier submission will be accepted; late submission of papers is per the attached outlines.
1. Learning Styles Inventory Summary
Students are to submit a two page typewritten summary per the attached outline. A copy of the
test results are to be stapled to the summary.
Due by
100 points maximum
2. Self-Awareness/Personality Inventories Personal Summary Outline
Students are to submit a two-page Personal Summary per the attached outline. Test results are
to be attached to the summary.
Due by
100 points maximum
 Class meets this day – discuss inventories and initiation of placement
3. Observation Hours and Appreciation
Students will work with the instructor to shadow a social worker currently in practice in the
field of social work for a minimum of ten (10) hours. All observations must be approved
before beginning shadowing hours. A log of hours must be completed and signed by the
student and signed for confirmation by the social worker. A copy of the log is attached. The
completed log must be attached to the Observation Paper. Students are to send a professional
letter of appreciation to the shadowed social worker upon completion of the observation.
Attach a copy of the thank-you to the paper.
Hours to be completed by
 Class meets for last time on
, to discuss placement experiences
100 points maximum
4. Observation Paper
Students are to submit a 3-page paper per the attached outline describing the observation
experience. Papers are to be typewritten with the Observation Log and copy of letter of
appreciation attached.
Due by
100 points maximum
Grading Procedures
Lindenwood University grading policies state that (p.31, current catalog) that the grade of:
A
represents work outstanding in quality; it indicates that the student has shown
initiative, skill and thoroughness and has displayed originality in thinking
B
is awarded for work of high quality, well above average
C
is awarded for average work and satisfactory completion of course requirements
D
represents work well below the average in quality; credit is given although the grade
indicates minimal capability in a subject
F
indicates that work has been unsatisfactory and no credit is given
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64
Undergraduate students who earn a “D” or “F” in a course may repeat the course.
A grade of “I” (incomplete) is given at the end of the semester only for failure to complete course
work because of exceptional circumstances beyond the student’s control. To receive an “I”, a
student must initiate a request petition obtained in the Registrar’s Office and receive the approval
of the instructor and the appropriated division dean. Please see page 15 of the current catalog for
further instructions.
Academic Honesty
Per the Lindenwood University policy (p. 24, current catalog), the work to which a student affixes
her/his name to, is to be her/his own. In this class, test results or course assignments that are
determined to be a result of plagiarism or cheating will be given zero (0) points by the instructor.
Final Grades
Final Grades will be determined per the following scale of total points accumulated:
360—400 points = A
320—359 points = B
280—319 points = C
240—279 points = D
0—239 points = F
Withdrawal
The Lindenwood University policy for course withdrawals may be found on page 17of the current
catalog.
Grievance Procedure
The Lindenwood University policy regarding Grievance Procedures indicates that students who wish
to appeal a final grade will first contact the course instructor. If the matter cannot be resolved at that
level, the student may appeal in writing to the Dean of the School of Human Services. Further
information regarding the process may be found on page 17 of the current catalog.
Accommodation
It is the guiding philosophy of Lindenwood University to make programs and facilities as accessible to
students with disabilities as is practical. The coordinator for campus accessibility services acts to
ensure the accessibility of programs and assists and supports students with disabilities (p. 21, current
catalog).
Social Service Agency Observation
Learning Styles Inventory Summary
Submit a two-page typewritten—double spaced, 12 point font, one inch margins—
Learning Styles Inventory Summary per the following instructions.
Papers are due Tuesday, January 31
Late papers will be dropped by one letter grade each day it is late and
will not be accepted after
.
Those not submitting papers by this time will receive zero (0) points for this course requirement.
Students are to complete the free on-line assessment for the requirements of this assignment.
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Attach your results to your final paper.
1. Go to http://www.howtolearn.com/learning-styles-quiz
2. Complete the free learning styles inventory (test).
3. Print your Learning Styles Inventory-Results Page.
4. Interpret your results (use the website information to help with these responses).
5. Answer the following questions in your summary:




What are your three most significant learning styles (3 top scores)?
What do these tell you about how you learn best?
Do you agree with these results?
What will be your strategies for successful learning in the social work classroom?
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Social Service Agency Observation
Self Awareness/Personality Inventories
Personal Summary Outline
Submit a two-page typewritten—double spaced, 12 point font, one inch margins—
Personal Summary per the following instructions.
Papers are due in class Tuesday, February 14th.
Late papers will be dropped by one letter grade for each day it is late and
will not be accepted after Friday, February 17th by 3:00 p.m.
Those not submitting papers by this time will receive zero (0) points for this course requirement.
Students are to complete the free on-campus and on-line assessments for the requirements of this
assignment. Attach your results to the final paper.





For career assessment
For career assessment
Go to the Career Development area of the LU website – by going to the home page, and
clicking on Student Development at the top, then Career Development at the left.
Now click on Focus2 on the right, and this will bring you to a screen that will allow you to
create a new account, and your access code is Lions.
Create this new account, and complete the Focus2 career
Print and attach a copy of your Focus2 Summary to your paper.
Answer these questions: Are these results accurate in your opinion? Are you suited for a
career in social work? Is social work the career for you? Does it fit your interests, abilities and
values?
www.keirsey.com
For temperament sorter
 Take the Keirsey Temperament Sorter II.
 Print a copy of your free Temperament Report and attach it to your paper.
 Answer these questions: Are these results accurate in your opinion? What are the implications
of your personality type for social work? Is it a good fit?
www.bls.gov/oco/
For type of social worker
 Use the internal search for Social Worker.
 Review the various settings for social work.
