NATIONALUNIVERSITY OF SINGAPORE
DEPARTMENT OF SOCIAL WORK
Appendix E
SW3104 Second Fieldwork Placement
Name of Student: ___________________________________
Matric No:________________________________
Name of Field Teacher: ______________________________
Agency Name: __________________________ Department/Unit:______________________
Placement Period: From: ____________________
To: ______________________
Number of days absence (if any): _________________________
Dates: __________________________________________
Reasons:___________________________________________________________________________________________________
Number of Supervisory Sessions:
Individual: _________
Group: ______
BRIEF DESCRIPTION OF STUDENT’S LEARNING EXPERIENCE AND WORKLOAD:
(Please attach additional sheets if necessary)
Page 1 of 14
A) KNOWLEDGE AREAS
Excellent (
1)
Comments:
UNDERSTANDING OF THE PHILOSOPHY, PURPOSES AND
FUNCTIONS OF THE AGENCY
) Good (
) Satisfactory (
) Poor (
) Unsatisfactory (
) Not Applicable (
)
) Good (
) Satisfactory (
) Poor (
) Unsatisfactory (
) Not Applicable (
)
The student’s ability in knowing:
a) the agency’s philosophy, functions and programmes.
b) the formal and informal structure of the agency, lines of communication,
authority and decision-making.
c) the agency’s relationship with the community and the locality.
d) the agency’s role in the total social service delivery system, both at
present and in the light of changing needs.
e) agency’s sense of mission.
2)
UNDERSTANDING OF THE SERVICE USERS
Excellent (
The student’s ability in knowing:
Comments:
a) the agency’s target service users and its catchment areas.
b) the characteristics, needs and problems of the service users.
c) the social-psychological factors contributing to the needs/problems of the
service users.
d) existing services catering to the needs/problems of the service users in
Singapore
e) methods and approaches that can be used in working with the
users
service
Page 2 of 14
3)
KNOWLEDGE OF AGENCY AND COMMUNITY RESOURCES
Excellent (
The student’s ability to identify.
Comments:
) Good (
) Satisfactory (
) Poor (
) Unsatisfactory (
) Not Applicable (
)
) Good (
) Satisfactory (
) Poor (
) Unsatisfactory (
) Not Applicable (
)
a) resources that exist within the agency and the ways in which such resources
can be used.
b) community resources which can be used in implementing programmes or in
helping service users.
c) possible gaps in the provision of services.
4)
INTEGRATION OF CLASSROOM AND FIELDWORK LEARNING
The student’s ability to:
Excellent (
Comments:
a) identify theories relevant to field practice and take initiative to discuss them
with field teacher.
b) show readiness to relate knowledge to practice.
c) attempt to test out theory and to put some aspects of theory into practice.
Page 3 of 14
B) PRACTICE SKILLS
Excellent (
1)
Comments:
INFORMATION COLLECTION
) Good (
) Satisfactory (
) Poor (
) Unsatisfactory (
) Not Applicable (
)
) Good (
) Satisfactory (
) Poor (
) Unsatisfactory (
) Not Applicable (
)
The student’s ability to:
a) identify sources of information relevant to the problem situation.
b) obtain relevant information, both factual and emotional, to be used in the
process of decision-making.
c) recognize own feelings as well as that of the service users in the process of
information-gathering and to work purposefully on such feelings particularly if
these are of a negative and resistant nature.
2)
ASSESSMENT & PLANNING
Excellent (
The student’s ability to:
Comments
a) gain an understanding of the many facets of the situation, analyse the
problem and set priority for information-gathering and problem solving.
b) analyze and test the validity of observations in an objective manner rather
than prejudging or jumping to conclusions.
c) assess situations objectively and realistically in order to formulate
appropriate strategies for action.
d) weigh and evaluate different courses of action, in terms of both their
immediate and long-term consequences.
e) be flexible and be ready to modify and make fresh assessments in view of
changing conditions
Page 4 of 14
3)
IMPLEMENTATION & COORDINATION
Excellent (
The student’s ability to:
Comments:
) Good (
) Satisfactory (
) Poor (
) Unsatisfactory (
) Not Applicable (
)
) Good (
) Satisfactory (
) Poor (
) Unsatisfactory (
) Not Applicable (
)
a) implement the action plan(s) in accordance with original objectives as far as
possible.
b) set clear contracts with service users and use it to maintain focus in efforts of
intervention
c) make attempts to engage and sustain the involvement of service users in
problem-solving.
d) make periodic assessment of the action plan(s) and to modify the plans when
necessary
e) systematically coordinate and monitor the various actions taken in order to
ensure the successful implementation of the action plan(s)
f) make full use of agency and community resources in the process of
implementing action plan(s).
g) mobilize and coordinate relevant personnel to work on different aspects of
the action plan(s).
