BACCALAUREATE PROGRAM
FIELD PRACTICUM MANUAL
Gallaudet University
Table of Contents
Page
EQUAL OPPORTUNITY POLICY ................................................................................................5
Gallaudet University Statement ...........................................................................................5
Department of Social Work Non-discrimination Statement ................................................5
INTRODUCTION ...........................................................................................................................6
STATEMENT OF PURPOSE .........................................................................................................7
SOCIAL WORK PROGRAM GOALS ...........................................................................................7
OBJECTIVES OF THE BACCALAUREATE SOCIAL WORK PROGRAM ..............................8
STUDENTS WHO NEED SPECIAL ACCOMMODATIONS ......................................................9
CURRICULUM DESCRIPTION ..................................................................................................10
FIELD PRACTICUM CURRICULUM ........................................................................................13
EDUCATIONAL GOALS OF FIELD PRACTICUM ..................................................................18
OUTCOMES OF THE FIELD PRACTICUM ..............................................................................20
THE PRACTICUM SEQUENCE..................................................................................................22
STUDENT CODE OF CONDUCT CONTRACT ........................................................................23
GRADES IN THE FIELD PRACTICUM .....................................................................................24
PRACTICUM SCHEDULE AND FIELD PRACTICUM POLICIES .........................................28
Attendance .........................................................................................................................28
Risk, Protection, and Insurance .........................................................................................30
Interpreting Services ..........................................................................................................31
ROLES AND RESPONSIBILITIES OF DEPARTMENT, FIELD PRACTICUM, AND
STUDENT .........................................................................................................................33
The School .........................................................................................................................33
The Field Practicum or Internship Site ..............................................................................34
The Selection and Expectations of Field Supervisors............................................36
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Criteria for Selection of Field Supervisors ............................................................37
Expectations of Field Supervisors/Task Supervisors .............................................37
Role of Field Liaisons...………………………………………………………….38
The Student ........................................................................................................................41
ORIENTATION OF STUDENTS TO THE FIELD PRACTICUM .............................................43
Orientation to Practicum in the Department ......................................................................43
Student Arrival at the Field Site.........................................................................................43
Orientation in the Field Site ...............................................................................................43
Proper Dress Code .........................................................................................................................44
RECORDING ................................................................................................................................45
Purpose...............................................................................................................................45
Recording Expectations .....................................................................................................45
Types of Recordings ..........................................................................................................46
Process Records .....................................................................................................46
Journals ..................................................................................................................47
Logs…………………............................................................................................47
Summary Records ..................................................................................................47
Guidelines for Use of Records/Recordings........................................................................48
THE LEARNING CONTRACT ....................................................................................................49
The Initial Learning Contract.............................................................................................49
Orientation to the Agency ......................................................................................49
Educational Format ................................................................................................49
Supervisory Format and Process ............................................................................49
Learning Contract - Second Phase .....................................................................................50
Learning Contract - Third Phase ........................................................................................50
THE EVALUATION: PURPOSE, PROCESS, AND PROCEDURE .........................................51
Purposes .............................................................................................................................51
Process ...............................................................................................................................51
The Final Evaluation Conference ..........................................................................51
The Final Written Evaluation.................................................................................51
Procedures ..........................................................................................................................52
Mid-semester oral evaluation .................................................................................52
Mid-semester written evaluations ..........................................................................52
End-semester evaluation ........................................................................................53
STUDENTS EXPERIENCING DIFFICULTY IN THE FIELD PRACTICUM ..........................54
Procedures for Termination…………………………………………….......................................55
Grievance and Appeal Procedures………………………………………………………………57
LEARNING/TEACHING IN THE FIELD PRACTICUM:
PRINCIPLES, ASSIGNMENTS, AND ACTIVITIES .................................................................58
Principles............................................................................................................................58
Assignments .......................................................................................................................59
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Activities ............................................................................................................................61
THE CONTENT OF FIELD PRACTICUM LEARNING ............................................................62
First Semester.....................................................................................................................62
Second Semester ................................................................................................................63
THE CONTENT IN FIELD PRACTICUM TEACHING .............................................................65
SUMMARY OF SUPERVISION ACTIVITIES ...........................................................................66
Initial Supervisory Activities .............................................................................................66
Content of Orientation: Topics covered or arranged by supervisor ..................................66
Methods of Teaching .........................................................................................................66
Strategies for Teaching from Process Recordings .............................................................66
Other Aspects of Teaching from Process Recordings .......................................................67
Steps in Evaluation ............................................................................................................67
Conclusion…………………………………………………………………….................67
APPENDIX I: PLACEMENT INFORMATION FORMS
Internship Information
APPENDIX II: LEARNING CONTRACT FORMS
Preliminary Learning Contract
Sample Learning Contract
APPENDIX III: RECORDING FORMS & WEEKLY LOG
Process Recording
Recording Guide for Small Groups
Macro Recording
Baccalaureate Internship Log
APPENDIX IV: STUDENT EVALUATION FORMS
Mid-semester Evaluation of Student Practicum Performance
BA Field Practicum Evaluation
APPENDIX V: PROGRAM EVALUATION FORMS
Student Evaluation of Field Placement
Evaluation of Field Placement Specialist
Faculty Field Liaison-Practicum Visit Report
Practicum Site Input and Experience
Field Supervisor Evaluation of Faculty Field Liaison
Students Evaluation of Internship Lab
APPENDIX VI: MISCELLANEOUS FORMS
Practicum Site-Department of Social Work Agreement
Statement of Understanding
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Student Authorization to Release Information
Interpreter Request
Field Supervision Conference Agenda
Roles of Individuals Within the Field Experience
Semester Schedule
APPENDIX VII: CURRICULUM POLICY STATEMENT
Curriculum Policy Statement
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EQUAL OPPORTUNITY POLICY
Gallaudet University Statement
Gallaudet University, federally chartered in 1864, is a bilingual, diverse,
multicultural institution of higher education that ensures the intellectual and
professional advancement of deaf and hard of haring individuals through
American Sign Language and English. Gallaudet prepares its graduates for
career opportunities in a highly competitive, technological, and rapidly changing
world.
Department of Social Work Non-discrimination Statement
In accordance with the Equal Opportunity Policy of Gallaudet University, the
Department of Social Work, in all of its operations and in all of its dealings with
faculty, staff, students, field instructors, and field instruction agencies and
programs, is committed to a policy of nondiscrimination. Furthermore, the
Department of Social Work places high value on human diversity and endeavors
in all of its programs to convey understanding and respect for diversity. Such
diversity includes, but is not limited to, hearing status, race, color, ethnicity,
gender, disability, sexual orientation, age, religion, and national origin.
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INTRODUCTION
Welcome to Gallaudet University, Department of Social Work - Baccalaureate
Program! This manual provides an overview of the undergraduate field component of our
Social Work Program. It is intended for students, faculty, field liaisons, field instructors
and anyone affiliated with or interested in learning about the undergraduate field
practicum and contains important information to be used as a guide throughout each
student’s field experience. This manual should be read from cover to cover, clearly
understood and adapted to maximize the student’s experience. You can write notes on
different pages to help you remember something as this is a document for you. We want
you to use this manual to help guide you throughout the course of the practicum
experience. Most important of all, ask questions if you don’t understand something you
have read. Use this guide throughout the academic year and refer to it from time to time.
This manual is extremely helpful for the practicum field supervisors and faculty liaisons
to help the student maximize their learning experience during their internship. It will help
to understand the importance of integrating all that the student is learning in the
classroom with all that the student is learning from you.
It has been repeatedly stated that the heart of the field practicum centers on interns
providing social work services in actual community social service and related sites under
the instruction and guidance of a field supervisor. This work, out of which professional
learning occurs, is conducted cooperatively by the practicum site and BA Program. The
practicum experience is not only an apprenticeship; it encompasses clearly-defined
educational goals, which link the work of the practicum site with the learning goals of the
Gallaudet University Department of Social Work.
In social work practice, just as "assessment is the key to the case," field instruction,
or the field practicum, is the key to the curriculum. It is the place where the student
integrates conceptual learning in the classroom with practice application. It is the place
where knowledge is tested and affirmed and becomes skill.
Throughout this manual, the words “deaf and hard of hearing” are used for
consistency. These terms include all aspects of deafness: deaf blind, late deafened adults,
persons with cochlear implants, persons with minimal hearing loss, etc. We understand
that some people prefer to identify themselves with words that are different from “deaf”
or hard of hearing” and we do not intend to offend or exclude anyone.
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STATEMENT OF PURPOSE OF THE
GALLAUDET UNIVERSITY
DEPARTMENT OF SOCIAL WORK
In 1970, the first experiential course in social work was offered by Gallaudet's
Department of Sociology. The fledgling course evolved rapidly into a fully developed
social work major which was first accredited by the Council on Social Work Education in
1976. The program's graduates left the university to take positions across the country in
newly emerging public and private agencies serving deaf and hard of hearing persons and
to continue their social work education. For the first time, deaf and hard of hearing
people in need of services were served by professionally trained social workers who
themselves were deaf or hard of hearing.
Consistent with the mission of the university and the requirements of the Council
of Social Work Education, the Social Work Program’s mission is to prepare deaf and
hard of hearing students for professional generalist practice at the entry level. It is the
program’s vision that its graduates become leaders in the deaf community through the
provision of social work services that promote social and economic justice and contribute
to the empowerment of deaf and hard of hearing people as well as other groups that
experience oppression and discrimination. The social work program further seeks to
prepare its graduates to be life long learners who apply critical thinking skills in their
professional social work practice and adhere to the NASW Code of Ethics.
SOCIAL WORK PROGRAM GOALS
The baccalaureate program has seven goals for its deaf and hard of hearing graduates:
The seven program goals are derived from the program mission statement. The program’s
goals are to prepare:
1.Students as competent entry level generalist social workers who can enhance the
functioning of individuals, families, groups, organizations, and communities.
2.Students for practice according to the principles, values, and ethics that guide the social
work profession.
3.Students to influence social policies in the context of alleviating poverty, oppression,
and social injustice as well as advocating for change in organizational policies that are
unresponsive and fail to enhance the well-being of deaf and hard of hearing persons
specifically and human kind in general.
4.Students to evaluate research in the context of understanding qualitative and
quantitative methods of discovery.
5.Students to address the biopsychosocial functioning of people and evaluate systems of
all sizes using social systems and ecological theoretical frameworks.
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6.Students to practice from a culturally sensitive perspective in which they recognize,
understand, and appreciate diverse cultures.
7.Students for professional practice and life long learning to include an ability to
communicate effectively using American Sign Language, written communication, and
technology.
OBJECTIVES OF THE BACCALAUREATE SOCIAL WORK PROGRAM
The academic program leading to the Bachelor of Arts degree in social work
prepares the student for professional generalist practice at the entry level. The program
objectives reflect and support the mission of Gallaudet University, and the standards of
the Council on Social Work Education: Educational Policy, Section 3.0. These
objectives are consistent with the values and ethics of the profession and are intended to
provide a high quality of educational preparation for beginning social work practice with
individuals, families, groups, communities, and organizations. The specific objectives of
the undergraduate social work program are to:
1.Apply knowledge and skills of generalist social work practice with systems of all sizes.
(EP B6)
2.Apply critical thinking skills in the context of professional social work practice.(EP3.1)
3.Understand the value base of the profession and its ethical standards and principles and
practice accordingly. (EP 3.2)
4.Understand the forms and mechanisms of oppression and discrimination and apply
strategies of advocacy and social change that advance social and economic justice. (EP
3.4)
5.Analyze, formulate, and influence social policies (EP 3.8)
6.Understand and interpret the history of the social work profession and its contemporary
structures and issues. (EP 3.5)
7.Function within the structure of organizations and service delivery systems and seek
necessary organization change. (EP 3.12)
8.Evaluate research studies, apply research findings to practice, and evaluate their own
practice interventions. (EP 3.9)
9.Use theoretical frameworks supported by empirical evidence to understand individual
development and behavior across the life span and the interactions among individuals and
between individuals and families, groups, organizations, and communities. (EP 3.7)
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10. Practice without discrimination and with a respect, knowledge, and skills related to
clients’ age, class, color, culture, disability, ethnicity, family structure, gender, martial
status, national origin, race, religion, sex, and sexual orientation. (EP 3.3)
11.Use communication skills differentially across client populations, colleagues, and
communities. (EP 3.11)
12. Use supervision and consultation appropriate to social work practice.
STUDENTS WHO NEED SPECIAL ACCOMMODATIONS OR ASSISTANCE
The Department of Social Work recognizes and respects all people. We
understand there will be students who have specific needs that require accommodations
as a result of a disability, mental health, or medical conditions that warrant special
accommodations. We strongly recommend those students to work very closely with the
Office for Students with Disabilities (OSWD) in providing appropriate accommodations.
Students should apply for assistance at OSWD and inform their faculty members, as well
as the BA Program Director or the Director of Field Instruction of their needs and any
impact that this may have on their work. The department will work with the student in
developing an academic and internship plan that will support the student to achieve
appropriate learning objectives. Failure to follow this official procedure may result in
accommodations not being made with the possible consequence of achieving a lower
grade.
Occasionally, a student may have a medical or family emergency that warrants
immediate attention. Those students with unforeseen crises are expected to contact their
faculty members, field supervisor, Director of Field Instruction, and faculty liaison in
order to set up an acceptable plan for meeting internship and academic obligations.
Sometimes, a student may experience personal difficulties which may affect their
ability to learn in the classroom or to work effectively in the practicum. In those
situations, the academic advisor, Director of Field Instruction or any person serving as
the faculty/field supervisor should be informed and the student may be advised to seek
personal counseling.
And finally, there are students who just may have difficulty in a course or in an
internship. Social work faculty and field faculty/supervisors are available to work with
individual students concerning academic work in any of their classes and efforts to apply
learning into the course and field requirements. In addition, the social work faculty works
closely with English Works, the Tutorial Center, and the Career Center for those students
who need to do resumes for their field placement applications.
