SW651 - Field Education Seminar I
Co-requisites: SW650
Credits: 1
Office hours:
Professor:
SSW Office: 616-331-6550
Email:
MISSION AND GOALS
School of Social Work Mission
The School of Social Work prepares its students to attain social work practice and professional
leadership; advance the field’s knowledge of effective professional practice and education through
research and evaluation; enhance and sustain the welfare and well-being of the citizens,
organizations and communities of West Michigan, the state, the nation, and the world; and further
the goals of the University and of the social work profession in this region and beyond.
All of the School's programs are grounded in the profession's body of knowledge, values and skills
that support and enhance the opportunities, resources, and capacities of people to achieve their
full potential; prevent and alleviate personal, interpersonal, organizational and societal problems;
and improve the conditions that limit human development and adversely impact the quality of
human life. The School celebrates and affirms the importance of diversity in all of its forms, and it
supports the expansion of human rights, cultural competence, empowerment, social and political
justice, civic participation and equality in West Michigan and around the world.
The School’s legacy emphases on social justice and on meeting the significant professional
workforce needs of an expansive West Michigan social services sector remain strong. A third
distinctive feature of the School is its integration and promotion of domestic and international
service learning opportunities that prepare of students for 21 st century practice in increasingly
global economic and social contexts.
M.S.W. Program Goals
 To award the graduate degree to individuals who are not only skilled practitioners but also
capable of assuming leadership and scholarly professional roles in the community, region,
state, national and global communities.
 To contribute to the ongoing development of professional social work knowledge and
practice through research and scholarly inquiry that employ state-of-the-art technology.
 To maximize the strengths and assets within local, regional, statewide, national and
international social welfare and human services communities through direct participations
in organizing, leading and participating in effective capacity building and social and political
action activities.
 Council on Social Work Education [CSWE]: Commission on Accreditation [CSWE, CA].
(2008). Educational policy and accreditation standards [EPAS].
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THE ADVANCED GENERALIST MODEL
The Advanced Generalist Model is built on a liberal arts education that promotes the use of critical
thinking skills and conscientious application of advanced practice social work knowledge, skills,
values and ethics. The advanced generalist serves a dual purpose. First the model integrates the
advanced practice skills concentration curriculum to equip graduates to meet the diverse demands
presented by unique social service delivery system and second it provides the context for students
in which the program achieves its goals. The features of the advanced generalist model are:
Features of the Advanced Generalist Model are designed to:
Enhance the depth and breadth of practice in a multi-method, multi-level, and theoretically
grounded perspective
 Refine and shape advanced practitioners through acquisition of professional competencies
to assess, intervene, and evaluate within all systems and within all practice environments
 Affirm that human problems derive from a complex interplay of psychological, social,
cultural, economic, political, biological and physical forces
 Prepare students to effectively intervene with individuals, families, groups, organizations
and communities
 Expand and enhance the foundation of generalist social work core competencies with
advanced knowledge and practice behaviors
 Acquire advanced skills in leadership, collaboration, administration, advocacy,
assessment, problem solving, intervention, cultural competency, communication,
collaboration, community building, program evaluation, organizational management, policy
analysis, and scientific inquiry
The integration of professional practice skills within the Advanced Generalist curriculum model
results in mastery of social work’s core competencies and advanced generalist practitioners are
proficient in a wide range of interventions, skills, roles, theories, systems and settings (Jones &
Pierce, 2006).
FIELD EDUCATION: THE SIGNATURE PEDAGOGY
Field Education is the signature pedagogy of social work education and offers students
opportunities to fully integrate and practice the skills necessary to demonstrate achievement with
the School of Social Work’s competencies and practice behaviors. Field Education provides
practical application of values, skills and knowledge introduced to students in foundation and
advanced coursework. Using carefully selected community partnerships and at the direction of
qualified field instructor’s students become participating members of the social work community
while learning to apply the ethics and values needed for effective service delivery with populations
at risk. Participation in the guided Field Education Seminar class assists the student to assimilate
course content with community based learning.
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FIELD EDUCATION PHILOSOPHY
In keeping with the most recent practice standards outlined by the Council on Social Work
Education, the Grand Valley State University School of Social Work recognizes the centrality of
field education curriculum in addressing both foundation and advanced practice competencies at
the MSW and BSW level.
Field Education curriculum provides students with an experiential and imitative learning opportunity
to explore and use Social Work ideas, concepts and behaviors first encountered in the classroom.