 Answer the questions: What type/specialization of social work are you interested in? Did
anything surprise you about the field? (job outlook, earnings, etc.)
Summary Statement:
 Answer this question: Given these overall results, do you feel that you have what it takes to
be a good professional social worker?
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Social Service Agency Observation—Hours Log
Date
From/To
Activity Observed
I verify that _____________________________ has shadowed me for a minimum of ten (10) hours
Social Work Student Name
at ____________________________________.
Name of Agency
______________________________________
Social Worker Signature
Date
Social Service Agency Observation
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Observation Paper Outline
Three typewritten pages -double spaced, 12 point font, one inch margins -per the following outline.
The signed Observation Log and a copy of the thank-you letter to the shadowed social worker must
be attached when it is submitted in class or to the instructor’s office by Friday, March 9th by 3:00
p.m. Papers may be submitted earlier; late papers will not be accepted.
I.
Who did you shadow?
Social worker’s name, title, education, licensure, certification
Years of experience by field of practice (ex. child welfare, aging, medical, etc.)
Philosophy of social work practice
II.
Where did you shadow?
Social service agency name, address, phone
History of the agency: when was it established? why?
Mission
Description of program(s) in which shadowing was completed
Number of employees
Budget size
Your opinion of the organizational climate: does it feel comfortable? Do people like what
they are doing? Is this a good place to work?
III.
Observation
What types of activities did you observe?
What were your impressions of each activity observed?
Do you see yourself doing this type of social work? Why/why not?
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Copied onto Lindenwood stationary for original syllabus handed out in class:
Spring, 2013
To Whom it May Concern:
The student bearing this letter is a student in my Social Service Agency Observation course for this
academic semester. The purpose of this course is to provide students with perhaps their first exposure
to the field of social work, in order to help ensure appropriate career choice, and begin the orientation
to the relationship between theory and practice.
The student needs to observe a social work practitioner in an agency setting for a minimum of 10
hours.
A portion of this time may be needed to conduct a basic interview of a social worker in order to
complete their final paper describing the agency, its programs, clientele and organization/funding and
climate.
Please feel free to contact me should you have any questions about this class or our students’ field
work requirements for the social work program.
I would also be most interested in hearing from you if your agency is not yet formally affiliated as a
practicum agency, and you may be interested in having students complete up to 400 hours of more
formalized field instruction.
Thank you for your time, and for your assistance in preparing the next generation of social workers!
Sincerely,
Debra Johnson, LCSW, ACSW
Associate Professor and Field Education Coordinator
(636) 949-4193
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70
Service Learning
SW 39900 – Fall Semester 2013
(3 credit hours)
Instructor:
Office:
Office Hours:
Course Description
A 3-credit semester hour course designed to acclimate students to social work in an agency setting.
Students are placed in supervised social service agencies to complete a minimum of 100 hours of
service as defined by the site-based social work supervisor and/or the instructor.
Co-and Prerequisites, and Relationships to Other Courses
This is a required course. Student must have junior status and must have a C or better in SW 10000,
SW 10500, and 11000.
Assumptions of Co-requisites and Prerequisites
Students are expected to be social work majors or social welfare minors. Students are expected to
meet the requirements of the agency including attire, timeliness, transportation, and ethical behaviors.
Course Objectives
Upon successful course completion, students will observe and apply skills that:
1)
Attend to professional roles and boundaries and demonstrate professional demeanor in
behavior, appearance, and communication (professional identity).
2)
Recognize and manage personal values in a way that allows professional values to guide
practice (ethical practice) (professional identity).
3)
Demonstrate effective oral and written communication in working with individuals,
families, groups, organizations, communities and colleagues in a human services agency
(critical thinking & practice contexts).
4)
Demonstrate sufficient self-awareness to eliminate the influence of personal biases in
working with diverse groups. (diversity in practice).
5)
Engage in practices that advance social and economic justice (human rights & justice).
6)
Use research evidence to inform practice (research based practice).
7)
Demonstrate an understanding of person and environment (human behavior).
8)
Promote collaboration with colleagues and clients for effective policy action (policy
practice)
9)
Engage in learning about and attend to emerging societal trends to provide relevant
services (practice contexts).
10)
Use interpersonal skills, select appropriate intervention strategies, and initiate actions to
achieve organizational goals (engage, assess, intervene and evaluate)
Required Reading
The Social Work Practicum, Cynthia L. Garthwait, 2009 5th Edition Pearson ISBN 13:978-0-20576944-5
Course Format
There are 8 class sessions, held every other week during the semester. The field work is selfscheduling, completed in consultation with the course instructor and the agency social worker. The
student is responsible for establishing a mutually agreeable schedule with the site supervisor after the
Revised August 2013
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agency is approved by the course instructor. The student is expected to assist a social worker in a
social services agency as defined by the site supervisor.
Students are expected to arrive on-time, dress in professional attire, and present her/himself with
professional grooming and demeanor. The student is to be respectful to all agency staff, clients,
visitors and volunteers. All information pertaining to clients is to be held in the strictest confidence per
the NASW Code of Ethics.
Academic Honesty
Academic dishonesty is an exceptionally serious offense to oneself and one’s colleagues. The fabric of
a learning community is woven by a bond of trust: the work to which we affix our names is our own.
To act otherwise is to undermine the contract of good faith on which productive study and the open
exchange of ideas is based. Therefore, students wishing to maintain formal membership in a learning
community must display the high level of integrity expected of all its members. According to
Lindenwood University’s Academic Honesty policy, names of students found guilty of cheating or
plagiarizing will be sent to the University Provost. A first offense of academic dishonesty may result
in a lessened or failing grade on the work/test or failure in the course. A second offense will lead to
academic probation and failure of the class, and a third offense will result in expulsion from the
University. Any questions concerning this policy should be directed to the Provost.