4)
MICRO-SKILLS
Excellent (
The student’s ability to conduct an interview using the following skills:
Comments:
a) Attending skills; clarifying; reflecting of feelings; paraphrasing,
summarizing, questioning skills (open and closed-ended questions)
The student’s ability to provide a safe environment for client during
engagement, assessment, intervention and termination phases.
Page 5 of 14
5)
RELATIONSHIP & COMMUNICATION SKILLS
Excellent (
The student’s ability to:
Comments:
) Good (
) Satisfactory (
) Poor (
) Unsatisfactory (
) Not Applicable (
)
) Good (
) Satisfactory (
) Poor (
) Unsatisfactory (
) Not Applicable (
)
a) establish rapport with service users and their significantothers.
b) look at situations empathetically and from other people’s point of view.
respond sensitively and helpfully to a range of people in a variety of
circumstances, anticipating the need for different relationships at different
times.
c) maturely handle stressful situations with service users or others and be able
to sustain the relationship through difficult phases.
d) be sensitive to undertones and underlying feelings.
e) involve service users in contract setting and problem-solving
whenever opportunities arise.
6)
EXECUTIVE SKILLS
Excellent (
The student’s ability in:
Comments:
a)
Leadership:
giving the necessary leadership, in terms of inspiring, encouraging,
motivating, advising, guiding and giving instructions.
b)
Coordination:
coordinating individuals and groups to work together in the pursuit of
common objectives.
c)
Reporting and Control:
measuring progress against pre-determined standards or objectives, to
take corrective action and to monitor on-going progress.
d)
Budgeting:
understanding the agency’s budgeting procedures, and fund-raising
procedures and requirements.
Page 6 of 14
7)
WRITTEN AND RECORDING SKILLS
Excellent (
The student’s ability to:
Comments:
) Good (
) Satisfactory (
) Poor (
) Unsatisfactory (
) Not Applicable (
)
a) write appropriate records, reports, letters, minutes and logs in a clear and
concise way.
b) select appropriate information, both descriptive and affective, to be
included in the recording,
c) submit necessary recordings/records within the time limit allowed.
8) TERMINATION & EVALUATION
The student’s ability to:
Excellent ( ) Good (
) Satisfactory (
) Poor (
) Unsatisfactory (
) Not Applicable (
)
Comments:
a) make adequate preparations for termination well in advance, so that the
service users may be able to view termination positively.
b) be sensitive to the feelings and reactions of service users with regard to
termination and be able to deal with such feelings in an appropriate way.
c) evaluate the action plan(s) on an on-going basis and to make modifications
when necessary.
d) involve the service users in the process of evaluation in order that they
could learn from the experience.
e) evaluate the process as well as the outcome of the entire action
objectively and to recommend possible ways for future improvement
Page 7 of 14
9) RESEARCH SKILLS
The student’s ability to:
a)
Excellent ( ) Good (
) Satisfactory (
) Poor (
) Unsatisfactory (
) Not Applicable (
)
) Satisfactory (
) Poor (
) Unsatisfactory (
) Not Applicable (
)
Comments:
play an active role in research design
b) be familiar with relevant literature relating to the research topic.
c)
articulate the rationale of the research project.
d) be familiar with basic research methodology.
e)
employ relevant data-collection strategies in the information- gathering
process.
f)
analyze data objectively and when necessary using computer as an aid in
the analysis.
g) write clear and concise research reports.
relate social work research to practice.
10) CASE PRESENTATION SKILLS
The student’s ability to:
Excellent ( ) Good (
Comments:
a) present information in a systematic way for discussion with the team
b) integrate theories with practice
Page 8 of 14
C.
VALUES, ATTITUDES AND PROFESSIONAL
DEVELOPMENT
1)
BELIEF IN THE WORTH AND DIGNITY OF CLIENTS
Excellent ( ) Good (
) Satisfactory (
) Poor (
) Unsatisfactory (
) Not Applicable (
)
) Satisfactory (
) Poor (
) Unsatisfactory (
) Not Applicable (
)
Comments:
The student’s ability to:
a)
firmly believe in the worth and dignity of people and in their capacity
for change and development.
b) regard as one’s primary obligation the welfare of the people served and
willingness to render service even at one’s own inconvenience.
c) regard all people as equal worth regardless of their ethnicity, religion, sex,
level of education, capacity or incapacity to confirm to approved standards,
language, or national identity.
d) respect where possible, the self-determination of service users and attempt to
involve them in decision-making and problem-solving.
2)
SOCIAL CONSCIOUSNESS
The student’s ability to:
a)
demonstrate awareness and concern towards major social problems and
current issues in Singapore.
b)
reflect on these social problems and current issues in an analytical
manner.
c)
Excellent ( ) Good (
Comments:
show readiness to make contributions towards social change if
possible.