These learning opportunities are designed to further develop professional social work identity, self
reflection and self awareness, and practice competence in each student. In each semester of field
placement students develop concrete and measurable activities that address specific practice
behaviors using the learning contract and assessment tool. The development and monitoring of
these activities requires the collaboration of the student, the agency based field instructor and the
university based faculty liaison. This model of collaborative competency based Field Education is
implemented at both the BSW and MSW level.
Additional emphasis on the integration of coursework into the practicum is provided by the guided
Field Education Seminar coursework, providing students with the opportunity to actively reflect on
the connection between classroom theory and agency application. Furthering the centrality and
integrative nature of the field experience is the use of tenure and tenure track faculty actively
engaged in teaching. This faculty further insures the reciprocal nature of the field practicum on
courses and the field experience.
COUNCIL ON SOCIAL WORK EDUCATION
EDUCATIONAL POLICIES AND STANDARDS (EPAS)
COMPETENCIES AND PRACTICE BEHAVIORS
2.1.1 Core Competency: Identify with social work profession
Practice Behaviors:
a. Advocate for client access to the services of social work;
b. Practice personal reflection and self correction to assure continual
professional development;
c. Attend to professional roles and boundaries;
d. Demonstrate professional demeanor in behavior, appearance, and
communication;
e. Engage in career-long learning;
f. Use supervision and consultation.
2.1.2 Core Competency: Apply ethical principles in practice.
Practice Behaviors:
a. Recognize and manage personal values in a way that allows professional
values to guide practice;
b. Make ethical decisions by applying standards of the National Association of
Social Workers Code of Ethics and, as applicable, of the International
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Federation of Social Workers/ International Association of Schools of Social
Work Ethics in Social Work, Statement of Principles;
c. Tolerate ambiguity in resolving ethical conflicts;
d. Apply strategies of ethical reasoning to arrive at principled decisions.
2.1.3. Core Competency: Apply critical thinking in practice
Practice Behaviors:
a. Distinguish, appraise, and integrate multiple sources of knowledge, including
research-based knowledge and practice wisdom;
b. Analyze models of assessment, prevention, intervention, and evaluation;
c. Demonstrate effective oral and written communication in working with
individuals, families, groups, organizations, communities, and colleagues.
2.1.4 Core Competency: Incorporate diversity into practice
Practice Behaviors:
a. Recognize the extent to which a culture’s structure and values may oppress,
marginalize, alienate, create, or enhance privilege and power;
b. Gain sufficient self-awareness to eliminate the influence of personal biases
and values in working with diverse groups;
c. Recognize and communicate their understanding of importance of difference
in shaping life experiences;
d. View themselves as learners and engage those with whom they work as
informants.
2.1.5 Core Competency: Advocate for human rights and social justice
Practice Behaviors:
a. Understand the forms and mechanisms of oppression and discrimination;
b. Advocate for human rights and social and economic justice;
c. Engage in practices that advance social and economic justice.
2.1.6 Core Competency: Engage in informed research
Practice Behaviors:
a. Use practice experience to inform scientific inquiry;
b. Use research evidence to inform practice.
2.1.7 Core Competency: Apply knowledge of human behavior in the social environment
Practice Behaviors:
a. Utilize conceptual frameworks to guide the processes of assessment,
intervention, and evaluation;
b. Critique and apply knowledge to understand person and environment.
2.1.8. Core Competency: Engage in policy practice to advance social and economic wellbeing
Practice Behaviors:
a. Analyze, formulate, and advocate for policies that advance social well-being;
b. Collaborate with colleagues and clients for effective policy action.
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2.1.9 Core Competency: Respond to contexts that shape practice
Practice Behaviors:
a. Continuously discover, appraise, and attend to changing locales, populations,
scientific and technological developments, and emerging societal trends to
provide relevant services;
b. Provide leadership in promoting sustainable changes in service delivery and
practice to improve the quality of social services.
2.1.10 Core Competency: Engage, assess, intervene, and evaluate with individuals,
families, groups, organizations, and communities
Practice Behaviors:
a. Substantively and effectively prepare for action with individuals, families,
groups, organizations, and communities;
b. Use empathy and other interpersonal skills;
c. Develop a mutually agreed-on focus of work and desired outcomes.
d. Collect, organize, and interpret client data;
e. Assess client strengths and limitations;
f. Develop mutually agreed-on intervention goals and objectives;
g. Select appropriate intervention strategies;
h. Initiate actions to achieve organizational goals;
i. Implement interventions that enhance client capacities;
j. Help clients resolve problems;
k. Negotiate, mediate, and advocate for clients;
l. Facilitate transitions and endings;
m. Critically analyze, monitor, and evaluate interventions.