Plagiarism
Plagiarism is defined as the presentation of someone else’s ideas or words as your own. Whether
deliberate or accidental, plagiarism is a serious offense.
Each of the following is a type of plagiarism and must be avoided in all academic work:
 Copying directly from a source without quotations and source citation;
 Paraphrasing or summarizing another's idea without attribution;
 Changing a sentence’s structure but copying words;
 Changing a sentence’s words but copying its basic structure;
 Using audio, video or other media sources without acknowledgement;
 Submitting a paper written by another student and claiming it as your own;
 Using information obtained through interviewing an expert on the subject
without attribution;
 Purchasing or downloading a paper from another source and claiming it as your
own;
 Collaborating excessively on an essay with another person;
 Submitting an essay that was previously written for another class without the
consent of both professors (Plagiarism Defined 1).
“Plagiarism Defined: Part 3.” Plagiarism Tutorial: Indiana State University Library. 15 June 2004.
Indiana State University. 10 June 2005 <panther.indstate.edu/tutorials/plagiarism/defined3.html>.
Cheating
Cheating shall be defined by Lindenwood University as “disseminating or receiving answers, data, or
other information by any means other than those expressly permitted by the instructor. Examples of
cheating include, but are not limited to, the following:
a. Copying answers, data, or other information (or allowing others to copy) during an
examination, quiz,
or laboratory experiment or on homework or any other academic exercise.
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b. Assuming another individual’s identity or allowing another person to do so on one’s own
behalf for the
purpose of fulfilling any academic requirement or in any way enhancing the
student’s grade or academic standing.
c. Using any device, implement, or other form of study aid during an examination, quiz,
laboratory experiment, or any other academic exercise without the faculty member’s permission.”
Source for quotation: http://www.deltacollege.edu/dept/ar/catalog/cat0910/index.htm
Lying/Deception
Deception, in either written or oral form, directed at University personnel by a student for the purpose
of improving his/her own academic standing or that of another student is subject to disciplinary action
as part of the Lindenwood University Academic Integrity policy.
Accommodation
If you have a disability or questions about a disability that requires reasonable accommodations for
academic participation in a course, you need to contact Jared Conner, Student Support and
Accessibility Coordinator, at 636-949-4510 or jconner@lindenwood.edu and notify your professor
during the first week of class so that accommodations can be made. Reasonable accommodations will
be made to ensure that students with disabilities have a fair opportunity to perform at their potential.
Students are responsible for providing the Accessibility Coordinator and instructor with a Campus
Accessibility Faculty Notification Form specifying classroom accommodations. Your academic
advisor can also help with this process
Course Requirements
 Attendance and participation in 8 class sessions (160 points)
Students are expected to be on time for all class sessions. Instructor will award 10 points per
class for timely arrival, and 10 points for active/full participation. Attendance and professional
presentation of self are expected. Students are allowed only one excused absence. A second
absence will subject student to being automatically dropped.

Skills applications submissions (homework) 8 submissions (160 points)
Each week of class, students will have a homework assignment to bring in, that will contribute
to class discussions. Homework will be pre-assigned, and will be valued at 20 points each. No
late submissions will be accepted.

Final Reflection Paper Regarding Personal and Professional Growth (100 points)
A final paper will be expected, in which students will reflect on the class and field experience,
highlighting areas of personal and professional growth, per the attached outline. This paper is
due during finals week, and is worth 100 points.

Observation/Confirmation of Hours, Letter of appreciation, and final paper (200 points)
Students will assist a social work agency for a minimum of one hundred (100) hours. The site
supervisor must sign the attached verification letter to confirm that the hours have been
completed. This Confirmation of Hours must be attached to the final paper. All 100 hours
must be completed to receive these 200 points (there is no value to 99 or less hours).
Letter of appreciation
Students are to send a letter of appreciation to the site social worker upon completion of these
volunteer hours. This is to be a professional correspondence (not a personal card). Attach a
copy of the thank-you letter to the final paper.
Final Paper


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Students are to submit a paper per the attached outline describing the service learning
experience.
Final Grades
Final Grades will be determined per the following scale of total points accumulated:
576 - 620 points = A
515 - 575 points = B
453 - 514 points = C
301 –452 points = D
0— 300 points = F
Grading scale in % : 93-100% = A; 83%-92% = B; 73% - 82% = C; 63% - 72% = D; and 62% and
below= F.
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Service Learning—Hours Log
Date
Revised August 2013
From/To
Activity
75
Service Learning—Hours Log, continued
Date
Revised August 2013
From/To
Activity
76
Lindenwood University
Social Work Program
Service Learning Confirmation of Hours
I confirm that ____________________________ has completed 100 hours of
Name of Student
service learning at this organization, _______________________________________,
Name of Agency
under my instruction and supervision. I have reviewed and can verify the Hours Log
attached to this form.
__________________________________________
Name of Supervisor
Revised August 2013
____________________________
Date
77
Service Learning
Reflection Paper Outline
A minimum of three (3) typewritten pages—stapled, double spaced, 12 point font, one inch
margins—per the following outline. Due no later than
. Papers may be submitted earlier.
Based on the classroom portion (and assignments/experiences) of this class (as opposed to onsite
at the agency), please answer the following questions:
I.
How has this class helped me to grow personally and professionally?
Was any of the material new to me, and if so, how did it help me to understand my future as
a social work professional?
What did I learn that will be useful in my future work?