The Social Work Department is committed to providing every educational
and advising support possible to enable its students to complete the program
successfully.
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DESCRIPTION OF THE CURRICULUM
The introductory courses to social work practice may begin in the spring
semester of the sophomore year or the fall semester of the junior year. Courses draw
from and build on a range of liberal arts courses such as economics, political science,
sociology, and psychology.
Students will acquire knowledge and skills for work with individuals (micro
practice), families and groups (mezzo practice), and organizations, agencies and
communities (macro practice). Students will have opportunities to apply their knowledge
and skills during their field placements. They will also have opportunities to become
more aware of their own values and understanding of ethics.
Content on social and economic justice, populations-at-risk, diversity, social
work values/ethics, and systems/ecological theories are infused throughout the
curriculum and later tested in the field practicum. Each course examines the dynamics of
social and economic injustice and their implications for discrimination and oppression.
Values and ethics have profound implications for every aspect of generalist
practice and the principles set forth in the NASW Code of Ethics are referenced and
explored in each course. Students will also be expected to use supervision and
consultation and incorporate the feedback effectively.
Systems and ecological theories provide the overarching framework for viewing
the transactions between individuals and the environment. From a generalist perspective,
both theories offer a method of assessing interactions between and among the various
system levels, understanding the dynamics of systems in the context of their boundaries
and input/output, and evaluating the environment in terms of its ability to encourage a
positive change with individuals, families, groups, communities, and organizations. The
following courses are offered by highly qualified faculty and professional staff:
SWK 203, The field of Social Work: Introduces the students to social work and its
various settings. It is the first course that is required for social work majors and is also
open to students exploring the field of social work as a potential career. A lab portion of
the course takes students into community settings/agencies. The course traces the
historical development of the social work profession within the context of the social
welfare system, introduces the generalist model of social work practice and addresses the
role of evaluation and research in the profession to help students measure the outcome of
their efforts. Students are also taught to understand and appreciate the values and ethics
of the profession. Course content focuses on the impact of diversity, social work roles
within the community setting/agency, the scope and effectiveness of those programs, and
the laws and policies upon which these programs are built, thus grounding the student in
beginning social work thinking.
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SWK 304, Development of the American Social Welfare System: This is a policy
course which explores society’s response to human need, particularly with regard to
oppression and issues of social and economic injustice. The students trace the origin of
these issues and the development of social welfare in America. They are also asked to
consider the policies and practices of organizations to determine and evaluate their
effectiveness. In conjunction with these courses, students draw from liberal arts courses
in history, political science, sociology, and economics.
SWK 307- 308, Human Behavior and the Social Environment I/II: These courses
trace human development through the complex interplay of biological, psychological,
social, and cultural forces in the context of the family and its external environments. The
first course of this sequence focuses on the individual and on the families and is taught in
the fall semester of the junior year. The second course, taught in the spring of the junior
year, focuses on the structure and dynamics of organizations and communities. Issues of
diversity are interwoven throughout the two courses.
SWK 318, Human Diversity: In this course, students examine their personal attitudes,
biases, stereotypes and misconceptions that affect ethnic - competent professional
practice. Students are made more aware of diversity, racism, oppression as well as to
become more sensitive to discrimination and injustice.
SWK 335, Social Work Practice I: Individuals: This is the first course in the social
work practice sequence (taken in the fall semester of the junior year) and emphasizes the
generalist model as the framework for all social work practice using a problem-solving
approach. A major focus of the course is on the development of skills for practice with
individuals within the context of social work values and ethics. Cross-cultural
considerations and other differences between social worker and client are addressed
throughout the semester. The course includes a weekly lab that provides opportunities for
learning interviewing skills through the use of videotapes and role play.
SWK 337, Social Work Practice II: Case Management: Case management is a
required course in the practice sequence and is taught in the spring of the junior year. It
introduces students to case management and the various methods of intervention used
with the process. Among the case management processes discussed are assessment,
intake interview, and documentation. Specialized practice skills used by case managers
are also discussed. Students are taught methods for determining eligibility for benefits,
learn the rules and principles for making referrals, and acquired knowledge related to
major income and maintenance and support programs. Ethical and legal issues
surrounding case management in the context of client autonomy, informed consent, and
confidentiality are discussed and applied to case material. The course includes a pre-field
experience that requires visits to a human service organization for the purpose of
observing the case management process.
SWK 436, Social Work Practice II: Families and Groups: This course is taken in the
fall of the senior year and focuses on the development of knowledge and skills for social
work practice with families and groups. Particular attention is given to families in which
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one or more members are deaf or hard of hearing, to families representing diversity, and
to practice issues with groups. The second course of the practice sequence is SWK 482
and is taught in the spring semester.
SWK 482, Social Work Practice III: Organizations and Communities: This course
focuses on the development of skills for planned change in organizations and
communities. The problem -solving process learned in previous social work practice
courses is applied to problem analysis, goal formulation, and implementation of change
within organizations and communities. Field practicum sites, human service
organizations, and other programs and services in the community are assessed. Needs and
problems are identified, and strategies for planned change are developed. Specific
attention is given to strategies for change that will benefit traditionally under served
populations such as deaf and hard of hearing people, racial and ethnic minorities, women,
people with disabilities, gays and lesbians and older people.
SWK 494, Senior Seminar: This course, taken in the final semester of the major,
focuses on furthering the process of integrating social work knowledge, values, and
skills. Students draw upon and apply knowledge of generalist social work practice and
the specific knowledge, values, and skills required for work with individuals, families,
groups, organizations and communities. The objective of this course is to enhance the
student’s ability to practice social work in the field and to be prepared as beginning
professional level generalist social workers upon completion of the program.
SWK 441, Research Methods in Social Work I and
SWK 442, Research Methods in social Work II: Data Analysis: SWK 441, taught in
the fall semester of the senior year, provides a critical foundation for evaluating the
effectiveness and outcomes of the problem-solving processes with all systems while
SWK 442 focuses on both quantitative and qualitative data analysis. This also includes
an introduction to using the computer for SPSS (Statistics Package of the Social
Sciences) and Ethnograph for use in analyzing qualitative data. Students are required to
develop a research proposal as well. SWK 442 is taught in the spring semester.
SWK 495, Special Topics: Special topics in the field of Social Work or SWK 499,
Independent Study: Sometimes students want to do a special project and receive credit
for this. A faculty member is assigned to the student to provide guidance and instruction.
SWK 484, Field Practicum in Social Work I
SWK 486, Field Practicum in Social Work II: These courses are the students’ field
internships and are discussed in the next section, Field Practicum Curriculum.
The course descriptions for all of the courses were taken from the 2004-2005 Gallaudet
University Undergraduate Catalog.
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FIELD PRACTICUM CURRICULUM: SWK 484 and SWK 486
Eligibility for Field Instruction: As previously stated, before students can
begin to take their field practicum, they must first complete all of the prerequisites for
field instruction. Students are required to meet with their academic advisor to ensure
they are ready to take their field practicum which is offered during the fall semester of
their senior year. In the spring semester of their junior year, they meet with the Director
of Field Instruction to discuss their learning goals and objectives upon graduation. She
will ask the student to give her the field interest form (see Appendix I) to review these
goals and prior experiences as well as readiness to move on for the field experience. This
form helps her to assess the student’s strengths and determine what students need to
fulfill their placement goals. Students are also required to submit an updated resume.
The Director of Field Instruction confers with BA Program Faculty to respond to
questions or concerns that may arise during the interview process. She will also meet
with the student’s academic advisor to ensure that all of the requirements have been
satisfied before sending the student to different practicum sites for interviews.
The Director of Field Instruction meets with students individually to consider
information given and variables with relation to available placement settings.
Occasionally, other staff or faculty will provide support to the students in selecting field
sites based on their relationships with the setting or area of expertise. Recruitment of a
specific placement for an individual student may be pursued at this time to better match
the student's learning needs and interests, keeping in mind that the focus of student
learning is on work with deaf and hard of hearing persons and communities. The
Director of Field Instruction also assesses the student’s personality, learning goals and
desires to determine the best placement for the student. At the same time, because the
Director of Field Instruction knows the field instructors in the different settings as well as
the services the practicum site provides, and the consumers that it serves, she is able to
determine where the field practicum experience will be successful
The field practicum curriculum actually begins with the lab portion of SWK 335,
Social Work Practice I: Individuals. Here, students begin to get practice through role play
at tuning into clients, the relationship-building process, assessment and the development
of interviewing skills. This practice opportunity gives students a sense of the
professional relationship before meeting “real” clients in the fall. It helps students to
identify strengths and weaknesses and promotes readiness for social work practice in
practicum settings. Following SWK 335, the students begin to observe and experience
real action and consumer activity in the field through SWK 337, Case Management. Of
primary importance during the fall semester is the concurrent course SWK 436, Social
Work Practice II: Families and Groups, because it continues to build on the concepts of
generalist social work and extends the realm of interventions to families and groups
which the students begin to integrate during their practicum experiences.
The senior field practicum courses, SWK 484 and SWK 486, provide
opportunities for practice application and integration of values, knowledge, and skills that
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are taught both in the classroom and by the field instructors wherever the students are
placed. Written requirements for the practicum include completion of standard practicum
site forms and/or reports, process recordings, group or macro recordings of the students’
interventions, weekly logs and/or daily journals. Each organization has its own set of
policies and procedures and will expect the interns to manage the workload as if they
were actually working on the site. Consequently, there may be additional written
responsibilities as well. The program assignments will be described more in the
“Assignment” section of this manual.
Finally, the field practicum provides the students with opportunities to demonstrate
professional behaviors that are expected of them such as the following: honesty, personal
integrity, responsibility, positive attitude and maturity. These characteristics are critical
elements of their professional development.
INTERNSHIP MODELS
The Department of Social Work offers two distinct models of field placements:
the concurrent model and the full semester “block” model.
Concurrent Model: During the senior year, students enrolled in the concurrent
field model engage in a two semester field placement that consists of 16 hours, two full
days per week, of supervised experience in a practicum setting for two full semesters.
Students are required to commit to a total of 450 hours of field work before they
graduate. This is the traditional model recommended for students who need and/or enjoy
consistent and live interaction with their classmates and faculty, have additional
responsibilities such as child care, are employed part-time, or who are still taking
additional general requirements. Students typically begin their field placements the week
before the Labor Day holiday and end their practicum the last week in April. Field
placements typically included in this model are those located in the
Washington/Maryland/Virginia area where the students have easy access to the sites.
All students enrolled in this model are required to attend a bi-weekly internship
lab to discuss their field experiences. The lab provides students with opportunities to
further develop their social work skills through written assignments, group projects and
class discussions. Fifteen percent (15%) of the final grade for field placement is based on
how well the student performs in the lab. The grade for internship lab is based on
three major criteria: attendance, class participation, and assignments.
The “Block Internship” Model: The full semester “block” model is primarily
offered during the summer session after the student has completed all of the required
courses. The block internship can be taken at local, national, or international settings that
have been approved by the social work department. Field faculty or staff visits potential
sites to determine their appropriateness and ability to enable students to apply all of the
knowledge base to practice. The block model is offered concurrently with the Senior
Seminar and Field Lab, which are taught on line. Because these internships are generally
outside the Metropolitan Baltimore-Washington area, students selected must demonstrate
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a strong ability to function with consistency, maturity, and independence. For this reason,
students accepted for this model must meet the following criteria:
1.
2.
3.
4.
A final grade of B or above in all practice courses.
A cumulative grade point average of 2.50.
Strong letters of recommendations from all practice teachers.
Outstanding end of the year evaluation that is completed by each of
the professors at the end of each semester.
Once a student has been approved for the block internship model, he/she must be
prepared to complete a total of 450 hours in the field setting over the course of 14+
weeks. The student is expected to meet all field requirements outlined in this manual.
This includes the course requirements for the on-line discussions and assignments.
Evaluations will be managed via email attachments and/or fax transmission. Sometimes,
the field site does not have a supervisor with a MSW degree. In this case, the Director of
Field Instruction will be assigned the task as the student’s social work supervisor. Weekly
meetings and/or discussions related to assignments will be managed via TTY, Instant
Messaging, or video technology. The Department of Social Work will respect and adhere
to confidentiality policies at all times.
While both the Concurrent and Block Internships are field experiences that
students must take for social work credit, the Department strongly encourages students to
take advantage of other internship opportunities either for independent credit SWK 495
or as volunteer experiences through the Career Center’s Internship Program. This
program places undergraduates in a variety of internship settings (human service
agencies, summer camps, educational institutions and nonprofit organizations) for the
purpose of gaining additional work experience. These experiences are often related to the
student’s social work career goals and can be arranged between the sophomore and junior
years or between the junior and senior year.
To qualify for this program, students must apply for independent internships
prior to graduation. The Career Center may have funds available to provide stipends
(financial assistance) to students who are not earning a wage. These stipends help to
cover living and transportation expenses. Undergraduates interested in gaining work
experience through these additional internships may register for the internship program at
the Career Library, located in the Student Activities Center, on the second floor. The
person responsible for social work student internships is Anjali Desai-Margolin.
Core assignments related to field: To assess the student’s ability to learn and
integrate these core values, skills and knowledge into practice, there are some basic
assignments that are required during the course of the field placement:
Learning Contract: A learning contract is a formal plan that outlines the
student’s learning goals and objectives and is developed in several stages to help provide
structure and form to the learning tasks identified during the field practicum. Students
are encouraged to begin thinking about their learning contract prior to their interviews
with prospective field instructors to ensure that the placement will meet their learning
15
goals. They are expected to write a list of their learning objectives that summarizes the
information documented in the field interest form along with information that was shared
with the Director of Field Instruction during the second semester of the student’s junior
year. This information is to be shared during the interview process. The practicum site
field instructor will then determine if she/he is able to provide the student with those
opportunities and discuss which of those goals can be achieved. Thus the student and the
prospective field instructor have a clear understanding of the expectations and there will
not be any surprises when the field experience begins.
