University of Pittsburgh - School of Social Work
BASW Second Semester Field Learning Plan Form
Semester II AY 2012-2013
BASW Student’s Name:
Tamara Student
Agency Name:
Women’s Resource Center
Agency Address:
111 Frist Ave Lane
Pittsburgh, PA 15298
BASW Field Instructor:
Brenda F. Instructor
Field Instructor Phone:
412-555-555
Field Instructor Fax:
412-555-556
Field Instructor Email:
NA
Task Supervisor (if applicable):
Task Supervisor Phone:
Task Supervisor Email:
Student’s Weekly Field Schedule:
12-5
Mon.
Tues.
Wed.
9-4
Thu.
9-2
Fri.
Field Instruction Weekly Supervision Schedule:
Thursday
Day of Week
Time:
1-2
All students must engage in a minimum of one hour formal supervision each week.
Required signatures:
Student
Date:
Field Instructor:
Date:
Task Supervisor (if applicable)
Date:
BASW Faculty Advisor/Field Liaison:
Date:
Online: http://socialwork.pitt.edu/academic-programs/field-education/
(Revised February 2012)
9-12
2
The BASW student engages in "generalist" practice in field placement. We define GENERALIST
PRACTICE as being grounded in the liberal arts and the person and environment construct. To promote
human and social well-being, generalist practitioners use a range of prevention and intervention methods in
their practice with individuals, families, groups, organizations, and communities. The generalist practitioner
identifies with the social work profession and applies ethical principles and critical thinking in practice.
Generalist practitioners incorporate diversity in their practice and advocate for human rights and social and
economic justice. They recognize, support, and build on the strengths and resiliency of all human beings.
They engage in research-informed practice and are proactive in responding to the impact of context of
professional practice.
Guidelines for the BASW Field Learning Plan
1. The Field Learning Plan is the educational plan for the term of field placement; each term is
graded separately. The competencies for the Field Learning Plan are developed to reflect the
standards of the Curriculum Policy Statement of the Council on Social Work Education as well
as the curriculum of the Bachelor’s Degree Program of the School of Social Work, University of
Pittsburgh. To the best of their ability, Field Instructors are expected to teach students the
learning tasks and monitor practice behaviors that address these competencies given the
limitations of their respective settings or roles. The Field Learning Plan also serves as a guide
for field instruction and supervision meetings. It further creates a basis for the evaluation and
narrative that occur at the end of the term.
2. Responsibility for the Field Learning Plan is jointly shared by the Student and the Field
Instructor. While additional learning tasks may be developed that go beyond the articulated
practice behaviors, the Field Learning Plan should reflect the required learning for BASW level
and term of field placement. The Student submits the plan by the appropriate due date to the
Practicum Lab Instructor.
3. Measurement criteria can include, but not limited to the following: cases, journals, written
assignments and material of all kind that is reviewed by the field instructor; oral presentations,
clinical documentation, proposals, projects, and task group participation. Direct observation
(shadowing) of the Student's work is expected. Feedback and evaluative information from other
staff involved with the Student's effort should be incorporated into the evaluation criteria.
5. The Student's Practicum Lab Instructor / Liaison reviews and approves the Field Learning Plan.
It is used as a focus for agency visits as well as for any issues that may require clarification or
problem-solving collaboration between the Practicum Lab Instructor / Liaison and the Field
Instructor.
7. The Field Learning Plan may be modified during the period of field placement to reflect
identified learning needs of the Student as well as changes that may occur. Situations such as
student absences beyond three days, irregular attendance, inability to complete the required
number of hours, change of field instructor or change of field assignment may need to be
brought to the immediate attention of and discussed with the Practicum Lab Instructor/ Liaison.
9. A copy of the Field Learning Plan is placed in the Student's academic folder.
3
BASW Field Learning Plan Semester 2
Competency #1: Identify as a professional social worker and conduct oneself accordingly (EPAS Competency 2.1.1)
Practice Behaviors
Tasks
Specific Activities (where
Due Dates
applicable)
Student advocates for client
access to needed social work
services.