Were there any areas in particular (professionalism, professional writing, self-care, values
and ethics, etc.) that proved most useful… or ones that I now know I need further work in?
II.
What are my areas for continued growth?
What learning experiences do I feel I still need, or want, to have (and can envision being
most helpful) perhaps in Field practicum seminar?
What fears do I have about future field work?
What other arenas do I need to explore, to fit with my goals in my career?
Are there other areas of my life I need to bolster so that my experience and education or the
best possible for my future goals?
III.
What questions do I have, as I prepare for the bigger field experience?
IV.
Are there any other reflections I have on this class or my education to date in social
work?
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Service Learning
Final Paper Outline
A minimum of five (5) typewritten pages—stapled, double spaced, 12 point font, one inch margins—
per the following outline. The signed Confirmation of Hours and a copy of the thank-you letter to
the site supervisor must be attached when it is delivered in class, or submitted to the instructor’s
office (MAB ) by
. Papers may be submitted earlier.
IV.
Who was your site supervisor?
Social worker’s name, title, education, licensure, certification
Years of experience by field of practice (ex. child welfare, aging, medical, etc.)
Philosophy of social work practice
Style of supervision
V.
What agency were you serving?
Social service agency name, address, phone
Mission of the organization
Description of program(s) in which service learning was completed
Target population for services
Number of employees
Budget size
Your opinion of the organizational climate
VI.
What did you do?
What types of activities?
What were your impressions of each activity?
Do you see yourself doing this type of social work? Why/why not?
VII.
What did you learn?
Describe the service learning experience (at the agency) in terms of the learning/preparation
for future field work.
What did you learn that you did not know about prior to this experience?
What would you do differently now that you have more experience?
VIII. What did you give back to the agency?
What will you be remembered for?
How did you contribute to the operation of the agency/the work of the social worker?
How will clients describe your experience with them?
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Class sessions – 8 meetings
1. Becoming a Helper
Topics: Preparations for field work - professionalism
Selecting the site
Setting up the interview
Resumes and presentation of self
Homework assignment: Resume – (e-mail asap)… to receive feedback electronically
2.Professionalism
Reading: Professionalism article (hand out) and CH 13: Professional Social Work
Topics: Results on the professionalism scales, Areas for growth in the years to come
Homework assignment: p. 142, # 6, 11, 13, 14, 15, & 16.
3.Professional Writing & Settling in...
Reading: to be handed out in class on 9/7
Topics: Introduction/orientation to agency: how have the first few weeks been? What do you
hope to/expect to gain from this experience?
Homework assignment: writing exercises
4.The Helping Process & Diversity
Reading: CH 12: Diversity and Cultural Competency
Topics: Cultural competency, areas of diversity to gain exposure to in the coming years
Homework assignment: p. 127, problems 1 – 8, and a few cases assigned on pp. 130 – 131
trying to find conference to attend ...either here or at another point in the semester
Homework assignment: submit calendar for remainder of semester
5.Values & Ethics
Reading: CH 14: Social Work Ethics AND NASW Code of Ethics, available online, in
student handbook, etc.
Topic: Ethical dilemmas, what do they look like, and how do we address them?
Homework assignment: p. 152 # 9
6.Boundaries
Reading: handout provided in class 11/9
Topic: Typical boundary violations, & how to handle them
Homework assignment: attend any “self-development” event (conference, speaker – any
speaker series, club offerings, etc. ) – and submit a 200 word, minimum reaction
response – (can use Conference ...will award bonus points for additional submission
(detailing how this helped YOU in your professional development).
7.Merging Self and Profession, and Self-Care
Reading: CH 18: Merging Self and Profession, and handout
Topics: Importance of self-care, methods for self care
Homework assignment: p. 202 and 203, #s 1–4 & 6-7 + evaluations
8. Session 8 would cover the time attending a local conference, presentation, seminar, film with
discussion, etc..
Final Reflection paper re: Personal and Professional Growth due per attached outline
Final hours log and agency reflection paper due per attached outline
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Field Practicum and Seminar
Social Work 45000 — Semester
Nine semester credit hours
Instructor:
Office:
Phone:
E-mail:
Class time: Wed 8 – 9:50
Office Hours:
Course Description
Students in supervised social work practice are provided opportunities to apply classroom learning in a
field setting. Requires a minimum of 400 hours (26 - 27 hours per week to complete in one semester at
the same agency).
Co- and/or Prerequisites, and Relationships to Other Courses
Course prerequisites: SW31100 and senior standing; SW 31200 can be concurrent
Assumptions of Co-requisites and Prerequisites
Students are expected to present a professional demeanor and attitude toward field practicum similar to
employment. A mature work ethic is expected including timeliness, dependability, appropriate attire
and appearance, ability to seek and benefit from supervision, and ethical relationships with co-workers,
agency staff, volunteers and clients. Students are to conduct themselves according to the best practices
of social work within the NASW Code of Ethics.
Course Objectives
Upon successful course completion and as a synthesis of all prior learning, students will demonstrate
the ability to:
1. identify as a professional social worker and conduct oneself accordingly.
2. apply social work ethical principles to guide professional practice.
3. apply critical thinking to inform and communicate professional judgment.
4. engage diversity and difference in practice.
5. advance human rights and social and economic justice.
6. engage in research-informed practice and practice-informed research.
7. apply knowledge of human behavior in the social environment.
8. engage in policy practice to advance social and economic well-being & to deliver effective
social work services.
9. respond to contexts that shape practice.
10. engage, assess, intervene, and evaluate individuals, families, groups,
organizations, and communities.