Once the student has accepted a placement, the preliminary interview document
becomes a starting point for the student’s official learning contract as he/she begins the
official practicum experience. The learning contract becomes an agreement for learning
activities and a process which includes an initial basic contract and further refinement of
the student’s learning goals prior to mid-term the first semester. The final modification of
the student’s learning objectives occurs one week after the second semester has begun.
The student’s evaluations should correlate with the learning agreement signed by
the student, field instructor, and faculty field liaison. The learning contract and final
evaluation are both used to determine how well the student has progressed during the
semester and whether or not changes need to be made. The faculty field liaison has the
major responsibility for ensuring that the educational objectives of the internship are
primary and that they are clearly represented in the learning contract. A more detailed
description and the format of the learning contract and its specific time lines are outlined
in Appendix II in this manual.
Weekly Logs: Students must submit weekly logs or journals to the faculty field
liaison. The logs are reviewed and returned, with comments, which the student needs to
read and respond to. Logs are used as a weekly tool in the integration of conceptual and
practice learning, especially as the student lists objectives, notes, applicable classroom
theories, reflects on issues of cultural competence and seeks to understand them.
Typically, logs are sent to the faculty field liaison via email attachment. The
liaison responds in a different color or type format to make the reading easier. The
student should respond in a similar manner thus beginning a relationship built on
consistency and dialogue. These logs are also used to help students identify their shortterm goals, to link the work done in the organization with concepts discussed in class, to
identify and resolve value and/or ethical conflicts and to develop social work practice
skills. Moreover, the logs help the student and liaison keep track of the student’s hours
and performance on a continuum. And finally, the logs helps the liaison to ensure that the
student has worked with diverse populations and those who are at risk. Fifteen percent
(15%) of the final grade is based on the student’s logs. It is important that the student
understands that writing these logs will reflect his/her weekly field experience as well as
demonstrate the ability to integrate lessons discussed in the classroom in the field setting.
It is also essential that the student write these experiences with depth and demonstrate a
clear understanding of what actually transpired during that week and measure the
outcomes of his/her performance.
16
It is extremely critical that these logs are turned in at the time that was agreed
upon. Logs turned in late will result in penalties unless there was a valid excuse and
written permission was provided. Again, this is preparation for professional development
and must be taking seriously. More information and the format of the logs can be found
in the Recording section of Appendix III in this manual.
Process Recordings: one-to-one recordings, macro recordings, group
recordings: Every student is required to submit at least one process recording each week
to determine the level of his/her ability to recall what took place during an intervention or
meeting and how he/she responded/reacted to that meeting/intervention. The field
supervisor reviews the content and helps the student see areas that he/she need to be
aware of such as the impact of diversity issues or transference/counter transference
issues. Another learning goal that the process recording supports is to help students
develop communication skills when working with consumers.
Often the new learner is focused on one area only and the field supervisor is able
to point other key pieces of the interaction that may be critical to the intervention process.
More specific information and format for the process recording is found in the Recording
section of the Appendix III.
Evaluations and Grading System
Students are evaluated on a continuum. It is an ongoing process through
observation, completion of assignments in a timely manner, and formal evaluations. At
the mid-point of both semesters, students are given a formal written and oral evaluation
of their performance. The field instructor, faculty liaison, and student meet to discuss the
student’s progress during the semester and identify any areas that need special attention.
The mid-semester evaluation is crucial to the student’s development as it gives the
student time to make significant changes if there are any problem areas noted. Students
should complete their own evaluation of their work in the practicum setting. This helps
the student, field instructor and faculty liaison see how the student assesses his/her own
performance and creates opportunities for further discussion and development. Finally,
the evaluation is an opportunity for the field supervisor to identify whether or not the
student is learning and achieving the goals of social work practice.
The final evaluation is a thorough process which critically examines the
student’s achievements. It is a team process where students evaluate their own
performance as well as reviewing the field supervisor’s evaluation of them. At the end of
the semester, the field instructor, faculty liaison and student meet to discuss the student’s
overall performance. The faculty liaison, in consultation with the field supervisor,
will assign the grade for the student’s performance. This constitutes seventy (70 the
grade for field practicum. Students must receive a grade of C or above in field to
graduate from the program. The Director of Field Instruction ultimately assigns the
final grade and submits this grade to the registrar’s office.
17
EDUCATIONAL GOALS OF FIELD PRACTICUM
The goals of the field practicum reflect and advance the objectives of the
undergraduate degree program in social work. The field practicum provides practice
experience and responsibilities for students and ensures that the educational purpose of
the field experience is primary.
The field experience is designed to enable students to:
1.
Bring knowledge to the practice situation.
2.
Develop competence in generalist social work practice skills.
3.
Learn to practice within the values and ethics of the profession.
4.
Develop professional identity and demonstrate commitment.
5.
Develop self-awareness and the professional use of self.
6.
Develop the ability to work within the agency structure.
These broad professional goals contain specific learning objectives of
knowledge, values, and skills which students are expected to demonstrate by the end of
their senior year:
Knowledge:
1.
Demonstrate knowledge of the range of roles of the social worker within the
generalist framework.
2.
Describe a range of social work interventions and the rationale for selecting a
specific intervention for a specific person-in-environment.
3.
Identify biological, psychosocial and environmental factors contributing to client
problem of need.
4.
Reflect knowledge of the organization to which assigned and critical elements
within the larger community (including those elements which cause populations
to be at risk) which have implications for service delivery.
Skills:
1.
Conduct assessment, goal setting and ongoing intervention skills with individuals,
families and groups.
18
2.
Assess organizational and community need, identify oppression, and collect
relevant data to support requests for change, including materials which educate
and support needed changes for deaf and hard of hearing persons.
3.
Exhibit a range of interventions skills in program and community change which
show an understanding of political and fiscal considerations, the channels most
likely to effect change and strategic coalition-building skills.
4.
Develop culturally competent practice skills which recognize the adaptive
strengths of diverse groups and which promote empowerment, especially with
populations at risk.
5.
Demonstrate skill in communication with clients, colleagues and supervisors in
addition to meeting agency expectations for written work and use of technology.
6.
Evaluate practice approaches in micro, mezzo and macro interventions and
demonstrate the ability to conduct program evaluation.
Values:
1.
Conduct practice which reflects the values of the social work profession as stated
in the NASW Code of Ethics.
2.
Demonstrate the ability to resolve personal values conflicts in a way that is
respectful of individuals, families, groups and communities.
3.
Demonstrate culturally competent practice in relation to race, ethnicity, culture,
religion, social class, gender, age, sexual identity, disability, and hearing status in
social work practice.
4.
Demonstrate an ongoing commitment to self-directed professional development
19
OUTCOMES OF THE FIELD PRACTICUM
The Baccalaureate Program expects students to develop competencies necessary
for beginning level social work practice. The outcomes of student learning are measured
in the final BA Field Practicum Evaluation completed at the end of each semester. This
form consists of discrete items on which to rate a student from 0-7 (see Appendix IV) and
provides additional opportunities for narrative comment. The following list of learning
outcomes summarizes skills that students are expected to develop by the completion of
their internship. Students should demonstrate that they are able to:
1.
Identify and assess interrelationships between people and their social systems and
determine the level of social work intervention necessary to improve the stability
and functioning of the client system (whether a micro, mezzo, or macro system).
1.
Develop and implement a plan of intervention to help clients enhance and
effectively use their own problem-solving skills and abilities, including the use of
social and physical resources within their practicum setting’s network.
2.
Link clients with community systems which provide needed resources, services,
or opportunities for problem resolution or for accomplishment of developmental
and life tasks.
3.
Evaluate the extent to which the objectives and goals of intervention are
appropriate and achievable, have been achieved, or should be re-assessed and
modified.
4.
Support and uphold the standards of the profession; apply professional norms in
work with micro-client systems and with colleagues in organizational and
community change efforts.
5.
Identify personal, societal, organizational, and professional value systems and
consider the effects of each on problem definition and intervention strategy.
6.
Establish a working relationship with clients that acknowledge and respects
differences such as those related to hearing status, socio-economic status, race,
ethnicity, culture, disability, religious beliefs, age, gender, and sexual orientation.
7.
Extend special effort on behalf of vulnerable populations at risk.
8.
Understand the commonality and diversity of human needs; contribute to the
development of resources, services, and opportunities that are equitable and
responsive to client needs.
9.
Communicate and establish relationships with people that enable them to express
their needs, concerns, and realities; aid clients in distinguishing between self-
20
limiting factors and limitations that are located in the environment; help clients
identify, choose, and pursue alternatives available to them.
10.
Function within an interdisciplinary framework; appreciate the contributions of
disciplines other than social work; foster networks to improve intervention on
behalf of client systems.
11.
Consult with supervisors, peers, and other professionals to obtain information,
perspectives and insights, opinion, and critical support in the continuing
development of practice skills.
12.
Recognize and work within the purpose, structure, and functions of the
placement; evaluate the effectiveness of services provided to clients; use
appropriate channels to advance effective and humane operations of the
organization.
14.
Identify and assess needs and problems in organizations and communities and
participate in the development and implementation of plans of intervention.
15.
Exercise professional judgment and discretion in carrying out social work
functions and roles.
16.
Assess social welfare policies; identify gaps, inadequacies, and inequities;
identify sources, scope, and consequences of problem or need; use appropriate
and effective strategies to improve services to clients
17.
Use scientific methodology in research and evaluation of social work practice,
policies, and programs.
18.
Demonstrate knowledge of and commitment to the NASW Code of Ethics in
conducting social work practice.
19.
Demonstrate appropriate and professional conduct and disposition at all times.
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THE PRACTICUM SEQUENCE
The field practicum experience of undergraduate social work students is found in
two sequential courses. They are SWK 484 and SWK 486, Social Work Practicum I & II:
Internships. Prior to the formal (on site) practicum experience, students begin to gain
hands-on experience with intervention skills through a lab attached to the first practice
class: SWK 335: Social Work Practice I: Individuals, taken in the fall of the junior year.
Students also begin to build practice skills through activities incorporated in SWK 337,
Case Management, taken in the spring semester of that same academic year. SWK 337
also includes a pre-field experience and provides students with a framework of what to
expect when they begin their senior practicum.
1. SWK 484 and 486 Social Work Practicum I & II: Internships and the internship
lab are only open to social work majors of senior standing who have completed
SWK 335, and SWK 337 Social Work Practice I: Individuals, with a grade of C
or above.
2. The senior field practicum must be taken with the co-requisite practice courses:
SWK 436, Social Work Practice III: Families and Groups, in the fall semester;
SWK 482, Social Work Practice IV: Organizations and Communities in the spring
semester; and SWK 494: Senior Seminar, an integrating seminar also in the spring
semester.
3. SWK 484 (first semester practicum) can only be taken in the fall semester (16
hours per week) and SWK 486 (second semester practicum) can only be taken in
the subsequent spring semester (16 hours per week) unless the block placement
format is followed during the final summer.
4. A grade of C or above must be achieved in each co-requisite practice course and
in the practicum in order to continue into the second semester of field practicum
or to graduate from the program.
22
CODE OF CONDUCT
As students enter the Field Practicum, it is important to review and recommit to
the Code of Conduct set out for admission to the Gallaudet University Social Work
Program. This Code is as follows:
Student Code of Conduct Contract
The social work major is a professional program that prepares students for
generalist social work practice. The Program requires majors to adhere to standards of
conduct that are consistent with the social work ethics and values as identified in the
National Association of Social Workers (NASW) Code of Ethics (1999). The following
professional and behavioral standards are drawn from on the NASW Code of Ethics,
which students are expected to follow.
1.
Social workers should uphold and advance the values, ethics, knowledge and
mission of the profession. (5.01 Code of Ethics)
2.
Social workers should treat colleagues with respect and avoid unwarranted
negative criticism (2.01 Code of Ethics)
3.
Social workers should not practice, condone, facilitate, or collaborate with any
form of discrimination on the basis of race, ethnicity, national origin, color, sex,
sexual orientation, age, marital status, political belief, religion, or mental or
physical disability. (4.02 Code of Ethics)
4.
Social workers should not participate in, or be associated with, dishonesty,
fraud, deception, or plagiarism. (4.04 Code of Ethics)
In addition, the program requires social work students to adhere to Gallaudet
University’s academic honesty policy as stated in the Social Work Student
Handbook Appendix II. This includes field practicum.
5.
Social workers should not allow their own personal problems, psychosocial
distress, legal problems, substance abuse, or mental health difficulties to interfere
with their professional judgment. Consultation should be sought and appropriate
remedial action should be taken by seeking professional help. (4.05 Code of
Ethics)
6.
Social workers should not permit their private conduct and personal issues to
interfere with their ability to fulfill their professional responsibilities. (4.03 Code
of Ethics)
7.
Social workers who participate in research are expected to follow guidelines
developed for the protection of research subjects. (5.02 Code of Ethics)
23
8.
Social workers should respect the clients’ right to privacy and, therefore, disclose
confidential information only when appropriate valid consent from the client or
legally authorized representative is obtained. (1.07 Code of Ethics) In addition,
the program does not permit social work students to save information (notes,
process recordings, personal correspondence, etc.) that is of a confidential nature
on computers that are available for public use.
9.
Social work majors in their professional role should not sexually harass faculty,
staff or students by making sexual advances, sexual solicitation using the Internet
or other means, request for sexual favors, and verbal or physical conduct of a
sexual nature.
10.
Social work majors shall adhere to the code NASW Code of Ethics.
11.
Social work students are expected to continue to work on areas of professional
growth. If a faculty member or academic advisor recommends that a student seek
academic support or professional help the recommendation should be followed.
GRADES IN THE FIELD PRACTICUM
Grades are assigned based on the Social Work Department’s adopted grading
policy and equal weight is given for all exams, papers, and presentations. Class
participation is essential and is considered when determining the final grade.
A
99-90
B+ 89-86
B
85-80
C+ 79-76
C
75-70
D+ 69-66
D
65-60
F
60 or below
Evaluation of the student's learning and performance in the practicum site is a
shared responsibility of the student, of the field supervisor, who prepares a written
evaluation, and of the social work program. The grade is recommended by the Gallaudet
Department of Social Work faculty field liaison after thorough review of the student's
work. The grade is then officially assigned by the Director of Field Instruction.