Page 9 of 14
3)
SENSE OF PROFESSIONAL IDENTITY
Excellent ( ) Good (
The student’s ability to:
Comments:
) Satisfactory (
) Poor (
) Unsatisfactory (
) Not Applicable (
)
) Satisfactory (
) Poor (
) Unsatisfactory (
) Not Applicable (
)
a) give precedence to professional responsibility over one’s personal interests.
b) hold oneself responsible for the quality and extent of the service performed.
c) develop a sense of identity with the social work profession and with the
values and ethics of social work.
4)
CAPACITY FOR SELF-REFLECTION
The student’s ability to:
Excellent ( ) Good (
Comments:
a) be sensitive to personal strengths and weaknesses and be ready to undergo
necessary changes.
b) demonstrate the capacity for self-reflection and evaluation, without
having rigid self-defences
c) accept advice and criticisms from others with regard to personal
behaviours and/or performances.
Page 10 of 14
5)
WORKING RELATIONSHIPS
The student’s ability to:
Excellent ( ) Good (
) Satisfactory (
) Poor (
) Unsatisfactory (
) Not Applicable (
)
) Satisfactory (
) Poor (
) Unsatisfactory (
) Not Applicable (
)
Comments:
a) integrate into the agency/project and feel comfortable in the role of a student
worker.
b) establish positive working relationships with colleagues and be able to
collaborate with them as a team.
c) consult and work with other professionals whenever possible.
Excellent ( ) Good (
6)
SERVICE ACCOUNTABILITY
Comments:
The student’s ability to:
a) take personal responsibility for the quality and content of service provided
and be committed to the welfare of those being served
b) manage workload independently and be able to function under a reasonable
amount of stress by setting realistic priorities and maintaining a steady output of
work.
c) develop positive work habits such as punctuality, politeness, keeping records
up-to-date, proper use of public and agency documents, willingness to follow
agency procedures etc.
d) relate agency policy and procedures to the planning and implementation of
plan(s) and programme(s).
e) ethical use of agency and client’s materials, e.g. case notes
f) observance of Code of Professional Ethics For Social Workers
Page 11 of 14
D.
1)
USE OF SUPERVISION AND GUIDANCE
ABILITY TO IDENTIFY OWN LEARNING GOALS
Excellent ( ) Good (
) Satisfactory (
) Poor (
) Unsatisfactory (
) Not Applicable (
)
) Satisfactory (
) Poor (
) Unsatisfactory (
) Not Applicable (
)
Comments:
The student’s ability to:
a) identify personal learning goals with the help of the field teacher.
b) identify sources of difficulties of practice during the placement period and to
seek guidance from field teacher appropriately.
c) identify learning that has taken place and to apply such learning to other
situations.
d) identify factors that prevent learning and to seek ways to overcome such
barriers.
2)
PREPARATION FOR SUPERVISION
Excellent ( ) Good (
The student’s ability to:
Comments:
a) take a considerable amount of responsibility for personal learning.
b) submit recordings on time.
c) come to supervision with well prepared agenda dealing with both immediate
issues of concern and broader social work practice issues.
d) read appropriate references relating to practice whenever necessary.
Page 12 of 14
3) ATTITUDE TOWARDS GUIDANCE AND ADVICE
The student’s ability to:
Excellent ( ) Good (
) Satisfactory (
) Poor (
) Unsatisfactory (
) Not Applicable (
)
) Satisfactory (
) Poor (
) Unsatisfactory (
) Not Applicable (
)
Comments:
a) see supervision as helpful, not threatening, and benefit positively from it.
b) identify and discuss issues of concern with field teacher and to accept and
learn from the field teacher’s guidance and advice.
c) view both praise and criticism as essential to learning and to accept
negative feedbacks without being defensive.
d) see mistakes and negative experiences as part of learning and be willing to
make changes in personal behaviours and/or practice when necessary.
4) CAPACITY FOR INDEPENDENT THINKING
The student’s ability to:
Excellent ( ) Good (
Comments:
a) demonstrate the capacity to think independently and to give clearly
thought-out arguments in support of personal views.
b) challenge the views of the field teacher with valid arguments if personal
view does not coincide with that of the field teacher.
c) demonstrate acceptance of the rights of others to differ in standards,
opinions, feelings and needs, and to be tolerant of a wide range of
viewpoints, values and theories.
Page 13 of 14
ADDITIONAL COMMENTS AND GENERAL IMPRESSIONS
What are the special/overall strengths and weaknesses of the student? Does the student show signs of professional growth during the period of this placement?
Does the student need special attention from classroom teachers with regard to certain significant weaknesses? What are your suggestions for the student’s
future placement arrangement(s)?
STUDENT’S COMMENTS:
Field Teacher’s Signature: __________________
Date: _________________
Student’s Signature: ___________________________
Date: ________________
Total Score: __________________________________________________
Note: Submit original copy to: Dept of Social Work, NUS, Department of Social Work, Blk AS3 Level 4, 3 Arts Link, Singapore 117570 Attn: Ms. Shan Shan .
Student to make an extra copy for future reference before submission
Page 14 of 14