Required Reading
The Social Work Practicum, Cynthia L. Garthwait, 2009 5th Edition Pearson ISBN 13:978-0-20576944-5
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Course Format
Students will be required to attend a weekly seminar while in assigned field placements. In seminar
style, students will be expected to actively participate in discussion and interject case situations,
experiences and readings appropriately into the class per the topic designated on the Course Outline.
Assessment
With the commitment to improve the effectiveness of the university, students will periodically be
asked to participate in in-class activities that will provide feedback regarding class content and
structure and information necessary from a student perspective. This is a key part of our ongoing
institutional evaluation process with the goal of educational betterment at Lindenwood University.
Course requirements
1. Field practicum hours
Students will be required to interview and be accepted into approved social service agencies for
field practicum. Students are to complete the requirements as outlined in the Lindenwood
University Social Work Program Field Practicum Handbook prior to the initiation of hours.
Hours are to be scheduled directly with practicum site supervisors. Students are to adhere to
the code of conduct as expected for agency volunteers. Problems are to be addressed directly
with the practicum supervisor and/or with your instructor as soon as concerns are identified.
Students are to submit required paperwork, including the Educational Learning Agreement, in a
timely manner. Field supervisors will complete a Final Evaluation on the assigned social work
practicum student; these must be submitted to the Field Practicum Coordinator prior to being
assigned a final grade. The Field Practicum Coordinator, with information and documentation
received from the Field Supervisor and via direct observation at the practicum site, will
determine the final points for this course requirement. This course requirement is worth a
maximum of 400 points; points will not be given until the entire 400 hours have been
completed.
4. Group agency presentation
Students will work together to present an informative presentation regarding their practicum
sites. The group is expected to present to the Introduction to Social Work class using a Power
Point presentation to introduce and describe each practicum agency. One grade will be given to
each of the group members. This group presentation will be worth a maximum of 100 points.
3. Attendance and participation at field practicum seminar
Mandatory on-time attendance at practicum seminar (or class activity) is expected.
Excused absences must be pre-approved and the student is required to make up the
consultation time with the instructor during the week of the absence. Participation will include
the facilitation of discussion (on date assigned) from the text material. A maximum of 120
points (8 points per gathering) will be awarded for active participation and on-time
attendance at field practicum seminar/activity. If a student has two unexcused absences, he/she
will be automatically dropped from seminar.
4. Assignments connecting field and theory
Students will be expected to submit homework from the chapters, and a few journal/discussion
entries connecting their fieldwork to theory. Students will be given the format and entry topics
in advance of their due date. The completed journal/discussion entry and homework
Revised August 2013
82
assignments will be collected and discussed in class meetings. Each of the twelve assignments
will be valued at 15 points, totaling this assignment to a maximum of 180 points.
5. Case presentation and paper
Each student will present a case from the practicum setting. A case may constitute an
individual, group, family, community or organization. Cases will be presented with any
identifying information deleted so as to maintain client confidentiality. The presentation is to
be 20 minutes in length with 10 additional minutes for discussion and questions on the date
assigned by the instructor. A handout (outline, diagram, slides, etc.) is required. The case
presentation will be worth a maximum of 100 points. The case paper is to be submitted in
writing the last day of seminar and will be worth a maximum of 100 points. The case
presentation and paper are to include the following ten points:
1. Background information—a brief description of the case including the bio-psychosocial-cultural-spiritual dynamics. The nature of the situation that led to the agency
referral or request for services—voluntary/involuntary, specific to age/life stage, the
referral source and initial expectations. Prior attempts to alleviate the concern. Case
response to the services to date. Involvement with other professionals.
2. Assessment—What are the presenting issues? What are the intensity, frequency and
duration of these concerns? What resources will be helpful to alleviate the distress? List all
the systems that are involved with the case with a brief description of the nature of
involvement, i.e., courts, schools, medical, family, etc.
3. Interventions—Clearly describe the interventions used. Evaluate each for effectiveness
(what worked, what didn’t and why). What were the goals of the intervention and what was
the case’s role in developing these goals?
4. Evidence-based practice—What research did you utilize to support your intervention for
this case? How has the intervention been case managed?
5. Diversity—What challenges may be germane to this case including oppression and
discrimination that may be associated with gender, disabilities, sex, class, religion,
race/ethnicity, age, sexual orientation, etc.?
6. Ethics—Are there any ethical dilemmas or considerations specific to this case? If so, how
has this been addressed?
7. Use of supervision—What have you implemented as a result of supervision or colleague
consultation? Did you decide not to use any ideas you received? If so, why?
8. Case analysis—Discuss the overall effectiveness of your work with this case. Describe the
termination process.
9. Implications for social policy—Was your case helped or harmed by existing social policy
that directly affects your work and the outcome of the case? Would you make
recommendations for either organizational or societal change to assist this case and others
like it?
10. Evaluation of personal effectiveness—What did you learn from working with this case?
Would you do anything different in the future with similar cases? Why or why not? What
else do you have to learn to be more effective with cases like this in the future?
Attendance
The policy on attendance is that all students are expected to attend all classes and class activities for
which they are enrolled. If classes are missed, a student is expected to make up the work to the
satisfaction of the instructor of each class. The student is responsible for informing the instructor of
any absence to class whenever possible. At times, absences from class may be unavoidable—as in
Revised August 2013
83
instances of prolonged illness, hospitalization, or participation in an approved student activity. Please
see pages 15-16 of the current catalog for policies regarding absences as well as unsatisfactory work
due to excessive absences from class. The student is responsible for informing the instructor of any
absence prior to class whenever possible. Excused absences must be made up during the week with an
individual conference with the Field Practicum Instructor.