Student continues the practice
of personal reflection and selfcorrection to assure continual
professional development.



Student continues to attend to
professional roles and
boundaries.



Student will assess the need for advocacy on
behalf of client system.
Student will implement advocacy strategy.
Student will share with supervisor her/his thoughts
and feelings about client interactions.
Student will seek feedback from supervisor and
other systems.
Utilizing feedback, student will develop and
implement plan for self correction.
Student will identify self as a student intern when
communicating with staff and clients.
Student will engage in assigned tasks
appropriate for generalist practice.
Student will maintain agency and client
confidentiality.
Student will uphold NASW Code of Ethics,
specifically codes as they apply to field
In partnership with clients, S
will identify if there are unmet
needs that require intervention,
and develop an action plan to
address.
With client, S will define
responsibility for carrying out
each component of the plan,
implement, and evaluate
outcomes
In supervision meetings, S will
continue to come prepared to
discuss the impact of client
relationships on self
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
Supervisor feedback will be
welcomed and utilized.
1st 4 weeks
Mid Semester
End of Semester
S will keep a weekly log to
discuss problems and client
concerns during supervision.
S will always identify herself as
a social work intern throughout
the internship. This should be
reflected in both verbal and
written communication.
S will keep a copy of the NASW
Code of Ethics and engage in
discussion with the field
instructor about situations where
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
4
Practice Behaviors
Tasks
Specific Activities (where
Due Dates
applicable)
education.
the code applies to field
education.
S will learn two specific codes of
ethics - 1.02-Self Determination
and 1.07-Privacy and
Confidentiality.
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
Student continues to
demonstrate professional
demeanor in behavior,
appearance, and
communication.



Student will follow agency dress code.
Student will treat clients and staff in a respectful
and non-judgmental manner.
Student will use clear and understandable
language when communicating with staff and
clients.
S will discuss with field
instructor why the dress code is
important and what impact it can
have on clients, staff and
professional growth.
S will submit all written
assignments in a timely manner
so they can be reviewed by the
field instructor. S will discuss
with FI why it is important to
communicate clearly with clients
and staff. S will identify 5 pitfalls
if communication is not clear.
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester

Student plans for engagement
in lifelong career learning.
Student will investigate resources that support
lifelong learning (ex: NASW chapter events
continuing education opportunities, alumni
mentoring).
S will continue to seek
opportunities for skill
development and discuss her
findings during supersion once
monthly.
1st 4 weeks
Mid Semester
End of Semester
5
Practice Behaviors
Tasks
Specific Activities (where
Due Dates
applicable)
Student continues the use of
supervision and consultation.

Student will develop written lifelong learning plan.


Student will be prepared for supervision.
Student will seek supervision appropriately
outside of formal meeting times.
Based on career and life goals,
student will develop long term
plan to expand knowledge and
skills.
S will come prepared for
weekly formal supervision
meetings.
S will proactively seek
guidance outside of formal
meeting time.
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
6
Competency#2: Applies social work ethical principles to guide professional practice (EPAS Competency 2.1.2)
Practice Behaviors
Tasks
Specific Activities (where
Due Dates
applicable)
Student continues to recognize
and manage personal values
in a way that allows
professional values to guide
practice.
Student makes ethical
decisions by applying
standards of NASW Code of
Ethics.
Student exhibits the ability to
tolerate ambiguity in resolving
ethical conflicts.
Student applies strategies of
ethical reasoning to arrive at
principled decisions.




Student will recognize and identify conflict
between personal and professional values.
Student will act to protect the clients’ interests.
Student will accurately identify ethical dilemmas.
Student will accurately employ specific appropriate
Codes for making ethical decisions.

In supervision, student will describe examples of
his/her ability to tolerate ambiguity in resolving
ethical conflicts.