The grade for field instruction is based on:
A written mid-term evaluation and an in-depth final evaluation completed each
semester by the field instructor reflect the student’s ability to meet program expectations
(see Appendix IV and V for evaluation forms). The quality of the student’s work
reflected in these documents along with the work done in developing the learning
contract and evidence of performance through conferences involving the student, field
24
instructor and field liaison weigh very heavily. Here is a snap shot of how the student
will be graded:
1.
Field practicum performance includes seven ratings on the formal
evaluation form. The following are some examples of how the student will be
measured. This equals 70% of the student’s grade:













Use strengths perspective with individuals, families or groups and identify
skills which generate positive change.
Choose interventions which are likely to promote empowerment for those
who have faced discrimination. (race, ethnicity, gender, age, sexual
orientation, social class, disability, hearing status).
Assesses the practicum site’s readiness for change.
Work toward equity of services for women, racial and ethnic minorities,
older persons, gay and lesbian persons, persons with disabilities and
deaf and hard of hearing individuals.
Consistent attendance and comes to the placement on time
Appropriate and professional behavior, attitude and disposition
Completion of assigned tasks in a timely manner
Handles supervisory feedback with respect
Completion of process recordings in a timely manner
Makes up excused time missed from field immediately
Does not use or abuse pager/telephone for personal use
Refers to the learning contract for ensuring that the learning goals are
achieved
Communicates effectively with clients, colleagues, and systems.
2. Written logs that include the following and equals 15% of the student’s
grade:
The following are examples of how the student will be measured.
 Submits the weekly logs to the faculty field liaison on time
 Spends significant time writing these logs [and documenting information
that includes content and thought] in a way that demonstrates critical
thinking
 Responds to the liaisons questions or comments
 Is able to acknowledge both strengths and limitations
3.
Field lab, which takes place bi-weekly, equals 15% of the student’s grade
The following are examples of how the student will be measured.

Consistent attendance and comes to class on time

Participates in class discussions in a way that respects the opinion of
others

Submits assignments, projects or group discussions on time

Does not use pagers during class time for personal use
25
More explanation of the grading system will be demonstrated through the rubric in the
appendix section.
The university grading system includes "pluses" but does not include "minuses."
When a student demonstrates some abilities at the level of the higher grade but not
consistently enough or in enough areas to justify the higher grade, a "plus" (+) will be
added to the lower of the two grades.
The grades of D+, D or F in the field practicum are unsatisfactory. Students
must achieve a grade of C or higher in order to continue in the practicum and in the
agency. A grade of C is passing but indicates that close attention and effort must be
extended by field instructor, student, and field liaison to strengthen areas of weakness. A
student cannot receive a degree in Social Work with a grade lower than a C in field
practicum.
A grade of WD (Withdraw) indicates that the student has officially withdrawn
from field instruction after the first week of classes and not later than the university
deadline or that the student has been dropped for non-attendance. Students who officially
withdraw or who are dropped for non-attendance may not continue in the field practicum
placement. Students dropped for non-attendance will receive a grade of F for the course.
Students who withdraw after the university deadline will receive a WP (Withdraw pass)
or WF (Withdraw fail) in accord with their performance to that time.
A grade of I Incomplete may be assigned when unusual circumstances justify a
student's inability to complete internship requirements by the end of the semester.
When a grade of Incomplete is assigned, the faculty field liaison should record
the reasons for the decision and indicate the steps to be taken to remove the Incomplete
by a specific date and not later than the deadline established by the university. The
statement is submitted to the Director of Field Instruction and becomes part of the
student's file.
Such circumstances might include:
1.
An unavoidable absence or interruption of limited duration, tolerable to the
agency, where the time lost can reasonably be made up during the following semester.
2.
The inability of the practicum site to provide early enough the necessary volume
or range of learning experiences for the student.
3.
Evidence that circumstantial barriers to learning or the pace of learning, not the
ability to learn, is a contributing factor. Where there is reason to believe that
additional time will result in successful completion of field requirements,
additional time may be given through the use of a grade of Incomplete.
26
4.
A grade of Incomplete is not appropriate where the student's performance is
unsatisfactory or erratic and there is evidence of immaturity; inappropriate
behavior, affect, or thinking; or other serious impediments to learning. In such
instances the student's time in the practicum site should not continue beyond the
end of the first semester and the student will receive the grade that they earned.
Students are permitted to continue their placement after they are able to
demonstrate that their personal issues have been resolved and are under control or that
they are being monitored by a responsible professional. Students will be asked to sign a
memorandum of understanding indicating that they are no longer unable to perform their
field duties professionally and respectfully and will abide by the NASW Social Work
Code of Ethics.
5.
Students who receive a grade of I in the first semester cannot begin the second
semester until the first semester field work has been completed and evaluated.
A grade of IP (In Progress) is only assigned to students taking the summer block
placement for their field practicum. This is for the purpose of reconciling their schedules
and documentation in the Registrar’s Office. The grade of NG will be assigned for both
Fall and Spring semesters. A final grade will be submitted to replace the NG grade for the
Fall semester after the student has completed the first 7 weeks of the block placement. A
grade will be submitted to replace the NG for the second set of 7 weeks once the student
has completed their full requirements for the practicum.
27
THE FIELD PRACTICUM SCHEDULE AND ATTENDANCE: POLICIES AND
PROCEDURES
Attendance
As previously stated, the undergraduate program offers two different field
practicum models. Students taking the Concurrent Model Field placement are expected to
work at the field practicum site two days/16 hours each week for each semester and are
required to complete a minimum of 450 clock hours of professional training and
development over both semesters. The internship days for this academic year are Monday
and Wednesday and begin August 27th. following an all-day orientation seminar on
Monday August 25th. Students are required to begin their spring semester placement on
Wednesday, January 21st, 2009. However, some placements, because of the nature of
the work, may require that students return early to continue their practicum experience
after the winter break. This will be negotiated on a case by case basis.
The students who are taking the Block Model field placement must complete a
total of 450 hours during the summer semester. The typical Block Model is 32 hours/4
days per week for 14 consecutive weeks. The student may want to take a few days off for
a break however it must be at the discretion of the field supervisor and faculty field
liaison and as long as the 450 hours are completed within an acceptable time frame.
Most students go over and beyond the 450 hour time frame which is certainly
acceptable. Practicum hours, client schedules, or specific meetings or activities that
provide important learning opportunities may require flexibility in scheduling and should
be worked out by the field instructor and student. Some overtime field work is to be
expected. If the students find overtime to be excessive, they should discuss the matter
with their field supervisor and faculty liaison. Overtime must not be accumulated for
use as leave time, vacation time or to end the field placement early. [Extenuating
circumstances may occur and must be discussed, in advance, with the field instructor,
faculty liaison, and the Director f Field Instruction.
All BA students are required to attend the Internship lab which takes place every
other Tuesday. For those students who are taking the Block Internship model, internship
begins immediately after the Spring semester has been completed and no later than June
1st, until 14+ weeks or 450 hours have been completed. All students using the Block
model will be required to log onto the discussion forum several times a week to review
and respond to the discussion and questions posted on the forum.
Students should inform their field supervisor immediately when it is necessary to
be absent because of illness or other emergency situation. They are to notify their field
liaison if the absence will be more than one week. The required weekly log will still need
to be submitted as documentation of the student’s absence and the times missed. All
absences must be made up. Late arrivals cannot be tolerated. This is the student’s “job”
before they become professional social workers and must be handled with respect as if it
were the student’s professional career. Failure to attend field or field lab without valid or
28
sufficient notice can lead to serious consequences. Any student who misses two days for
field internship without authorized approval will face serious consequences. The
Department of Social Work expects students to behave in a professional manner.
Consistent attendance and the quality of performance in both the field practicum and field
lab will impact the student’s final grade.
If the absence is due to official university closings, holidays, or meetings/special
events required by the BA Program, the student must discuss this with the field
supervisor and faculty liaison to determine how the time should be made up. When the
university is closed for a “snow day” the student should discuss the procedures with the
agency field supervisor to determine whether to report to the internship since the agency
policy takes precedence in this situation.
Absences due to observance of religious holidays or attendance at professional
meetings may be excused with prior approval of the field supervisor and faculty field
liaison.
It is strongly recommended that students have a car for their field internship.
Some of the field placements may be located in Frederick or Baltimore or other places
where transportation is not readily accessible.
Students cannot take time off from field internship to do class projects or other
assignments related to other courses. Field is a course with expectations and assignments
that must be respected.
Students are not to use their pagers or cell phones for personal use while in their
field placements.
Students are strongly advised to complete all field hours by the end of the
semester. It is important that all time missed from field be made up immediately as
students should not begin their spring semesters with an incomplete (I). Because of this,
students may be faced with missing time from their winter break to make up field days or
assignments. Therefore, students should not make travel plans until their field
responsibilities have been fulfilled and completed.
29
Risk, Protection, and Insurance
Because social workers and all human service professionals work in situations
which are sometimes difficult and with people whose behavior may be problematic,
students should be aware of the possibility of risk during field placement. Every effort is
made to assure safety, including selection of assignments, regular supervision by the
practicum field instructor, availability and support by the field liaison, and guidance by
the classroom instructor. While it is not possible to guarantee that a student will never be
in a threatening situation, such occurrences are rare and most students never experience
them.
Students will be provided with the appropriate information, when they meet with
the Director of Field Instruction in the spring semester of their junior year, through class
discussions or seminars, to guide them through challenging or unexpected situations that
may occur during their field experiences. This will take place either during field
orientation or the internship lab. Speakers may be invited to help students think through
potentially dangerous situations that will warrant immediate and skillful decisions.
Students should also make sure that each internship provides an orientation to the
risk and safety issues which are most likely to occur in that setting. This includes general
policies of the practicum to guide practice (for example, policies to guide safety during
internship related interviews or home visits), training in restraint practices where this is
applicable, and training about universal health care practices in order to guard against
communicable diseases.
Students are advised to exert reasonable careconduct of their work and always to
ask for guidance and assistance when unsure about how to handle a situation. If a student
or field supervisor has concerns about risk, the student, field supervisor, and faculty field
liaison will meet to consider courses of action. In the event that a satisfactory resolution
is not reached, the Director of Field Instruction may also be consulted.
Gallaudet does provide a limited amount of general liability insurance to cover
certain medical costs in the event that an injury is sustained in the field agency. Students,
of course, should have their own medical and auto insurance coverage as well. Students
should not provide transportation to clients in their automobile and can take on this role
only if the field placement provides specific insurance to cover transporting clients.
To further protect the student, the practicum site, and the university, students
are required to obtain professional malpractice insurance before they may begin
their field practicum. To do this, students must first become members of the
National Association of Social Workers (NASW), and then apply for the malpractice
or liability insurance at the highest rate offered. The process must be completed
during the summer prior to entering the field practicum and NASW membership and
insurance coverage must be maintained throughout any practicum experiences. This
affords the student protection in the event that a client or family member sues for
wrongful acts or negligence during the course of work done in the internship.
30
Interpreting Services
The Gallaudet Interpreting Service (GIS) provides interpreters to students in the
setting when required in the process of working with clients or the families of clients,
field supervisors, practicum representatives, or others. Staff and team meetings and
practicum training orientation programs for students invariably require an interpreter
when hearing persons without sign communication skills and deaf persons are
participants.
The need for an interpreter may be occasional, as for example, in a one-time
meeting between a student intern and a client's teacher. Or the interpreter may be needed
weekly for supervisory conference with a field supervisor who does not sign or who is
new to sign communication or for work with a hearing client or family member who is
not skilled in the use of sign communication. An interpreter may also be used to enhance
the student’s field experience if the student is placed in a total hearing environment. A
guiding principle is that field sites must provide interpreters for the needs of their deaf
clients or for conferences or training sessions that they would sponsor for deaf staff or the
community at large. The university provides interpreters for the learning needs of
students.
Students should anticipate the need for and plan for interpreters. Students must
complete a formal interpreter request to the Department of Social Work, providing date,
time, and location at least two weeks in advance to allow time for approval and
signatures. You must direct the interpreter request to the Director of Field
Instruction for initial approval in person. Requests made on email will not be
accepted. Through email you will be notified of any confirmation she receives. It is the
student’s responsibility to ensure that interpreter services have been confirmed.
Sometimes, a request may be made with less notice when an unpredictable need
arises; the Director of Field Instruction should be approached for assistance in an
emergency. However, it is important to remember that the cost is doubled for late
requests and cannot be processed unless this is an exceptional circumstance.
Students must assume responsibility for CANCELLING interpreters when
scheduled events need to be changed. Notice should be given to as far in advance as
possible, the Director of Field Instruction and the secretary. For ongoing internship
assignments such as staff meetings, cancellations must be made 5 school days in
advance otherwise the department will be charged for the interpreting contract. When
there is a pattern of agencies canceling meetings without notice, Gallaudet may decide
not to continue providing interpreters. When a field setting does cancel a meeting,
interns are encouraged to be creative in re-thinking ways to use the interpreter to their
benefit since services have already been contracted. These measures demonstrate best
practices in using interpreters wisely and in avoiding wasteful financial practices.
In emergency situations, students should assume as much responsibility as
possible to notify GIS (ext. 5199) and/or interpreters (email: gis@gallaudet.edu)
31
immediately in order to prevent unnecessary driving and inconvenience, and to permit the
interpreters to be rescheduled where possible. As soon as contact has been made with
GIS, students are to inform the Director of Field Instruction of this change immediately
as well. When sending GIS an email, be sure to include the others in the same message
in order that everyone receives it at the same time. In situations such as this, the student
may be asked to pay for the interpreters where there is evidence of negligent handling of
the request.