Classroom Courtesy
Classroom courtesy is expected to enhance the learning environment for all students. In this course, it
is expected that students will be to class on-time, will not leave prior to the class’ end, will not engage
in private discussions including the use of cellular telephones and text messaging, are not to sleep or
otherwise engage in behavior that may interfere with other students or the instructor. Students will
have the opportunity to interact in classroom discussion and small group exercises. It is expected that
the beliefs, values and opinions of others will be respected.
Grading Procedures
Lindenwood University grading policies state (p.31, current catalog) that the grade of:
A
B
C
D
F
represents work outstanding in quality; it indicates that the student has shown
initiative, skill and thoroughness and has displayed originality in thinking
is awarded for work of high quality, well above average
is awarded for average work and satisfactory completion of course requirements
represents work well below the average in quality, credit is given although the grade
indicates minimal capability in a subject
indicates that work has been unsatisfactory and no credit is given
Undergraduate students who earn a “D” or “F” in a course may repeat the course.
A grade of “I” (incomplete) is given at the end of the semester only for failure to complete course
work because of exceptional circumstances beyond the student’s control. To receive an “I”, a
student must initiate a request petition obtained in the Registrar’s Office and receive the approval
of the instructor and the appropriate School dean. Please see page 15 of the current catalog for
further instructions.
Final Grades
Final grades will be established by the following scale of total points accumulated:
Grading Scale: 93% = A; 83% = B; 73% = C; 63% = D; and 62% and below = F
930—1000 points = A
830—929 points = B
730—829 points = C
630—729 points = D
0—629 points = F
Academic Honesty
Academic dishonesty is an exceptionally serious offense to oneself and one’s colleagues. The fabric of
a learning community is woven by a bond of trust: the work to which we affix our names is our own.
To act otherwise is to undermine the contract of good faith on which productive study and the open
exchange of ideas is based. Therefore, students wishing to maintain formal membership in a learning
community must display the high level of integrity expected of all its members. According to
Lindenwood University’s Academic Honesty policy, names of students found guilty of cheating or
Revised August 2013
84
plagiarizing will be sent to the University Provost. A first offense of academic dishonesty may result
in a lessened or failing grade on the work/test or failure in the course. A second offense will lead to
academic probation and failure of the class, and a third offense will result in expulsion from the
University. Any questions concerning this policy should be directed to the Provost.
Plagiarism
Plagiarism is defined as the presentation of someone else’s ideas or words as your own. Whether
deliberate or accidental, plagiarism is a serious offense.
Each of the following is a type of plagiarism and must be avoided in all academic work:
 Copying directly from a source without quotations and source citation;
 Paraphrasing or summarizing another's idea without attribution;
 Changing a sentence’s structure but copying words;
 Changing a sentence’s words but copying its basic structure;
 Using audio, video or other media sources without acknowledgement;
 Submitting a paper written by another student and claiming it as your own;
 Using information obtained through interviewing an expert on the subject
without attribution;
 Purchasing or downloading a paper from another source and claiming it as your
own;
 Collaborating excessively on an essay with another person;
 Submitting an essay that was previously written for another class without the
consent of both professors (Plagiarism Defined 1).
“Plagiarism Defined: Part 3.” Plagiarism Tutorial: Indiana State University Library. 15 June 2004.
Indiana State University. 10 June 2005 <panther.indstate.edu/tutorials/plagiarism/defined3.html>.
Cheating
Cheating shall be defined by Lindenwood University as “disseminating or receiving answers, data, or
other information by any means other than those expressly permitted by the instructor. Examples of
cheating include, but are not limited to, the following:
a. Copying answers, data, or other information (or allowing others to copy) during an
examination, quiz,
or laboratory experiment or on homework or any other academic exercise.
b. Assuming another individual’s identity or allowing another person to do so on one’s own
behalf for the
purpose of fulfilling any academic requirement or in any way enhancing the
student’s grade or academic standing.
c. Using any device, implement, or other form of study aid during an examination, quiz,
laboratory experiment, or any other academic exercise without the faculty member’s permission.”
Source for quotation: http://www.deltacollege.edu/dept/ar/catalog/cat0910/index.htm
Lying/Deception
Deception, in either written or oral form, directed at University personnel by a student for the purpose
of improving his/her own academic standing or that of another student is subject to disciplinary action
as part of the Lindenwood University Academic Integrity policy. Per the Lindenwood University
policy (p. 11, current catalog), the work to which a student affixes her/his name to is to be her/his own.
In this class, test results or course assignments that are determined to be a result of plagiarism or
cheating will be given zero (0) points by the instructor. The instructor will accept work only from the
student affixing her/her name to it.
Withdrawals
The Lindenwood University policy for course withdrawals may be found on page 19 of the current
catalog.
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Grievance Procedure
The Lindenwood University policy regarding Grievance Procedures indicates that students who wish
to appeal a final grade will first contact the course instructor. If the matter cannot be resolved at that
level, the student may appeal in writing to the Dean of the School of Human Services and then to the
Provost of the University. Further information regarding the process may be found on page 16 of the
current catalog.
Accommodation
If you have a disability or questions about a disability that requires reasonable accommodations for
academic participation in a course, you need to contact Jared Conner, Student Support and
Accessibility Coordinator, at 636-949-4510 or jconner@lindenwood.edu and notify your professor
during the first week of class so that accommodations can be made. Reasonable accommodations will
be made to ensure that students with disabilities have a fair opportunity to perform at their potential.