In consultation with field instructor, student will
analyze decision-making strategies in resolving a
particular ethical dilemma.
Student will apply discussed strategy in resolving

S will discuss personal values
during supervision and give 3-5
examples how her values could
conflict with professional
values.
S will use the code of ethics
and supervision to help guide
her decision to protect clients’
interests.
S will learn an ethical
dilemma problem solving model
and explain the limitations of
the model.
S will learn two specific codes
of ethics - 1.02-Self
Determination and 1.07-Privacy
and Confidentiality.
S will discuss the emotional
impact after resolving an
ethical dilemma and give three
reasons why second guessing
the decision can be part of the
professional growth process.
S will identify two ethical
dilemmas regarding
confidentiality and self
determination and consult with
field instuctor on how to resolve
them.
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
7
Practice Behaviors
Tasks
Specific Activities (where
Due Dates
applicable)
dilemma.
S will give 3-4 specfic
reasons to why the decision to
resolve an ethical dilemma was
the right one.
1st 4 weeks
Mid Semester
End of Semester
8
Competency #3: Apply Critical thinking to inform and communicate professional judgments (EPAS Competency 2.1.3)
Practice Behaviors
Tasks
Specific Activities (where
Due Dates
applicable)

Student distinguishes,
appraises, and integrates
multiple sources of knowledge
including research-based
knowledge and practice
wisdom.
Student analyzes models of
intervention and evaluation.

Student will demonstrate decision making and
implementation strategies for practice based on
integration of knowledge from multiple sources,
including coursework, relevant research and
agency resources.

Student will be able to identify various models of
intervention relevant to population served by
agency.

Student will be able to compare and contrast
models of intervention.

Student continues to
demonstrate effective oral
and written communication in
working with individuals,
families, groups,
organizations, communities,
Throughout the field
placement, S will identify and
Student will seek out and use knowledge of
use three community and/or
services and resources available in the community government agencies that can
for the benefit of the client/client system.
provide services to her clients.


Student will demonstrate the ability to evaluate the
efficacy of intervention relative to population
served.
Student will verbally communicate clearly and
effectively with clients and staff.
Student will be able to clearly and concisely
complete progress notes and service plans.
S will explain and understand
why multiple agencies may be
needed to resolve a client's
problem and how polices and
research play a role in the
service delivery system.
S will give five reasons why a
strength based interviention
model works best with the
population served by the
agency and identify potential
limitations of the model.
S will identify changes in her
client's behavior based on the
strength based approach.
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
S will submit all written
assignments in a timely manner
so they can be reviewed by the
field instructor. S will discuss
with FI why it is important to
communicate clearly with
clients and staff. S will identify
1st 4 weeks
Mid Semester
End of Semester
9
Practice Behaviors
Tasks
Specific Activities (where
Due Dates
applicable)
and colleagues.
5 pitfalls if communication is
not clear.
S will complete a total of 10
progress notes per week and 5
service plans per month for the
remainder of the field
placement and adhere to the
agency’s charting standards.
1st 4 weeks
Mid Semester
End of Semester
10
Competency#4: Engage Diversity and Difference in practice (EPAS Competency 2.1.4)
Practice Behaviors
Tasks
Specific Activities (where
Due Dates
applicable)
S will give 3 reasons why it is
important to understand the
Student continues to
impact of culture, values,
 Student will be able to identify own personal
recognize the extent to which
power, and privilege on the
experience with groups different than s/he.
a culture’s structures and
 Student will be able to candidly discuss the impact service delivery system.
values may oppress,
S will give 5 examples of how
of her/his own personal experience on client
marginalize, alienate, or
interactions with supervisor.
she is different from her clients
create, or enhance privilege
and how this could influence
and power.
her interactions with
them.
S will give 5 examples of how
she is different from the clients
 Student will be able to identify personal values,
within the agency and how this
beliefs and assumptions evoked in relation to the
difference could impact the
demands
of
the
agency
setting.
delivery of services.
Student evidences the gaining
 With the direction of the field instructor, student will S will keep a weekly log and
of self-awareness leading to
develop appropriate strategies for managing biases note when she feels her biases
practice behaviors that reflect
ability to eliminate influences
effectively in order to practice without
may be interfering with
of personal biases and values
discrimination.
providing effective treatment to
in working with diverse
her clients. This list will be
 Student will be able to work with clients of various
groups.
reviewed weekly in supervision.
cultural, ethnic and racial backgrounds and with a
variety of problems and value-sensitive issues.
Student intervenes and
evaluates the efficacy of
intervention on clients who
differ from them in terms of
race, ethnicity, national origin,
religious/spiritual beliefs, age,