32
ROLES AND RESPONSIBILITIES OF SOCIAL WORK DEPARTMENT, FIELD
PRACTICUM, AND STUDENT
A responsible, cooperative, and valued partnership of field practicum and social
work department in the education of students arises from mutual trust and a clear
understanding of joint and separate responsibilities. Both the field site and social work
department should be ready to review and evaluate the effectiveness of the partnership as
they seek to develop responsible and competent social workers.
The student, on whose behalf efforts of the department and field site are directed,
is equally obliged to maintain a serious and sustained effort to learn, to evaluate her/his
own progress in a spirit of openness, and to demonstrate commitment to the role and
responsibilities of a professional social worker.
The Field Practicum Office: The Director of Field Instruction is responsible for the
overall administration and coordination of field education for both the graduate and
undergraduate programs and for assuring quality and consistency in all aspects of the
student's field education. For academic year 2007-2008, Dr. David Barclay will join Ms.
Schweitzer as the faculty liaison and teach the field lab.
The Director of Field Instruction assumes overall responsibility for matching
undergraduate and graduate students with appropriate field placements and for ongoing
field advising. She spends significant time in developing relationships with prospective
field instructors for the BA and MSW programs. The Director of Field Instruction works
to ensure that the student’s needs and personality match the supervision style of the field
supervisor as well as how much time the supervisor has based on the student’s needs
and/or level of professional experience. Site visits are made to determine whether or not
the placement is conducive and appropriate for deaf and hard of hearing students as well
as determining who the field supervisor will be.
Specific Responsibilities of the Department of Social Work Include:
1.
Working with an internship site to determine its promise or suitability for student
training. The assessment of the internship site includes: the function and services
of the field site, possible student assignments, availability of resources for the
student, level of practice competence and time availability for supervision of the
field instructor, and field support for student placement.
2.
Providing practicum sites with pertinent information about the student; providing
course descriptions and other instructional materials relevant to field education.
3.
Providing a faculty field liaison to each student, field site, and field supervisor
whose major responsibility it is to assist all parties in meeting the educational
objectives established for the student's field practicum experience. The faculty
field liaison visits/contacts the site at least four times during the academic year,
33
reads the student's records, consults with the field instructor regarding the
student's progress and integration into the field placement, assists in planning
appropriate work assignments for the student, and intervenes as appropriate if
difficulties arise around the placement. In most instances, the field liaison is a
member of the department. However, on occasions, the department will contract
with a MSW graduate from Gallaudet University and/or with a MSW social
worker who is familiar with the MSW department’s program, standards and
procedures.
4.
Consulting with practicum sites and its field supervisors, when requested, to
develop, improve, or expand resources for student training.
5.
Selecting students for internships based on interests and capabilities of students
and the needs and resources of the different sites.
6.
Providing orientation meetings and workshops for field instructors, students, and
faculty on field-related policies and topics and on educational objectives of the
curriculum.
7.
Evaluating the student's ability to meet program field expectations.
8.
Evaluating the ability of the field site to provide a satisfactory placement
experience. The school may withdraw a student in the event that placement issues
cannot be remedied.
In summary, the Director of Field Instruction will assign liaison responsibilities;
provide consultation to faculty liaisons in their role; and interpret school curriculum, field
work requirements, and the program's expectations regarding student assignments,
performance, supervision, and evaluation. Similarly, interests and concerns of field
supervisor(s) and students will be conveyed and presented to the faculty.
The Field Practicum Site
A field placement’s commitment to provide a field practicum experience for
students assumes agreement with the expectations held by the department:
1.
Congruence between the practicum site’s view of training and that of the
Department of Social Work. The field's orientation and objectives must be
educational rather than "apprenticeship."
2.
There should be consonance between the internship’s and the department's
practice perspective so as to provide an integrated class-field curriculum and a
consistent learning experience for the student. The department's practice
orientation is grounded in the generalist perspective and combines problemsolving, psychosocial and ecological perspectives: the person and the
34
environment are viewed as parts of a system in which each part reciprocally
shapes the other, along with developmental and historical "events."
3.
The practicum site will be expected to provide a written description of its
program, examples of potential student assignments which span the requirements
of the generalist perspective, the availability of interdisciplinary and collateral
work, seminars, and other learning opportunities.
4.
The practicum site is expected to provide students with an orientation to the
setting, to managing safety and health risks pertinent to that placement and to
identify the range and volume of assignments which are appropriate to the
student's educational needs. The student workload should reflect opportunity for
involvement in various modalities of service/practice, as well as exposure to a
diversity of people and needs with special attention to populations at risk and to
issues of social and economic oppression.
5.
The practicum site must provide the necessary space and facilities, including
privacy for interviewing, desk, and file space, and technical equipment for student
communication with its consumers and community resources (e.g. TTY or
telephone amplifier).
6.
The practicum site will be expected to participate with the department in the
development, monitoring, and review of a sound educational program.
7.
The practicum site is expected to provide the field supervisor with flexibility for
sufficient supervisory and consultative time for student training, and for attending
department orientation and field instruction meetings at the university.
8.
There must be administrative willingness to allow the student to use case records
and other appropriate material, with confidentiality protected, in classroom
discussions and assignments.
9.
The practicum site must agree to treat all information, including evaluations of
students, as confidential.
Note: According to the provision of the Buckley Amendment to the 1974
Family Rights and Privacy Act, the student must give written permission for the
department or agency to release data concerning her/his attendance history or
performance record. The Social Work Department assumes responsibility for
obtaining this permission at the beginning of each academic year.
Moreover a practicum site’s commitment to provide a solid field experience for students
entitles the field placement to expect from the department that it may:
1.
Receive a signed Memorandum of Agreement with the Department of Social
Work.
35
2.
Interview prospective student(s), retaining the right to refuse individual students
whom the practicum site considers not suitable for their program.
3.
Have regular contact with the Field Program through faculty field liaison visits
and other consultations as necessary.
4.
Send their field supervisor to department field instruction educational offerings.
5.
Request that a student be removed from the internship for cause.
6.
Offer the field supervisor an opportunity to be able to take one three-credit course
at the university with tuition waived for each semester of field instruction
provided.
The Selection and Expectations of Field Supervisors:
The field supervisor teaches the student and models the professional role for the
student. In its selection of field supervisors, the Department of Social Work seeks
professional competence, an understanding of and commitment to the generalist model of
social work practice, potential for teaching competence, and a goal of developing
excellent supervisory skills. Field supervisors most often have an MSW degree plus two
years of experience. Occasionally, the field supervisor has a BA in social work with
many years of practice experience. In some instances where there is no social worker in
the program, the field task supervisor provides expert knowledge about services and dayto-day functioning of the program. In addition to this on-site supervisor, an MSW
supervisor is provided through the Department of Social Work.
Good instruction requires the possession of practice experience and the ability to
communicate social work practice, knowledge, skills, values, and attitudes to the learner.
The field supervisor should be able to demonstrate effective practice and to consciously
explain and teach the concepts and principles which underlie practice. Effective field
teaching requires an ability to analyze practice situations, to integrate theory and practice,
and to bring the student, through review and reflection, to an understanding of what
interventions are helpful, and why.
Along with teaching and modeling functions, the field supervisor/task supervisor
has the additional responsibility to critique and evaluate the student's field performance.
In this capacity, the field supervisor/task supervisor holds the student to practice and field
curriculum standards, and is not only a source of knowledge and support, but also of
challenge and feedback in a student’s efforts to master and apply social work knowledge
and skill. In order to carry out the functions of this teaching role, it is expected that the
field supervisor/task supervisor will set aside uninterrupted time weekly for
supervision of the student. As role models, they will adhere to the highest standards of
professional judgment, ethics, and values. Supervision can take place in different ways:
one-to-one meetings with the site supervisor; if the site supervisor does not have a social
36
work degree, the student is required to meet with their assigned faculty person weekly.
The student and the faculty supervisor should arrange a scheduled time for this meeting.
Rarely, face to face supervision contact may not be possible. In this case, supervision can
be managed through video telecommunication or Instant Messaging.
Ideally, the field supervisor/task supervisor knows and uses sign communication.
Alternately, an interpreter is used in supervisory conferences with the student, or an
alternate method of communication is developed to provide direct, clear, and comfortable
communication. An example of this would be to supplement verbal communication with
use of the interaction on the computer or text pagers or in the absence of the interpreter.
Criteria for Selection of Field Supervisors:
The following criteria are used in the selection of field supervisors:
1.
A degree in social work and at least two years post-degree experience. In
instances where valuable learning opportunities exist in a setting where an on-site
social worker is not available, a social service professional engaged in social work
functions may be designated "task supervisor." In such cases, field instruction is
provided by a member of the department faculty or professional staff.
2.
Interest in and time to fulfill teaching responsibilities of social work students.
3.
Demonstrated practice competence, including culturally affirmative practice
skills.
4.
Willingness to teach in more than one practice modality; that is, willingness to
supervise students in interventions with individuals, families and groups and in
organizational and community change efforts.
5.
Familiarity with agency policies, programs, and procedures and the nature of
client needs.
Expectations of Field Supervisors/Task Supervisors:
1.
An understanding of the department's curriculum, practice content and orientation
(the generalist framework).
2.
A flexible approach to practice that permits a range of intervention modalities
including work with individuals, families, groups, and program issues within the
setting as well as outreach to community systems and involvement in systems
change where indicated for populations at risk and as deemed necessary because
of social and economic injustice.
37
3.
A willingness to work collaboratively with the faculty field liaison for purposes of
meeting student educational needs and to call upon the liaison for consultation
and guidance as needed.
4.
A willingness to practice open communication with the student, faculty field
liaison, and Director of Field Instruction.
5.
Attendance at department orientation and field supervisors' meetings.
6.
The planning of appropriate orientation activities and beginning assignments for
the student prior to the first day of placement.
7.
Selection of assignments which are appropriate to the student's learning needs and
which include evidence of attention to ethical and professional principles and to
the need for culturally competent practice.
8.
Provision of regularly scheduled individual supervisory conferences of not less
than one and one-half hours per week, and otherwise as appropriate.
9.
The ongoing utilization of process recordings in narrative or other recorded
formats throughout the school year.
10.
A commitment to submit requested materials to the department, e.g., student
evaluations, agency description, and field supervisor forms, etc., and to notify the
field liaison immediately when the student's performance is less than satisfactory.
11.
Willingness and ability to accommodate the student and/or faculty liaison needs
by communicating through electronic means such as email, video phone, and/or
instant messaging.
The Role of Field Liaisons
Field advising is a major function of the field practicum liaison. In this role the liaison
assists the student and field instructor to meet the educational objectives established for
the student’s field training experience. As an educational consultant, the liaison works
with the field instructor and the student to identify educational resources and teaching
content in the field and facilitates the integration of field and class learning. These
responsibilities are carried out in the following manner:
1.
Practicum Visits/Contacts
Prior to the first contact with the field instructor, the Director of Field Instruction
will have already been in contact with him/her and other practicum site personnel
to discuss the program and its expectations. Discussions center around the student
needs, weekly assignments, and the student’s learning contract. Finally, there is
significant discussion related to measuring the student’s performance and the need
for the instructor to complete formal evaluations.
38
For the fall semester, the faculty field liaison is expected to make three
visits/contacts to the practicum site to ensure that the student’s learning contract is
in place (mid September), to ensure that the student’s performance is meeting
program expectations during the mid-point of the semester (mid-October), and to
ensure that the overall student performance for the full semester has been
measured appropriately and effectively (first week of December). At this time,
the faculty liaison discusses the student’s work on the logs, in lab, process
recordings and anything that specific that the student has done. A final grade will
be discussed and given to the Director of Field Instruction who will incorporate
all of these grades into one grade and submits this to the registrar’s office.
In the case that these visits cannot be conducted at the site, the meetings can take
place on the university campus or through electronic means. In extenuating
circumstances, these contacts may not be limited to three contacts if there are
reasons that warrant more conferences due to problems or unforeseen challenges.
In these cases, the liaison will need to be in contact with the field supervisor more
frequently.
In the Spring Semester, the faculty liaison contacts/visits the practicum supervisor
and student to discuss Part III of the student’s learning contract which takes place
approximately two to three weeks after the student has begun their second
semester of field. This is to determine which sections of the contract need to be
amended and/or list any future goal that the student hopes to achieve by the end of
their senior year. Again, this can be managed electronically if a site visit is not
possible. The next contact/visit will take place around the beginning of March to
discuss and evaluate the student’s performance at the mid-point of their field
experience. Again, if there should be any unforeseen circumstances, there may be
a need to have more contacts and can be done through electronic means.
The final contact/visit is made at the end of the semester (between April 30th and
May 4th. To discuss the student’s overall performance and evaluate the student
for the second semester. At this time, the faculty liaison sets the stage for
termination and discusses the student’s work on the logs, in lab, process
recordings and anything that specific that the student has done. A final grade will
be discussed and given to the Director of Field Instruction who will incorporate
all of these grades into one grade and submit this to the registrar’s office.
For students taking a Block internship (depending on the location of the
practicum), the field liaison will make four contacts to ensure that the Field
Instructor and the intern have a successful experience. Most of the students are
placed in states very far from DC. Due to the rising cost of gasoline and more
efficient use of technology, the Field Instruction Program has found that much of
the program activities regarding student/liaison/supervisory interaction can be
managed through electronic means. This can include video phones, fax machines,
blackboard, instant messaging and email attachments.
39
The time frame for block students is quite different from the time frame during
the academic year. Students are expected to complete 450 hours of field work in
14-16 weeks. Therefore, the first semester will end after the 7th week and the
second semester will end after the 16th week. The learning contract is due after the
first week of their field experience and is usually carried through the entire block
of field with minimal changes.
The mid-semester evaluations take place during the 3rd. week of the first semester
and the 10th. week of the second semester. The final evaluation takes place at the
end of the 7th week and at the end of the 14th week. The reason that the weeks
may vary is because some students feel the need to work only 32 hours where
others may want or need to complete their practicum sooner and therefore elect to
work a 40 hour week. Students who complete their practicum sooner do so in
order to come back to the university and begin their master’s program.
2.