ACCOMMODATION NEEDS
Any student in this class who has special needs because of a learning disability, or other kinds of
disabilities, must report to the Disability Support Services. This is a required action if you wish
special consideration. Also, please feel free to come and discuss this with me. For further
information check the website at http://www.gvsu.edu/dss/ or call 331-2490. The office is located at
240 Student Services Building on the GVSU Allendale campus.
COURSE DESCRIPTION
Focus of the integration of knowledge, skills, and values with Advanced Generalist practice for
students in Field Education placements. Illustration from students’ work in agency setting included.
EXPLANATION OF THE COURSE
This course as it assists students in understanding and achieving competence in the social work
skills taught and practiced in their Field Education setting. The course requires students to report
and analyze field activities with faculty and peers, including the assessment and evaluation of client
populations as well as issues related to agency functioning.
Field Education Seminar is designed to be a directed peer learning course where students take
significant responsibility for their own and their peer’s professional growth and development. This
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type of course requires students to be active participants in their own learning and to share their
excitement, fears, success and frustrations with classmates. As such, the Field Education Seminar
reflects an active learning environment that mirrors the type of trust, support, openness, feedback
and safety essential to productive supervision. Emphasis is on the development of competencies
and practice behaviors encountered in professional practice. Field Education Seminar focuses on
the integration of the knowledge, values and skills of all curricular content in practice and are
integrated in the Field Education Seminar through discussions, activities and assignments. The
Faculty Liaison is responsible for directing and reflecting upon class discussions to highlight
connections among competencies, practice behaviors and identified benchmarks.
Recommended text(s)
Switzer, H.F. & King, M.A. (2008). The successful Internship: personal, professional, and civic
development. Belmont CA: Brooks/Cole.
Grand Valley State University [GVSU], School of Social Work. (2008-2010).
Master of social work field practicum manual: Policies and procedures. Grand Rapids, MI: GVSU.
NASW Code of Ethics.
Attendance and Class Participation
Field Education Seminar is mandatory. Students are expected to be on time for Field Education
Seminar meetings and to remain for the entire duration of the Seminar. Students are not expected
to miss Field Education Seminar. Faculty Field Liaisons will develop make-up assignments for any
missed seminar. However, missing more than one Field Education Seminar is grounds for
receiving a “no credit” grade in Field Education. Field Education and Field Education Seminar are
inextricably related; failure to receive a “credit” grade in Field Education Seminar will result in a “no
credit” grade in both Field Education I and Field Education Seminar I.
Grades
This is a credit/no credit course. Grades are based upon factors that include, but are not limited to
completion of 15 hours of Field Education Seminar attendance, class participation, Field Instructor
and Faculty Field Liaison evaluation of performance in Field Education, and satisfactory
performance in both Field Education and Field Education Seminar.
Assignments
Agency Presentation
Online Reflective Journal
Learning Contract (Common Assignment)
Attendance and Participation
20%
20%
40%
20%
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AGENCY PRESENTATION
The purpose of this assignment is to develop your understanding of the Field Education agency
and to share that understanding with other students. Your Field Education agency presentation
should address each of the areas listed below. As you present the information link your responses
to the core competencies, to show how the agency does/does not advance them. At the end of
your presentation, you should have linked your responses to the 9 competencies in order to
receive credit for this assignment. (20 points)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
What is the name of the agency?
What is the agency’s address and contacts information?
Is the agency’s location accessible to clients? Please explain.
What is the agency’s history; when was it founded, why and by whom?
What is the agency’s organization structure? If available, use the agency’s organizational
chart to demonstrate this.
What is the agency’s mission, vision, goals? If you are working within a specific program
at the agency, what are the program’s objectives?
Where does the agency receive its funding from? What (if any may) are the socio-political
implications of receiving this funding?
What accrediting bodies monitor the operation of the agency? Is there a benefit to this
oversight or lack of it?
What are the professional backgrounds of the staff working at the agency? Do the
different professions work together harmoniously to meet the agency’s goals? What are
the strengths and/or limitations of the multi-professional representation at the agency?
Describe the demographics of the personnel who work at the agency.