Student will be able to implement interventions
based on needs, values, and strengths of diverse
client systems.
Student will be able to evaluate the effectiveness of
interventions implemented, both throughout the
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
S will demonstrate an
understanding that every client
is different and that cultural
differences can determine
intervention and treatment
strategies. S will complete 5
culture profile and discuss
1st 4 weeks
Mid Semester
End of Semester
11
Practice Behaviors
Tasks
Specific Activities (where
Due Dates
applicable)
ability, sexual orientation,
class, and/or gender.
Student advocates for agency
change in policies and
procedures, as indicated, to
increase access by diverse
populations as they recognize
and communicate their
understanding of the
importance of difference in
shaping life experience.
intervention process and at completion.

Student will assess impact of current agency policy
and procedures on diverse populations.
 Student will design or redesign program’s policies
and procedures to increase access to and best
practices for vulnerable populations.

Students evidences that they
view themselves as learners
and engage those with whom
they work with as informants.


Student will be able to describe the impact of
culturally diverse factors at all system levels
(micro, mezzo, and macro).
Student will demonstrate effective and culturally
competent interviewing skills
Student will identify how agency policies and
procedures affect diverse populations eligible for
services.
each in supervisison.
After providing services to ten
clients, student will discuss and
identify what role race,
ethnicity, religious/spiritual
beliefs, sexual orientation,
class, and/or gender may have
played in the effectiveness of
service.
1st 4 weeks
Mid Semester
End of Semester
S will work with FI to identify
any cultural needs that are not
being addressed by the
agency.
1st 4 weeks
Mid Semester
End of Semester
S will identify an agency
policy she would like to see
changed and write a 3 page
paper on how she would
change and implement the new
policy.
S will give 3 examples of how
cultural diverse factors impact
clients on the micro, mezzo,
and macro level.
S will conduct 1-2 interviews
per week with the field
instructor present and have a
brief discussion about her
performance afterwards.
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
12
Practice Behaviors
Tasks
Specific Activities (where
Due Dates
applicable)
1st 4 weeks
Mid Semester
End of Semester
13
Competency#5: Advance human rights and social and economic justice
Practice Behaviors
(EPAS Competency 2.1.5)
Tasks
Specific Activities (where
Due Dates
applicable)
By understanding the forms
and mechanisms of
oppression and
discrimination, student
implements advocacy
strategy for human rights and
social and economic justice at
all system levels (micro,
mezzo, and macro).


Student continues to
advocate for human rights
and social and economic
justice.


Student continues to engage in
just practice that advances
social and economic justice.

Student will engage in advocacy on behalf of all
system levels
Student will identify underserved needs of
population served by agency.
Student will develop advocacy strategies to meet
these needs at all system levels (micro, mezzo,
and macro).
Student will identify her/his position of privilege
and power in relation to client system.
Student will acknowledge and honor difference
between client system and self.
S will convey a clear
understanding of all system
levels and identify three
strategies for advocating within
all system levels.
1st 4 weeks
Mid Semester
End of Semester
By the end of the field
placement will generate a list of
needs that she feels the
agency is not meeting or could
do a better job of providing
services to clients.
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
S will acknowledge having
privilege and power in relation
to the client system and give 5
reasons to how this could work
to her advantage and/or
disadvantage.
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
14
Practice Behaviors
Tasks
Specific Activities (where
Due Dates
applicable)
Student engages in just
practice.

Student will work effectively in diverse
organizational environment.
S will demonstate appropriate
professional demeanor at all
times and spent time in all
areas of serv
1st 4 weeks
Mid Semester
End of Semester
15
Competency #6: Engage in research informed practice and practice informed research (EPAS Competency 2.1.6)
Practice Behaviors
Tasks
Specific Activities (where
Due Dates
applicable)
Student uses
placement/practice
experience to inform scientific
inquiry and implements
research proposal.