Relationship with Practicum Sites
The field liaison is an important channel of communication between the social
work department and the field site. The liaison is familiar with the policies and
standards of the department (and university) as well as the services and mission of
the internship site, the liaison shares with the field site instructor information
about curriculum and other issues that would have a bearing on the student’s
experience in the agency. The field liaison also serves as a communication
channel in conveying to the Director of Field Instruction and the faculty issues in
the practice arena that have impact on teaching in order to facilitate the
integration of course work and field assignments.
In situations where the field site supervisor does not have a degree in Social
Work, the field liaison often assumes the dual role of liaison and social work
field instructor or the Director of Field Instruction may assume this role as
the social work supervisor.
3.
Student Assignments
Field liaisons monitor the assignments given to students from early in the
semester to ensure there are the volume, diversity, and depth necessary for a solid
educational experience. If there are difficulties with providing specific
assignments, the field liaison will work with the field instructor to develop ways
in which they can be provided. The liaison may also meet with the field
educational coordinator since development of additional assignments may involve
services other than the unit where the field instructor and students are located. The
monitoring of field assignments is a year-long activity as students’ learning needs
and capabilities change during the year and different assignments become
appropriate.
4.
Student Meetings with Liaisons
40
The field liaison meets, or has electronic contact with students individually at
least twice each semester, more frequently if needed. Students are urged to initiate
contact with their liaison whenever they feel that additional discussions would be
helpful and not wait for the liaison to arrange appointments. Three-way meetings
between student, field liaison and field instructor may be held, usually in the
practicum setting or on the video phone.
5.
Weekly Logs
Students submit logs to the field liaison on a weekly basis and receive written
feedback regarding the number and kinds of practicum assignments, setting of
goals, application of conceptual learning to the practicum experience, attention to
values, and ethical issues, consideration of oppression, injustice and populationsat-risk, and the development of culturally competent practice. Logs become a
vehicle for regular communication about the integration of knowledge and skills.
Logs serve as an indicator of the depth of student thinking about work being done.
They are meant to serve as a “discussion forum” as students respond in writing to
the liaison’s questions and comments. Weekly logs should be kept in a folder or
soft binder in order for both intern and liaison to review overall progress
throughout the semester. Since the log format is also installed on all computers in
the student lab, students and liaisons may also opt to exchange logs through e–
mail. In computing the final semester grade, logs are taken together with
selected process recordings, given to the liaison at mid semester and at the
end of the semester, to make up 15% of the grade determination for field
practicum. Important note – students should save their best logs for the
electronic portfolio that is due at the end of the semester and academic year.
The Student
Students are expected to adhere to their field site’s norms and standards
governing professional practice, to conduct themselves responsibly and professionally,
and to maintain an educational focus in their work. In addition, students are expected to:
1.
Participate in staff meetings and supervisory conferences. The weekly
supervisory conference is a joint responsibility of student and field supervisor. If
the student is not having regular supervisory conferences, she/he should bring this
to the attention of the field supervisor and the faculty liaison.
2.
Meet with the faculty field liaison at least three times a semester, more frequently
if needed, for feedback on progress and for support and assistance when learning
difficulties arise. The Director of Field Instruction is also available for
consultation. For those students taking the block internship, the contact from the
liaison may be via email, fax, or other technological resources.
3.
Adhere to the Social Work Code of Ethics in their practice at the placement
agency.
41
4.
Work within the structure and organizational framework of the field practicum
site. The student should consult with the field supervisor and the faculty field
liaison when difficulties in the practicum site arise. If the problem cannot be
resolved in discussions with the field supervisor and faculty field liaison, the
Director of Field Instruction should be consulted.
5.
Strictly observe the principles and rules of confidentiality:
a. No identifying client information is to be shared with anyone except the field
instructor and other appropriate agency personnel.
b. When case material or field material is to be used by the student for
presentations in class, permission from the site must be obtained.
c. When case material or material from the practicum site is used in class or in
process recordings, all identifying information must be carefully disguised so
there is no possibility the client can be identified.
6.
Assume a professional orientation to field assignments; the field supervisor is the
major person to whom the student reports and from whom any permission is
obtained.
7.
Know the policies and procedures regarding field instruction and adhere to them.
8.
Must practice professional behavior at all times for example:





Maintain a positive and professional attitude.
Handles responsibilities in a professional manner.
Understands his/her own strengths and limitations
Maintain appropriate and professional boundaries
Accepts feedback from the supervisor and field liaison
Note: Because of the complexity of requirements for professional social work
practice and because of the importance of being always mindful of the needs and
rights of clients to adequate service delivery, it is important to recognize that a
student could be asked to leave the program during any semester if there are
serious questions about ability to continue productively as a developing social
worker.
42
ORIENTATION OF STUDENTS TO THE FIELD PRACTICUM
Orientation to Practicum in the Department of Social Work: The Field
Practicum (Internship) Program provides an orientation prior to the student's first day in
the agency placement and continues throughout the year during field seminar classes.
The orientation includes preparing students to learn about:
1.
the practicum's function, social work roles, client system needs and perceptions;
2.
the nature of field training and field instruction;
3.
handling safety and risk factors in the internship;
4.
the policies of field work and students' responsibilities in their practicum and in
the Department of Social Work;
5.
the tools of learning: process recordings, the weekly log, the learning contract,
evaluations, and use of supervision;
6.
the unique situation, stresses, and responsibilities of deaf and hard of hearing
students in the practicum.
Students should also receive an orientation at their respective field practicum settings.
Student Arrival at the field practicum site
Students are instructed to arrive at the field practicum site at 9:00 a.m. on the
first day of field practicum, normally the Wednesday before Labor Day. If this time is
not suitable, the field supervisor should notify the Director of Field Instruction, in
advance, or the student by mail or by telephone to rearrange arrival time and to give
transportation directions, if necessary. Field supervisors (or educational coordinators) are
expected to be available to greet the student when she/he arrives. Students selected for
the summer block internship are expected to begin their internship within the week
following commencement.
Orientation in the Field Site
The initial orientation in the practicum should continue through the student's first few
weeks, concurrent with the student's moving into beginning assignments. The orientation
should offer information about the functions of the field practicum, services, and
procedures but should not overwhelm with data. The student will especially want to
know "What will I be doing here?" Therefore, information should be given about the
kinds of assignments possible at all levels of intervention from work with individuals,
families and groups to possible participation on agency committees and work within the
broader community. The student also will be searching for an initial understanding of
approaches to working with clients and client systems. Therefore, the field supervisor,
43
from the very first case discussions, should orient and engage the student's active
reflection about clients and their needs.
Students should feel welcomed. The student's office space and supplies should
be prepared and ready for use. Each student should have the opportunity to meet alone,
in conference with his/her field supervisor on the first day in the agency. It is also
reassuring to the student to know when her/his weekly conference time is scheduled with
the field supervisor and that this time will be "protected" as a priority throughout the
year.
Proper Dress Code
All Interns are to consider their field experiences to be equal to a professional career.
Unless, specifically told, students are expected to dress in appropriate attire. Discuss this
with your supervisors and ask them to guide you if you are uncertain about the type of
clothing you should wear. The key is to wear something that is both professional and
comfortable. The following clothing is not acceptable in most professional settings:
Flip flops See-through blouses
T-shirts Mesh Top blouses
Bare-midriffs Spaghetti-strap tops
Tank Tops Sweatshirts
Pants that are torn or faded
Jeans
Shorts
Sweat outfits
Most professional settings do not like to see staff or students with the following: Tongue
piercing, nose piercing, and brow piercing, or lip piercing. In some cases, practicum sites
do not like to see people with tattoos. Do not wear clothing that is too short, too tight or
too revealing. Hats or bandana are also unacceptable. (adapted from Model Secondary
School for the Deaf.)
44
RECORDINGS
Purpose
Historically, recording is a traditional and valuable teaching and learning tool in field
education. Students through the years were taught the practice of social work through
close examination of their interaction with clients. This has multiple and beneficial
purposes. It serves to improve and gradually refine the provision of services to clients by
building knowledge and skills. It develops self-awareness and teaches the application of
theory to practice. It structures the learning experience, especially regarding aspects of
the student's role, responsibilities, and learning needs. It assists students in thinking
about and organizing their work.
Recording Expectations
All students are expected to write records during their student training. Field
supervisors may vary recording expectations based on student learning needs or agency
requirements. However, the department provides overall recording expectations for
students in the field.
1.
Two to three hours weekly (of 16 hours of field time) should be allotted for
recording.
2.
Up to four hours weekly for full semester internship.
3.
A quiet, suitable space at the field site should be provided to students for writing
the necessary recorded materials.
4.
Students are expected to write, weekly process and/or group recordings. Macro
recordings should be kept of each contact regarding broader agency and
community work since this recording can be brief and will function as a chronicle
of the work being done. Students should also meet agency requirements for
summary recording and statistics. It is required that students keep all of their
process recordings together in a notebook. The field supervisor may review the
process recordings again at the end of the semester to help the student see the
developmental progress. Students will be asked to include some of their
recordings in a portfolio as long as the client/situation is confidential.
Process, group and macro recordings are submitted to the field supervisor
and must be kept current. Process recordings should be completed no later
than the week in which the contact or interview occurs. The process
recording should be submitted in time for the field supervisor to read for
discussion and planning in the student's next supervisory conference.
Students will find it helpful if they allow time to record as soon as possible
after the contact. The less time between contact and recording, the easier
the recording becomes.
45
The faculty field liaison will retrieve selected copies of process
recordings, group recordings and macro recordings from students at least
twice per semester for evaluation and for discussion and planning with
field supervisor and student.
5.
In addition to process records, students can choose to maintain a diary of their
remaining contacts and other assignments if the field supervisor or they find that
it would be helpful.
6.
A log is submitted to the faculty field liaison at the end of each week. Normally,
30 minutes is sufficient time to devote to writing a thoughtful log entry. The logs
are to be kept in a folder or soft binder and the accumulated work of the
semester is turned in weekly so that ongoing comparisons of the quality of
work are possible. The faculty field liaison may review the logs again at the end
of the semester to help the student see the developmental process. When students
are in placements where the liaison will not have physical access to them during
the practicum. The student will need to sign a permission form allowing this
information to be sent through electronic means.
Types of Recordings
1. Process Records can be written on:
 client interviews
 small groups
 committee meetings
 telephone contacts
 collateral contacts or system representatives (teacher, nurse, V.R. counselor, team
meetings, etc.)
 peer contacts
Process recording is a detailed description of a contact or interview. It should
include the content (what happened), the feelings about what happened, and the process
(how it happened) of a contact. It should help the student to reflect and think about a
piece of work, a relationship, or a contact. Process recordings must be done each week
and exchanged with the field supervisor. At the end of the semester, at least three selected
process recordings should be given to the faculty field liaison as an example of the
student’s work.
A process record may be either a narrative form of recording, or a "word-forword" form of recording. Both narrative and word-for-word records should include:

brief identifying data (e.g., 4th interview with Mr. A. on February
12th);
46

general statement of purpose (e.g., to explore connection between Mr.
A's increased openness last week and approaching termination. What
he sees, feels, wants to happen now);

a description in chronological order of what happened in the interview
or meeting, including: actions, observations, feelings, interaction, and
select dialogue (narrative);

a section on the student's own reaction, impressions, assessment,
questions, and/or future plans; for example, "I did everything I could to
reassure him, but got nowhere. What was wrong? What can I do?"
(See Appendix II for our variation of the Suanna Wilson form, our
usual format for process recordings).

a final column in which the student identifies the type, purpose, and/or
goal of her/his response to the client or direction chosen for the
interview. The student is also encouraged to make comments which
reflect on other possible approaches to take in moving the work
forward.
2. Journals
A journal may be kept by the student to submit to the field supervisor. Journals
serve to focus supervisory discussions on assignments related to program planning or
administrative tasks or assignments not detailed in a process record. Journals can help
direct and focus supervisory and student attention and, in addition, serves as an aid to the
student in managing time or organizing and completing work.
In a journal the student records activities (and time allotted), task plans, progress
summaries, and a reflective assessment of the work.
3. Logs
Weekly logs submitted to the faculty field liaison by the student serve several
main purposes. They are a source of information in the monitoring function of the
faculty field liaison and can be a source of ideas, support, and other assistance to the
student. Logs also act as a weekly tool in the integration of conceptual and practice
learning, especially as the student lists objectives, notes applicable classroom theories,
reflects on issues of cultural competence and seeks to reconcile value or ethical conflicts.
The log provides the faculty field liaison with an additional view of the quality and depth
of student thinking as a further assist in deciding grades at the end of the semester. Logs
should be submitted at the end of each week and are normally returned to the student,
with comments, the following Monday, or before the next field day. The day the log is
delivered is negotiable between the intern and faculty field liaison.
4. Summary Records
Many practicum sites have their own formats for intake, biopsychosocial,
progress, transfer, and closing summaries. Students complete these as required.
47
Guidelines for Use of Records/Recordings: Students are expected to submit
recordings sufficiently in advance of their supervisory conference. We believe it is
important that field supervisors read the student's recordings carefully before the
conference. These become the basis for discussion and learning in the conference itself.
Both field supervisor and student are urged to prepare agendas that are specifically
related to the recordings. Field supervisors are requested to write marginal comments on
student recordings for their own use and for the student's use. It is useful, therefore, to
return them to the student prior to the conference.
Process recordings and diaries are learning tools and do not belong in permanent
agency records. They should be kept in a confidential agency file. If students need
access to records for school assignments, all identifying data must be fully disguised.
48
THE LEARNING CONTRACT
Principles of adult learning suggest it is important to match student learning
needs to assigned tasks and to develop clear expectations. Hence, the learning contract is
a formal plan between the student and the field supervisor which identifies the specific
learning objectives of the placement and the tasks and activities to be assigned to the
student to permit achievement of those objectives. It is intended to advance the student's
interests and needs within the context of the professional curriculum. The goals of the
practicum are the basis for the development of the learning contract for each student.