Students are responsible for providing the Accessibility Coordinator and instructor with a Campus
Accessibility Faculty Notification Form specifying classroom accommodations. Your academic
advisor can also help with this process.
As this course if offered by the Social Work Program at Lindenwood University and the instructor is a
professional social worker, the Social Work Code of Ethics of the National Association of Social
Workers (NASW) will be followed. Students who have been selected into the major of social work at
Lindenwood University are bound by that Code as students in preparation to be social workers.
Consistent with that code, from time to time, faculty colleagues in the Social Work Program will share
information with each other regarding student behaviors. That sharing of information is meant for the
sole purpose of serving the student best with regard to their needs: educational, experiential,
supervisory, ethical and professional development. Relevant student information may come from such
places as the classroom, labs, field seminars and exchanges with community professionals involved
with dimensions of courses related to assignments. At times, those discussions will reveal that there
are problems such that accommodations and flexibility will not adequately address the problem. In
these cases, it is the course instructor’s professional responsibility to directly address that problem with
the student and with the student’s social work advisor. Those discussions will be conducted in a
manner consistent with the NASW Code of Ethics. Similarly, students accepted into the Social Work
Program at Lindenwood University are expected to treat with respect and represent accurately and
fairly, the qualifications, views and findings of student colleagues and faculty and use appropriate
channels to express judgments on those matters.
Field Practicum Seminar – Course Outline
1
Topics:
Introductions/Course Overview
The role of the practicum student in social service agencies
Concepts and principles of the strengths perspective
Revisiting resiliency
Activities:
Pre-tests
Ground rules for sharing agency experience; Where are you placed? What are
your expectations?
Assignment: Work with your supervisor on your learning agreement
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2
Topics:
Activity:
Reading:
Assignment:
5 &6
Developing professional relationships—clients, supervisors, agency staff
Shifting the fundamental frame of practice from traditional paradigms
Elements of strengths-based practice
Sharing of practicum experiences
Discussion of supervisors
Chapter 2: School, Agency, and Student Expectations
Chapter 3: Developing a Learning Plan
Chapter 4: Getting Started
p.15, # 1-4, review pp. 25-26 (make notes for self), p. 26, # 13 & 14, and pp. 34-35, # 3,
Homework note: on question pages, please do review ALL Qs, even though only some are to be
handed in.
3
Topic:
Reading:
Communication at the Practicum Site
Chapter 5: Learning from Supervision
Chapter 7: Communication
Assignment: Completed, signed original of your Learning Agreement submitted & pp. 45-46, # 6
– 12 & pp. 66-67, # 1, 6, 9, & 10
4
Topic:
Reading:
Assignment:
The Agency and Community Context of Practice
Chapter 8: The Agency Context of Practice
Chapter 9: The Community Context of Practice
Arrange for mid-term site visit
HW: pp. 77 – 80, #s 5 – 8, 10, 12, 14, 18 – 20, 23 & 26; pp. 90 – 94, #s 1 – 6, 13, 16-
19, 23, 25
& 26 (ask at least 3 folks at site... note your informants)
5
Topic:
Reading:
Assignment:
6
Activity:
7
Topic:
Activity:
Reading:
Human diversity and working with difference
Chapter 12: Diversity and Cultural Competency
Chapter 13: Professional Social Work
HW: review p. 127, pp. 128–129, #s 1–2, 4-6, & 9 and 2 items as assigned, pp. 130–
132 & pp. 142–144, #s 2–4, 7–10, & 12
Agency Field trip to be arranged; meet at agency
Ethics and Values
Code of Ethics quiz and review
Chapter 14: Social Work Ethics
Review NASW Code of Ethics (handbook, web, field practicum manual)
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Assignment:
tour)
8
Topic:
Reading:
Assignment:
9
Topic:
Reading:
Assignment:
pp. 151 – 152, #s 1- 6 and 10 (and agency field trip reaction page, unless you led the
Assessment, Planning, and Intervention
Chapter 16: Social Work as Planned Change
pp. 176 – 177, #s 1-3 & 6-9
Evaluating the Practicum
Chapter 17: Evaluating the Practicum
Prepare for group presentation
HW: Self – evaluation, pp. 187 – 195 (list only those for which you are less than
average... and bring in this list for discussion); submit updated resume; submit
conference reaction page
10
Agency Field trip to be arranged; meet at agency
11
Activity:
Assignment:
Group Presentation to Introduction to Social Work Class, M302
Power Point (slide handout will suffice for turn in to professor)
12
Topic:
Activity:
Reading:
Life after Graduation
Discuss professional goals/plans
Chapter 18: Merging Self and Profession
Chapter 19: Leadership and Social Justice
Assignment: Complete state application/registry – sign up for test
Schedule final site visit
HW: pp. 202 – 203 (review and reflect on these, you may have done them in SL – turn
in #s 5 & 8 – 10.) & and agency field trip reaction page, unless you led the tour
13
Student Case Presentations
a)_____________________________
b)_____________________________
c)_____________________________
d)_____________________________
14
Student Case Presentations
e) ____________________________
f) ____________________________
g) _____________________________
Post-tests & evaluation of practicum site
Assignment: Case presentation paper due
Final Journal entry due
All hours are to be completed by ; and final evaluation & time sheets turned in by
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Field Practicum Seminar
Field Seminar Journal – I
Name ___________________________
Part I: Professional Identity and Professionalism Journal
Please describe in the space below, some of the ways you are beginning to identify as a social
worker in your practicum setting (what were you advised in the initialization of practicum...how
will you be referred to with clients, staff, etc.). Please then use the categories that follow, to
relate this to your classroom learning, and then to detail a significant experience or two that
illuminates your growth as a professional in these first few weeks of practicum. Your last part
will involve sharing this with your supervisor, and gaining his or her perspective regarding this
learning objective.