What services are provided by the agency to clients? Have you observed any strengths
and limitations related to service delivery?
Describe the demographics of the clients that receive services at the agency.
What are the presenting problem and/or needs of the clients who seek services at the
agency?
Are the agency’s services accessible to clients with special needs i.e. language, disability,
etc.
Have you observed or identified any ethical conflicts or dilemmas at the agency?
How does research inform service deliver and/or practice at the agency?
What excites you about completing your Field Education placement at this agency? What
skills do you think you will learn through the Field Education placement?
What do you think will be your greatest challenge during Field Education? What is your
plan for overcoming that challenge?
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AGENCY PRESENTATION
GRADING/CHALK AND WIRE RUBRIC
COMPETENCY
TOTAL GRADE
POSSIBLE
1
Competency: Demonstrate ethical and professional behavior
2
2
Competency: Engage diversity and difference in practice
2
3
Competency: Advance human rights and social, economic, and
environmental justice
2
4
Competency: Engage in practice-informed research and research
informed practice
2
5
Competency: Engage in policy practice
2
6
Competency: Engage with
2
7
Competency: Assess individuals, families, groups, organizations, and
communities
2
8
Core Competency: Intervene with individuals, families, groups,
organizations, and communities
2
9
Competency: Evaluate practice with individuals, families, groups,
organizations, and communities
2
Organization and clarity of presentation
2
Total Score
20
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REFLECTIVE JOURNAL
The purpose of journals is multidimensional. They are intended to assist in self-reflection, critical thinking,
and integration of theory and practice. Journals also provide valuable information to Faculty Field Liaisons
regarding your experiences with field education and supervision. Please follow the format below in
documenting your journal:
1.
2.
3.
4.
5.
6.
7.
8.
Describe an experience/event that occurred over the last two weeks.
What feelings or values did this elicit?
What professional skill, model, or theory did you apply in this situation?
How did you evaluate the effectiveness of your handling of the situation?
What knowledge did you gain from this experience?
How does this situation apply to gaining the core nine social work competencies?
Is there anything else your Faculty Field Liaison should know?
What did you discuss in supervision?
On each of the due dates determined by the Faculty Field Liaison, submit online (Chalk and Wire)
reflective journals documenting your learning during Field Education. Online reflective Journals
must be submitted in Chalk and wire by 11:59 p.m. on the date they are due. Late submissions will
be penalized one (1) full grade for each day beyond the due date.
ONLINE REFLECTIVE JOURNAL
GRADING/CHALK AND WIRE RUBRIC
Points
Satisfactory Content
2
Partially Satisfactory
1
Inadequate Content
0
Definition
Responses to all questions present; rich in content;
insightful analysis; strong in critical thinking and selfreflection; ideas and observations are well structured,
accurate use of vocabulary and grammar, few errors.
Partial responses or some questions unanswered,
some insight and analysis but not as in depth; ideas
and observations are more loosely associated, some
writing and grammatical errors.
Questions unanswered or superficial; little analysis or
self-reflection, obvious writing and grammatical errors
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LEARNING CONTRACT/EVALUATION
GRADING/CHALK AND WIRE RUBRIC
A learning contact will be completed as part of your Field Education. The learning contract is due
within the first four weeks of the semester. The learning contract (including the “signature page”)
must be submitted in Chalk and Wire. Scan and upload the completed “signature page” as a
separate document on Chalk and Wire. Late submissions will be penalized one (1) full grade for
each day beyond the due date. At the end of the semester, the learning contract will be used as an
evaluation of your progress in Field Education. (40 points)
Learning Contract
40
ATTENDANCE AND PARTICIPATION
GRADING/CHALK AND WIRE RUBRIC
Field Education Seminar is mandatory. Students are not expected to miss seminar, missing more
than one Field Education Seminar is grounds for receiving a “no credit” grade in Field Education.
Field Education and Field Education Seminar are inextricably related; failure to receive a “credit”
grade in Field Education Seminar will result in a “no credit” grade in both Field Education I and
Field Education Seminar I. (10 points)
Class Participation
20
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REFERENCES
Council on Social Work Education [CSWE]: Commission on Accreditation [CSWE, CA]. (2008).
Educational policy and accreditation standards [EPAS].
Jones, J. B., & Pierce, D. (2006). The medium is the message: Development of a praxis-based
comprehensive project model in an advanced generalist MSW program. Journal of Teaching
in Social Work, 26(1/2), 51-72.
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