The learning contract is developed jointly by the student, field supervisor, and
faculty field liaison. The student has a special responsibility to recognize and articulate
what she/he needs and hopes to achieve during the field practicum training. The field
supervisor places these goals within the framework of the agency's expectations,
opportunities, and practice. The faculty field liaison has the major responsibility, though
shared with the field supervisor, for ensuring that the educational objectives of the
internship are primary and that they are clearly represented in the learning contract.
I.
The Initial Learning Contract
For those students taking field practicum during the fall and spring semesters, an
initial agreement describes basic requirements and the conditions of work and should be
discussed and developed within the first month of the placement. However, for the
students who are selected for the summer block internship, the initial learning contract
should be completed by the end of the first week in their placement. This initial learning
contract broadly defines the educational experience and the boundaries and foundation of
the supervisory relationship. The initial contract should include the following areas:
1.
Orientation to the field practicum
The field supervisor should define explicitly to the student the procedure for
orientation to the field site, for example, interviewing selected field staff about
respective roles and responsibilities.
2.
Educational Format
The student and field supervisor will discuss:
a. Assignments - number, type, range, and rationale for these.
b. Written requirements - number, type, deadlines, and rationale for these.
c. Required and optional meetings, conferences, and membership on teams
or committees.
d. Other educational opportunities and resources available to the student,
e.g., consultation with other staff, training sessions.
3.
Supervisory Format and Process
a.
Time: The school requires that each student receive formal
supervision each week. The arrangement for this time should be
specified in the learning contract.
49
b.
c.
Backup in emergencies: This should include how work will be
covered in the student's absence and coverage in the supervisor's
absence, e.g., the designated "substitute" supervisor and the nature
of supervision that person will provide.
Mutual responsibilities and roles should be established in developing
learning objectives and agendas for supervisory conferences
II. Learning Contract - Second Phase
By the fifth or sixth week of the semester, the parties to the learning contract
should have developed an understanding of the specific learning patterns and needs of the
student. These generate the second phase of the contract which targets specific goals and
expectations for the student. For students in the summer block internship, the second
phase and the liaison contract should be completed by the end of the second week.
Learning goals continue to be related to agency and curriculum goals and
expectations. For example, learning needs at this time might be for improvement in
relationship-building skills, i.e., empathy, tuning in, or subsequent reflection (assessment)
about client communication, for beginning work in planning a small group intervention,
or for the use and management of time and work. (There is a detailed format to follow
and an example to be found in Appendix of this manual.)
III.
Learning Contract - Third Phase
The last stage of the learning contract is discussed and developed within two to
three weeks of the beginning of the second semester. For summer block internships,
students should have the third phase completed by the end of the 5th week. This contract
follows review and assessment of the student's performance at the end of first semester,
and responding to a mid-year assignment designed to help students to bridge learning
between first and second semesters. At this time the learning contract should once again
define and target areas for continued development and improvement including areas
identified as problematic during the first semester evaluation. At this time more complex
understanding and skill development should be the goal, e.g., recognizing and working
with areas which block the change process, holding the focus, self-understanding (own
hesitations, ambivalence vis-à-vis professional activity or relationships), beginning group
intervention if this has not yet occurred, providing continued follow-up with
community/advocacy efforts.
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THE EVALUATION: PURPOSE, PROCESS, AND PROCEDURE
Purpose
The major purposes of the evaluation include:
1.
An opportunity for the student and field supervisor to "take stock": to evaluate
what the student has learned and where she/he is now, as well as to consider
factors that affect professional learning.
2.
An opportunity for the student and field supervisor to pull together and
conceptualize what skills and learning needs they should focus on in the future.
3.
The written evaluation and other evaluative documents represent accountability
among the agency, the school, and the student. They become a permanent part of
the student's record.
Process - The Final Evaluation Conference
Prior to the evaluation conference, the field supervisor should confer with the
task supervisor, if there is one, for inclusion in the evaluation of the task supervisor's
assessment of the student's performance.
An evaluation conference precedes the writing of the evaluation. During the
evaluation conference, both student and field supervisor should share the initiative in
evaluating performance. The student's initiative aids in developing self-awareness and
the ability to examine critically her/his own work and learning needs. This student
activity also becomes an area for assessment of student learning capacity by the field
supervisor. Assessments should be supported by practice illustrations and conference
notes. A brief and informal reflection on the evaluation conference itself may be a useful
way to end the conference.
The Final Written Evaluation
Based upon the discussion, the field supervisor has the responsibility to prepare a
draft of the evaluation. The student should be given some time to read, reflect, and
assimilate the content. The field supervisor and student should then meet together to
review the evaluation. Any changes agreed to during the review should be included in
the final evaluation draft. Students should see their evaluation in its final form. The
student, field supervisor/task supervisor and the faculty field liaison should sign the
evaluation. Signing the evaluation indicates that the student has read her/his evaluation.
If the student is not in agreement with the evaluation, the field supervisor should note this
at the end of the evaluation; and the student should comment in the section of the
evaluation reserved for this purpose. This can also be managed electronically for those
students who are placed in different regions.
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The original evaluation should be given directly to the Field Placement Specialist
and placed in the student’s file. (See the Appendix IV for a copy of the evaluation form).
Procedures: The following practices and procedures reflect the policies of the
department. Circumstances considered requiring any change in this format or procedure
should be discussed with the student's faculty field liaison. These procedures occur in
conjunction with visits by the field liaison.
1.
Every student should have a mid-semester oral evaluation conference, followed
by an abbreviated written evaluation.
a. Mid-semester oral evaluation for traditional students: A mid-semester oral
evaluation conference should take place sometime during the sixth or
seventh week of each semester in the agency, and for these students in the
Summer Block Internship, the mid-semester evaluation should take place
by the end of the third week or when the intern has completed a block of
125 hours of field practice for the first semester. This is repeated again for
7+ weeks for the second semester. The field supervisor is expected to set
aside a part of the regularly scheduled weekly conference during one of
these weeks for this oral evaluation. The field supervisor should notify the
student in advance so they can both be prepared. It is a time to discuss
how the student began, how she/he is progressing in various areas of
performance and learning, and what specific skills need to be developed in
the remainder of the semester. At this time it is suggested that both the
student and field supervisor look through the final evaluation form as a
way of reviewing ultimate learning objectives. Extenuating circumstances
that may be affecting the student's learning should also be discussed (e.g.,
insufficient volume or suitability of assignments).
b. Mid-semester written evaluations: The mid-semester written evaluation of
the first semester, due in the eighth week, is intended to evaluate the student's
adjustment and progress in the field and beginning work assignments, and to
provide the basis for educational expectations and goals for the remainder of
the semester. It is important to be clear and specific about areas for student
focus for the remainder of the semester in order to provide useful feedback
and to help structure the remaining work to be accomplished. For summer
block placements students, written evaluations are due at the end of the 4th
week of that semester.
The mid-semester evaluation of the second semester, due in the seventh week, is
intended to evaluate the student's continuing work in major assignments,
development of practice abilities, and learning needs and educational plans for the
remainder of the last semester.
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2.
Every student must have a written evaluation at the end of each semester. The
field instructor has the responsibility to conduct an evaluation conference with the
student and to write an evaluation of the student. The student is also expected to
do a thorough self-evaluation using the formal evaluation form in preparation for
the evaluation conference with the field supervisor/task supervisor. This ensures
that the student takes an active role in the final evaluation.
a. End-semester evaluation: In the first semester, this is intended to assess
the student's overall performance, to identify developing strengths and to
specify areas for further learning and development.
b. The second semester final evaluation is intended to evaluate the student's
growth,
development and anticipated effectiveness as an entry-level generalist
practitioner.
When complete, the evaluation should be signed by both field supervisor and
student. If the field supervisor does not have an MSW degree, there should be a formal
evaluation conference and the evaluation form is completed by the Gallaudet-appointed
MSW supervisor. The faculty field liaison must also sign the evaluation and each person
should keep a copy for her/his reference and the original is to be returned to the Field
Placement Specialist and placed in the student’s file.
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STUDENTS EXPERIENCING DIFFICULTY IN THE FIELD PRACTICUM
When students experience difficulty in the practicum, the major effort to help the
student is through intensive field instruction and field advising. Students are also
encouraged to work on practice issues with their faculty field liaison, practice teacher or
the Director of Field Instruction.
The field instructor is typically the first person to identify challenges that the
student may be struggling with. Through supervision, the field instructor should bring
his/her awareness of these challenges to the student’s attention and work with the student
to overcome the presenting obstacles. The field instructor should take the time to assist
the student in identifying the problem areas and work with the student to determine how
to best resolve them. It is important for the Field instructor to share, with the faculty
liaison, any concerns that he/she may have regarding problems or concerns related to the
intern as soon as they are identified. Many times, it is the student who brings these
difficulties to the faculty liaison’s attention, either in field lab, through the weekly log,
and/or the student will request a meeting with the field liaison to share what is happening.
Through feedback and discussion with the student and/or field instructor, the liaison will
determine whether or not he/she should call for a meeting or video discussion with the
field instructor.
These identified problems or concerns must be discussed and documented as
soon as possible. The faculty liaison should document these issues of concern on a
“Field Improvement Contract Form” and placed in the student’s file. See Form in
Appendix VI this should also be brought to the attention of the Director of Field
Instruction for advisement. This “Field Improvement Contract Form” will identify the
problem or concerns, identify the intervention taken and include a corrective action plan
and should be signed by the student, field instructor and faculty liaison and demonstrate
what needs to be done in order to resolve the presenting challenges. The problems should
be identified the intervention should be noted as well as the plan of action taken to correct
the problem with a clear understanding of the expected outcome. The date of review to
determine if the contract is successful should be no longer than two to three weeks. The
field instructor and faculty liaison, with support from the Director of Field Instruction,
should support the student through the learning process. Should the problems continue to
worsen, the faculty liaison should refer the student to the Director of Field Instruction for
assistance in reaching a solution.
Normally the instructor will assist the student in identifying strategies to achieve
those expectations, including referring the student to support services such as the Mental
Health Center, Tutorial Center or the Writing Center. If a student is in danger of
receiving a grade below C, any faculty member may request a conference with the BA
Program Faculty to develop an educational assessment and plan which is then discussed
with the student. Any grade below C in the field practicum automatically requires review
of the student’s performance and may be grounds for dismissal from the program
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While it is not possible to foresee all such situations the following list includes examples
of problem areas:
1.
A student may have difficulty interacting within the professional role; for
example, difficulties with professional boundaries.
2.
A student may exhibit an unprofessional manner in appearance, attitude, lack of
self-awareness, inability to work cooperatively with co-workers, inability to
accept supervisory feedback.
3.
A student may not be receiving sufficient help with medical or emotional stressors
which interfere with ability to perform within the practicum setting.
4.
A student may not demonstrate judgment/behaviors consistent with the NASW
Code of Ethics.
5.
A student's performance may be generally unsatisfactory across the areas of
expected field practicum learning.
6.
A student may be accused of violating the practicum site’s policy and/or
procedures such as coming to the placement under the influence of illegal
substances. In such situations, the student may be required to withdraw from the
field practicum site. (See Termination)
Resolutions typically include clarification of field expectations, suggestions for working
and teaching, and re-working of a new learning agreement incorporating expectations and
means for achieving acceptable performance.
These difficulties may ultimately require that she/he not continue in the field.
This recommendation could be made during any semester of registration in the program.
Regardless of the presenting challenges, all attempts to resolve the problem areas should
be documented and the steps taken to ameliorate the problems should be noted as well in
this “Field Improvement Form”. Formal procedures for termination may need to take
place. This can be found in Appendix IV: Miscellaneous Forms.
PROCEDURES FOR TERMINATION FROM FIELD PRACTICUM
As stated above, once the student’s problems have been identified and
documented the “Field Improvement Form” corrective action should take place.
However, if a student is still not progressing satisfactorily, the faculty liaison, Director of
Field Instruction, and the BA Program Director along with the BA Program Faculty,
should meet to discuss the student’s presenting problems and determine the next plan. If
it is agreed that the student needs to leave the field practicum, she or he will first receive
written notification from the Director of the BA Program and the Director of Field
Instruction. This documentation will consist of providing information to the student
55
regarding her or his status, and specific expectations of what the student needs to
accomplish to remain in good standing. .
If the student’s performance does not meet minimal expectations, the faculty in
the program may decide that, given another semester, the student will be able to meet the
standards. In this case, the Director of Field and the BA Program Director can
recommend to the Social Work Department Chairperson and the Dean of CLAST that the
student be placed on probation for one semester, during which time the student must
achieve a C in all courses and have a commutative grade point average of 2.0. At the
end of that time, if progress is still not satisfactory, the BA Program Director will
recommend to the Department Chairperson that a recommendation be made to the Dean
of CLAST that the student be dismissed from the program.
Evaluation of performance in class or field practicum is based upon criteria that
are clearly stated in course syllabi and are applied by the instructor in a manner that is
fair and consistent. Students who believe the grading or evaluation of their performance
to be unfair and whose standing in the program is affected by the grade may appeal the
grade or evaluation using procedures outlined in the BA Student Handbook, BA Field
Practicum Manuel, and Undergraduate Catalog.
1.
Students have the right to be kept appraised of their progress throughout their
educational program, including class and internship. Performance that may
jeopardize their completion of the program must be identified in sufficient time
for the student to have the opportunity to make changes. Although it is rare, there
may be situations in which a student’s performance requires dismissal from the
program for reasons considered so serious as to override the usual rights for
additional time to make changes. These reasons include illegal or unethical
behavior, behavior that is considered harmful to clients and personal problems of
such magnitude that the student is unable to work effectively with clients. In such
circumstances the student will be given explicit reasons and the student has the
right to appeal the decision according to guidelines specified in the BA Student
Handbook and in the Undergraduate Catalog.
2.
Students have the right to fair and consistent application of evaluation criteria in
class and field practicum and to a fair and consistent application of written
procedures for termination and dismissal from the program should this become
necessary. Students have the right to know these evaluation criteria which should
be written into the course syllabus distributed at the beginning of each semester.
The evaluation criteria include information about course expectations,
assignments and grading system.
3.