Student demonstrates the use

of research evidence to
inform practice.
Student will collect and analyze data.
Student will present findings and discuss practice
implications at Poster Session.
Student will evaluate evidence for validity and use
in particular practice situation.
Student will apply and appraise the efficacy of
evidence based practice approach implemented.
S will identify a research project
based on the placement
expericence. S will adhere to
agency policies when gathering
and research data.
S will appropriately use all
resources necessary to put
together a polished poster
presentation.
S will write a short paper (2
pages) on evidence - based
practice and identify how it is
implemented within the agency.
S will identify three clients
where evidence - based
practice was implemented and
the outcome of each situation.
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
16
Competency #7: Apply knowledge of human behavior and the social environment (EPAS Competency 2.1.7)
Practice Behaviors
Tasks
Specific Activities (where
Due Dates
applicable)

Student utilizes conceptual
framework to inform
processes of assessment,
intervention, and evaluation.


Student describes and utilizes
conceptual framework to
guide bio-psycho-socialspiritual-cultural assessment.
Student has ability to critique
and apply knowledge to
understand person and




Student will apply relevant HBSE theories and
perspectives when assessing and working with
assigned clients/client systems.
Student will evaluate usefulness of various HBSE
theories with respect to understanding and working
with the client population in field.
Student will be able to identify issues related to
transitions over the course of the life cycle.
Student will be able to relate social work
perspectives and related theories.
Student will be able to complete comprehensive,
culturally sensitive, bio-psycho-social-spiritual
assessments on clients and client systems.
Student will be able to evaluate environmental
impact upon client’s presenting concerns
Student utilizes eco-systems theory to assess and
S will utilize the Helping
Process by following the
Exploration, Engagement,
Assessment and Planning,
Implemenation, Goal
Attainment, and Termination
phases of this process.
S will demonstrate knowledge
of Systems Theory and explain
how it works with clients served
by the agency.
S will do verbal case histories
on 3 clients and discuss the
clients’ transitions over the
course of the life cycle.
S will give five reasons why a
strength based interviention
model works best with the
population served by the
agency and identify potential
limitations of the model.
S will complete 20 bio-psychosocial-spiritual assessments by
the end of the field
placement.
S will identify the
environmental impact on each
of her clients and recommend
changes based on her
interventions.
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
17
Practice Behaviors
Tasks
Specific Activities (where
Due Dates
applicable)
environment
intervene to address client’s presenting concerns
1st 4 weeks
Mid Semester
End of Semester
18
Competency #8: Engage in Policy practice to advance social and economic well-being and to deliver effective social work
services (EPAS Competency 2.1.8)
Practice Behaviors
Tasks
Specific Activities (where
Due Dates
applicable)

Including key stakeholders,
student analyzes and
formulates advocacy plan for
policies that advance social
well-being.


S will review one agency
policy and develop a plan to
enhance the policy as it relates
to advancing social well-being
Student will build coalition for support and
on a local, state, and national
mobilization.
level.
Student will prepare implementation plan and
S will utilize knowledge learned
budget.
Student will develop indicators to monitor progress in class to help understand how
polices impact the service
and evaluates impact.
dilevery system.
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester

Student collaborates with
colleagues and clients for
effective policy action.

Student will describe services and resources
provided by the agency to its client systems.
Student will identify and work with key
stakeholders.
S will give a through
presentation at a staff meeting
of her understanding of all the
services the agency provides
by the end of the field
placement.
S will utilize knowledge learned
in class to help understand how
polices impact the service
dilevery system.
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
19
Competency #9: Respond to contexts that shape practice (EPAS Competency 2.1.9)
Practice Behaviors
Tasks
Specific Activities (where
Due Dates
applicable)
Student continuously
discovers, appraises and
attends to the influence of
context (locale, population,
scientific, and technological
developments, and emerging
societal trends) on service
delivery to provide relevant
social services.