Relating to classroom assignments
Please reflect back upon assignments in Introduction to Social Work and In Social Agency
Observation (such as the Temperament Sorter, the Personality Inventory, and the Self-Reflection
exercises), and describe how that learning connects to your initial expectations of, and
experiences in, field.
Knowledge of Professionalism and Identity Formation - What is expected of you, in terms of
timeliness, hours, etc…. how do you account for your time with the agency/ How do others do
the same? Are there any cultural norms about time and attendance? How is it best to
communicate in your agency? How is your role being defined, and how are others accepting the
same? What will be your client contact… will you have any resistant or hesitant clients? (if so,
will you be trained to work with them?) What sorts of orientation and training have you been (or
will you be) provided?
Part II: Structured Journal -- In thinking about the application of professionalism,
professional identity, and basic work skills (timeliness, dependability, roles in the agency, etc…),
and in light of the responses above , please think about your time in the agency thus far, and one
or two key experiences in particular (a situation from which you learned something, or still have
questions about), and respond to the following questions:
Key experience(s) and significant information
Personal reaction:
Relevant social work values involved:
Individual, family, community, or cultural factors influencing the situation:
Integration of classroom learning and practice: (were any classroom activities, lectures,
textbooks, speakers, etc. particularly relevant in your understanding of/handling of this
situation?)
How will you use what you have learned (or address the need for learning)?
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Part III: Supervision Response
Please share the above with your supervisor, and have them respond in the space below
Supervision response to any thoughts above (reflections, and ideas for continued learning):
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Expected Practicum Progress throughout the Semester
Week 1 through 3
Primary learning includes students: becoming familiar with the agency, its personnel, programs,
services and policies; learning about the network of social welfare agencies in the community; and
acquiring a working knowledge of the human service delivery system and knowledge about the client
populations served.
Learning activities include participating in formal agency orientations, reading agency manuals,
participating in staff meetings, meeting and joining with agency staff, supervisory sessions,
interviewing and/or participating with agency social workers in their social work practice activities,
visiting other health and social welfare agencies in the community, simulated client experiences or
role plays, and assuming responsibility for client contacts consistent with the student's readiness.
Week 4 through 8
Primary learning includes students acquiring: an understanding of the conceptual framework of
generalist practice and intervention roles as they are implemented at all client system levels; an
understanding and appreciation for racial, ethnic, gender and cultural diversity; ability to apply social
work knowledge and theories to generalist practice; development of professional communication
skills; understanding and application of problem solving processes; and the ability to think critically
and apply research findings to social work practice.
Learning activities will emphasize participating in team meetings, case conferences, committee
meetings, participating in direct client contacts performed by other staff, participating in assessments
and referral processes, writing assessments, planning and utilizing consultations, assuming more
responsibilities for client services, applying critical thinking in the utilization of social work
processes and assignments which require the student to integrate theory and practice.
Week 9 through 15
Primary learning includes students acquiring: the ability to integrate social, behavioral, and
biological theories and knowledge; ability to utilize research to evaluate own practice or conduct
program evaluation; understanding and appreciation for racial, ethnic, gender, sexual, religious, and
cultural diversity; development of accurate self-awareness, including awareness of one's responses
to diverse populations, groups and lifestyles; and the ability to practice within the values and ethics
of the profession.
Learning activities include independently conducting and writing assessments, developing
service/treatment plans, and assuming more direct role/responsibility for implementing interventions;
documenting social work activity as required by the agency and/or Field Supervisor; developing and
implementing acceptable plans for practice evaluation; participating in social work activities which
expose the student to a range of diversity and evaluates the student's responses to diverse
populations, groups and lifestyles; supervision and other assignments which have the student
examine use of self; planning interventions which incorporate constructive criticism; and identifying
and critically evaluating strengths, weaknesses and a commitment to the profession.
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Additional Suggested Readings
Alle-Corliss, L. & Alle-Corliss, R. (1998). Human Service Agencies: An Orientation to
Pacific Grove, CA: Brooks/Cole Publishing.
Fieldwork.
Darowski, A., William. (2005). In the Field: A Real- Life Survival Guide for the Social Work
Internship. Boston, MA: Pearson, Allyn, and Bacon.
Day, J., Phyllis, Mary, J., Harry, and Shelly, M., Sandra. (2000). Social Working: Exercises in
Generalist Practice. 2nd edition. Needham Heights, MA: Allyn and Bacon.
Chiaferi, Rosemary, and Griffin, Michael. (1997). Developing Fieldwork Skills: A Guide for Human
Services, Counseling, and Social Work Students. Pacific Grove, CA: Brooks/Cole Publishing.
Garthwait, L., Cynthia. (2005). The Social Work Practicum: A Guide and Workbook for Students. 3rd
edition. Boston, MA: Pearson, Allyn, and Bacon.
Ivey, E., Allen, and Russell-Chapin, A., Lori. (2004). Your Supervised Practicum and Internship: Field
Resources for Turning Theory into Action. Belmount, MA: Pearson, Allyn, and Bacon.
King, A., Mary, and Sweitzer, H., Fredrick. (1999). The Successful Internship: Transformation and
Empowerment. Pacific Grove, MA: Brooks/Cole Publishing.
National Association of Social Workers. (Revised 1999). NASW Code of Ethics. Washington, D.C.:
National Association of Social Workers.
Rothman, J.C. (1999). The Self-Awareness Workbook for Social Workers. Boston, MA: Allyn and
Bacon.