Student provides leadership in
promoting sustainable
changes in service delivery
and practice to improve the
quality of social services

S will visit two agencies that
provide similar services. S will
Student will seek out and use knowledge of
compare and contrast the
services and resources available in the community agencies and give a brief report
for the benefit of the client system.
to the FI about her findings.
Student will provide feedback in promoting
sustainable changes in service delivery and
practice to improve the quality of social services.
Student identifies agency policies and procedures
that impact the quality of service delivery.
Student generates ideas to improve service
delivery and discusses with field instructor as to
viability of proposed improvements.
1st 4 weeks
Mid Semester
End of Semester
S will make three
recommendations to improve
the quality of service to clients
by the end of field placement.
1st 4 weeks
Mid Semester
End of Semester
S will make three
recommendations to improve
the quality of service to clients
by the end of field placement.
1st 4 weeks
Mid Semester
End of Semester
S will visit two agencies that
provide similar services. S will
compare and contrast the
agencies and give a brief report
to the FI about her findings.
1st 4 weeks
Mid Semester
End of Semester
20
Competency #10: Engage, assess, intervene, and evaluate with individuals, families, groups, organizations and communities
(EPAS Competency 2.1.10)
Practice Behaviors:
Engagement
Student continues to
substantively and affectively
prepare for action with
individuals, families, groups,
organizations, and
communities by gathering,
organizing, and interpreting
data.
Student continues to display
empathy and other
interpersonal skills to engage
clients.
Tasks






Student will be able to gather relevant data in an
organized manner.
Student will be aware of, and can appropriately
utilize, standardized measurement and diagnostic
tools.
Student will be able to create clinical
recommendations to client systems based on
information gathered.
Student will be able to “start where the client is”.
Student will be able to establish rapport with the
client system.
Student will be able to create and maintain a
therapeutic relationship with clients.
Specific Activities (where
applicable)
S will become proficient in
using the agency’s assessment
tools by the end of the field
placement.
S will address the clinical
needs of all her assigned
clients and make the
appropriate recommendations
and referral.
S will address the clinical
needs of all her assigned
clients and make the
appropriate recommendations
and referral
S will give 3 reasons why it is
important to start where the
client is and demonstrate this in
her oral presentations during
supervision.
S will understand how every
client is different and identify 5
techniques she can use to
establish rapport.
Due Dates
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
21
Student continues to develop
mutually agreed on focus of
work and desired outcomes
with clients.
Practice Behaviors:
Assessment


Tasks

Student further collects,
organizes and interprets data.


Student assesses client
strengths and limitations.
Student develops mutually
agreed upon intervention
goals and objectives.
Student, in concert with client system, will be able
to develop clear and timely service goals.
Student will be able to develop measurable
objectives designed to meet agreed upon goals.


Student obtains clients records follow agency
policy.
Under supervision, student interprets client data
as appropriate.
Through the interviewing process, the student will
identify at least three areas of strength.
Through the interviewing process, the student will
identify at least three areas of challenge.
Student, in concert with client system, will be able
to develop clear and timely service intervention
goals.
S will write service goals using
the agency’s format and
standards. She will present her
goals to the field instructor to
be reviewed and sign before
they are placed in the client’s
chart.
1st 4 weeks
Mid Semester
End of Semester
S will give 4 reasons why her
service goals must be clearly
understood by her clients.
1st 4 weeks
Mid Semester
End of Semester
Specific Activities (where
applicable)
S will give 3 reasons to why not
following the agency’s policy
could impact her ability to
gather and interpret client data.
S will give 3 reasons to why
not following the agency’s
policy could impact her ability
to gather and interpret client
data.
S will give 4 reasons why using
a client’s strengths are so
important in the helping
process.
Due Dates
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
S will list 2-3 challenges for all
of her clients and give a
realistic plan of action for each.
1st 4 weeks
Mid Semester
End of Semester
S will identify 3 reasons to why
time frames are important in
helping clients achieve their
goals.
1st 4 weeks
Mid Semester
End of Semester
22


Student selects appropriate
intervention strategies to
promote goal attainment.

Student will be able to develop measurable
objectives designed to meet agreed upon goals.
Student will be able to select from an array of
intervention strategies.
Student will be able to describe selected
intervention and discuss why particular strategy
has been chosen.
S will practice writing
measurable objectives to
clearly understand why this
important for the clients and for
her. She will make a list of
words that could assist her in
writing her measurable
objectives.
S will spend the first half of the
field placement learning various
intervention strategies used by
her field instructor and the last
half of placement developing
her own strategies based on
her assigned clients.
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
Practice Behaviors:
Intervention
Student initiates action to
achieve organizational goals.
Tasks
Due Dates
applicable)

Under supervision, student identifies
organizational goals and prepares for action.

Using a theoretical framework, student and client
work together toward goal attainment.

Student connects client to appropriate resources
and referrals to promote goal attainment.
Student helps clients resolve
problems.
Student negotiates, mediates,
and advocates for clients.
Specific Activities (where
1st 4 weeks
Mid Semester
End of Semester
S will demonstrate knowledge
of Systems Theory and explain
how it works with clients served
by the agency.
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
23


Student facilitates transitions
and endings.

Student advocates for needed services for client.
Student will be able to assess successful goal
attainment and plan termination accordingly.
Student will be able to successfully terminate in
the helping process.
In partnership with clients, S
will identify if there are unmet
needs that require intervention,
and develop an action plan to
address.
S will utilize the Helping
Process by following the
Exploration, Engagement,
Assessment and Planning,
Implemenation, Goal
Attainment, and Termination
phases of this process.
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
Student implements
intervention strategies to
promote goal attainment that
enhance client capacities.
Practice Behaviors:
Evaluation


Tasks
1st 4 weeks
Mid Semester
End of Semester
S will identify changes in her
client's behavior based on the
strength based approach.
1st 4 weeks
Mid Semester
End of Semester
Specific Activities (where
Due Dates
applicable)

Student critically analyzes,
monitors, and evaluates
intervention.
Student will be able to implement and continually
assess progress towards goal attainment.
Student will be able to revise intervention plan
accordingly.
S will give five reasons why a
strength based interviention
model works best with the
population served by the
agency and identify potential
limitations of the model.

Student will be able to continuously evaluate
intervention, not only at termination, but
throughout process.
Student will be able to evaluate results that test
the efficacy of interventions used and monitor
successes, failures, and progress in achieving
S will reguarly monitor cleints
progress based on the
service/treamtent plan and
make changes as needs. S will
give FI bi-weekly reports on
clients progress toward goal
attainment.
1st 4 weeks
Mid Semester
End of Semester
24

outcomes.
Student will be able to develop future
recommendations for favorable outcome
strategies for goal attainment.
Toward end of the placement,
S will identify and explain four
specific strategies that are
crucial to enhancing goal
attainment.
1st 4 weeks
Mid Semester
End of Semester
1st 4 weeks
Mid Semester
End of Semester
25
Field Education
School of Social Work
University of Pittsburgh
www.socialwork.pitt.edu/academic-programs/field-education/
FIELD PLACEMENT TIME SHEET
Student Intern:
Placement (Check one):
BASW
Semester (Check one):
Fall
Mon
Week #
Dates
EXAMPLE
Sept 7-11
Field Placement Site:
Field Instructor:
Field Liaison:
Summer
MSW
Spring
Tues
Wed
Thurs
Year
Fri
200
Sa/Su
Weekly
Total
HOURS WORKED
8-3
9-5
----
9-5
8-3
----
Field
Instructor
Initials
28 hours
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
TOTAL
Minimum Hours Required: BSW/300 per term
STUDENT SIGNATURE
DATE:
FIELD INSTRUCTOR’S SIGNATURE:
DATE:
*Students are required to submit a completed time sheet at the end of the term. The signature of the field instructor and the student reflects
that the student has met the required hours for the term. If the student needs to clock more hours after the end of the term to achieve the
minimum hours required, please note this in the below comments section.
Comments