Students have the right to appeal grades and other decisions affecting their
standing in the program through departmental and University procedures.
56
Grievance and Appeal Procedures
Grievance and appeal procedures are specified in the Undergraduate School
Catalog and in the BA Student Handbook. A student who wishes to appeal a decision
about a grade, dismissal from the program, or any other action that affects academic
standing, related to field practicum, may file a written appeal with the Director of Field
Instruction. The procedures are as follows:
1.
Description of the grievance that is the basis for the appeal
2.
Identify/demonstrate the efforts made to resolve the problem
3.
Statement of the outcome of the appeal
The Director of Field Instruction will review the materials submitted and will
meet with the student and with all parties involved and will inform the student of the
decision in writing. If the student is dissatisfied with the decision, the appeal may be
submitted to the BA Program Director who will then review all relevant written material,
meet with the student and render a decision in writing. If the student is not satisfied, the
next person to review the procedure will be the Chair of the Social Work Department.
The next level of appeal is the Dean of the College of Liberal Arts, Sciences and
Technologies. If the issue cannot be resolved to the student’s satisfaction at the level of
the academic dean, an appeal may be made to the Provost as specified in the
Undergraduate Catalog.
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LEARNING/TEACHING IN THE FIELD PRACTICUM:
PRINCIPLES, ASSIGNMENTS, AND ACTIVITIES
Student learning in the practicum site develops gradually as they work in the
field. The students are asked to reflect on their work, as the field supervisor models the
social work role for the student in her/his day to day interaction with the student and
others.
Assignments and activities or tasks will differ from site to site. The field
supervisor should develop student assignments in consultation with the faculty field
liaison. However, some general principles and methods of learning and of case selection
and assignment generally hold true in the practicum.
Principles
1.
In following the traditional model, the student is largely absorbing, adjusting,
observing, and trying to maintain balance during the first two months in the
agency. This is characterized by both stress and excitement. By 7-9 weeks, if a
student is progressing as expected, integration occurs and the student's learning is
generally smoother and more focused. For those students following the block
model internship, it is expected that the first two weeks will be hectic, but by the
5th week, the students should be settled and focused.
2.
Students learn best by seeing individuals, families and groups from week to week,
and by regularly being involved in program development and community issues.
Less consistent participation in the work to be done delays moving into problem
solving and skill development.
3.
Beginning assignments should be selected and ready before the student's arrival in
the agency.
4.
Involvement in client system work should begin by the third field day. Anxiety is
generally aroused when there is a prolonged waiting period before actual
participation in identified work and increases rapidly the longer the delay. First
contacts and new assignments always require prior discussion between supervisor
and student to ensure readiness.
5.
By 8-10 weeks, the student begins to show patterns of learning and understanding
that she/he is now able to demonstrate in the work, especially after discussion
with the supervisor. The block students should show patterns of learning by the
4th week.
6.
Blocks to learning and specific difficulties also become evident by approximately
7-10 weeks. The student's ability to modify problematic ways of working should
be identified and tested by the supervisor. Learning is facilitated when students
58
are clear about what is expected of them and what they must do to meet
expectations or improve their work.
7.
Learning contracts developed jointly by the student and the field supervisor
provide a useful way to organize learning expectations and needs, as well as
specific tasks and activities.
8.
Learning is likely to be effective and permanent when the student is given
opportunity for repetitive use of concepts and ideas presented by the field
instructor. For example:

the field supervisor calls attention to "themes" in client communications; the
student understands that themes are important, begins to look for and find them
and thinks about what to do with them.

the student begins group work in a systematic way by answering specific
questions weekly on the group process recording form about observations of
group dynamics and about group techniques used to enhance individual and group
functioning.

the student identifies as many interventions as possible with clients including
intervention at the macro (field setting/community level) that will enable work
toward empowerment.
Assignments
1.
Assignments should be: a) sufficient in volume of work, b) appropriate for the
student's level of functioning or readiness to learn, c) timed to fit with field and
the department’s expectations and with student readiness to take on new work.
2.
The student assignments should be partialized, i.e., broken down or shared with
another worker when the overall assignment may overwhelm the student.
Assignments should be selected within the student's ability to provide service.
Example:
a. Student works in a supportive capacity with the child in his/her own home or
foster home, maintains contact with school and/or foster parent and with field
staff working with other parts of the client system. Or
b. Student works with biological parent(s) or with foster parent(s) towards
relinquishment for adoption. Or
c. Student works with a client in an ILC as a case manager and needs to assist
the client in accepting responsibility for his/her behavior.
59
d. Helps clients to develop a budget and get a sense of managing their financial
situation.
e. Student develops a presentation on the vulnerability of deaf children to sexual
abuse and findings about the high incidence of sexual abuse among this
population. This effort includes work to train child protective service workers
in effective interview approaches with deaf children. Or
f. Student works on field policy or legislation (for example: to shift the burden
of leaving the home after abuse occurs from the child-victim to requiring that
the perpetrator leave).
3.
Assignments should be educationally meaningful. They should also have
meaning for the student, that is, the field supervisor should help the student to see
the value to the client of her/his work. For example, when "maintaining" or
"supporting" the client is not understood as purposeful, the supervisor's
explanation may bring immediate change in the student's motivation and attitude.
Examples:
a. Weekly meetings with isolated, chronically dependent client which seem to
the student to go nowhere; but the client experiences relief from loneliness
and stays in a job with student support.
b. A young mother's depression does not lift, but she provides improved care to
children, enough to avoid removal of children from home.
c. The individual problems of residents in a Section 8 housing complex appear to
remain unchanged. Students, meanwhile, can come to see their work with the
building management as a way to produce change in the environmental
structure and ultimately to make individual change more possible.
d. Deaf high school students whose academic achievement does not indicate
imminent entry into higher education can be identified as a population at risk.
A goal would be to ensure linking them with adequate vocational
rehabilitation services to help guarantee training for viable employment and
possible future educational advancement.
4.
Assignments should be varied sufficiently to provide the range of learning
experiences necessary for the student to understand that social work
principles, methods and roles apply across the board. The goal is to help the
student transfer learning from one client system to another and to see that
social workers must consistently assess for the appropriate level/s of
intervention in any practice situation and apply skills consistent with
identified needs.
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Activities
1.
Providing concrete services to clients, such as helping with an application to a
responsive HMO, locating a day care program or employment, or assessment of
the care of a deaf older person in a nursing care facility.
2.
Visiting and interviewing clients and others such as foster parents in their homes.
3.
Student interviews with clients should generally take 45 minutes to an hour. Too
little or too much time with the client suggests the student needs help in using
his/her time more productively.
4.
Visiting community agencies and agency units. These always should be client, or
client-service-related; that is, related to providing or supporting a specific agency
service for the client, or to evaluating the range of services available and possible
advocacy or program development activities.
Participating in an administrative, staff, team, or program meeting, perhaps with
the goal of evaluating the cultural competence of the work being done.
5.
6.
Engaging individual clients and family members in a relationship for purposes of
problem-solving.
7.
Observing a group and then developing and leading or co-leading a group of one's
own, preferably within the primary field placement agency, but, if necessary, in
another setting with a separate supervisor.
8.
Conducting or participating in the field site and community interventions. This
may take the form of assisting in coordinating services for deaf clients, in
undertaking issues of accessibility (equipment, communication), or in planning or
conducting a workshop(s) or informational meeting on deafness for agency
personnel. Conducting a practicum site or broader community needs assessment
are also useful activities. Ideally, community assignments would allow
purposeful work with staff of one or more settings other than the student's own.
9.
Recording of events and activities related to the field placement, including
individual, group, practicum site, and community interviews and meetings.
Problematic interviews or contacts with peers, co-workers, or collaterals (systems
representatives such as employer, teacher, etc.) should also be recorded.
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THE CONTENT OF FIELD PRACTICUM LEARNING
An important part of the student's energy for learning in the field practicum is
devoted to observing, testing, absorbing, and speculating about what things mean.
Another portion of available energy deals with the anxiety produced by "trying on" the
work and the role of the social worker. Finally, there is the effort to make connections, to
integrate knowing and doing, theory and practice. This includes evaluation of one’s own
practice and of field program effectiveness.
Although the student is actively engaged from the moment she/he enters the field
setting, the "work" of learning and capably applying skills takes shape over a period of
time. Though students move more or less slowly during the first 6-8 weeks in the field,
by the eighth-ninth week there is a general quickening of the pace of learning and of
more effective application. Specific barriers to learning and unhelpful patterns and
attitudes generally can be identified by mid-semester and may be addressed. One month
later, in December, the winter/semester break is a critical learning juncture for the student
and the field supervisor. At this time, the student experiences and realizes the meaning of
the relationship through her/his own and the client's reactions to the interruption in
contact.
Review is promoted through a mid-year or linking assignment made when the
student returns for the second semester. This is the period when specific skills or
problems for work can be targeted, such as inconsistencies in "tuning in," difficulties in
focusing interviews and continuing the pace of the work, lack of clarity about group or
organizational goals, etc. It is also the time when general principles of work can be
abstracted, such as the link between assessment and intervention goals, the approaches
used, and ways to measure the effectiveness of these approaches.
It is vital to the supervisor and student to identify clearly and specifically in the
process of formulating the third stage of the Learning Contract, learning which the
student must master during the second semester, as well as impediments to good work
which the student must overcome.
First Semester
In the first semester, the student in the field site is:
1.
Learning about the field setting and the community.
2.
Learning how to conduct interviews with individuals, families and groups.
3.
Learning to do beginning assessments with individuals, families, groups, systems,
and communities. Learning how to recognize barriers and identifying options
toward solutions.
4.
Learning how to develop a relationship; realizing (experiencing) that it takes time
to develop a relationship.
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5.
Developing awareness of and beginning skill in working with issues of diversity
6.
Tuning in to ethical issues and professional behaviors.
7.
Identifying populations at risk in the community and those areas of social and
economic injustice which contribute to groups being oppressed.
8.
Learning how to organize and manage time and work.
9.
Beginning to assume responsibility for her/his own learning and discovering how
to use the supervisory relationship productively.
10.
Beginning to evaluate the effectiveness of her/his interventions.
In addition, each expectation frequently includes multiple tasks which, when
identified, clarify what the student should learn. For example, "learning how to conduct
an interview" includes the following tasks, all of which the field supervisor should teach
and model and which the student must learn to do.
1.
Explaining relevant aspects of field practice’s, purposes and policies.
2.
Explaining the role of the social worker.
3.
Understanding the consumer's request for services; establishing an initial plan of
action that taps into consumer’s abilities or desires to promote change.
4.
Observing individuals, families, groups, or systems as well as noting overt
communication in order to respond to the goals and objectives outline in the
beginning phase.
5.
Working around or reducing barriers to client actualization.
6.
Tuning in to self and use of self in professional relationships, including the impact
of diversity issues on the professional relationship.
7.
Conducting review of one's own work; for example, single subject research.
Second Semester
The second semester of field learning should add depth and refinement. For
example, the student continues to learn about the field practicum and the community and
their many (or few) resources. The student may also be working on:
1.
Developing referral skills.
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2.
Refining assessment and intervention skills, incorporating what was not
recognized earlier about the consumer/client systems need to focus on program or
community change.
3.
Furthering work with groups or the community.
4.
Developing skills in carrying out committee work, negotiating, education,
advocacy efforts, within the field site and the broader community as an agent for
change.
5.
Writing and presenting biopsychosocial summaries or action plan as it relates to
the broader system.
6.
Carrying out a program evaluation in order to guide future efforts within the
service unit.
Some of the practicum sites where students have done their field placements:
Washington, DC:
Sasha Bruce Youthworks
Greater Washington Urban League
Deaf Reach
DC Mental Health
Bread for the City
NStreet Village
Ramona’s Way
Joseph Kennedy Institute
Maryland
Governor’s Office for Deaf and Hard of Hearing
Community Social Services for the Deaf
Maryland Vocational Services
Virginia
Independence
VA Center for Disabilities
Summer Block Placements
San Diego Community Mental Health Services for the Deaf, CA
Mt. Sinai Hospital – Chicago
The Learning Center – Mass.
Samaritan House – Atlanta, Georgia
International Placements
South Africa
Guatemala
Costa Rica
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THE CONTENT IN FIELD PRACTICUM TEACHING
The primary contribution of the field supervisor is to teach and model social
work skill development.
Helen Harris Perlman defines basic educational content taught by field
instructors as follows:
Every social worker is concerned with:
Alfred Kadushin adds:
Person (people)
Problem(s)
Place
Process
Personnel
1.
The field supervisor teaches about how the practicum is organized and
administered, how it relates to other field settings and fits into the total network
of community social services.
2.
The field supervisor contributes perspectives about the "causes" of social
problems.
3.
The field supervisor teaches about human behavior in response to the stress of
social problems.
4.
The field supervisor teaches about human diversity.
5.
The field supervisor teaches some of the "technology" of helping.
6.
The field supervisor teaches about the sequential nature of the helping process.
7.
The field supervisor contributes to the student's learning about herself/himself.
8.
The aim is to develop a greater measure of self-awareness in the student so that
she/he can act in a deliberate, disciplined, consciously-directed manner within
the various social work roles in order to become an effective agent for change.
9.
The field supervisor recognizes and respects the limits and restrictions of her/his
role.
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SUMMARY OF SUPERVISION ACTIVITIES1
Initial Supervisory Activities
Conduct orientation
Introduce student to staff
Describe student's role and tasks
Discuss record-keeping procedures
Discuss student learning needs in depth
Develop written educational plan
Provide weekly supervision
Assign cases by second week
Content of Orientation: Topics covered or arranged by supervisor
Community tour
Agency history and mission
Description of clients
Eligibility requirements
Intake procedure
Agency services
Other policies
Staff relationships
Referral networks
Methods of Teaching
Assign observation of others
Assign weekly process recordings
Assign audiotapes/videotapes
Give supervisory explanations
Recommend readings
Make connections to theory and practice models
Make connections to class
Provide feedback on process recordings
Provide feedback on audiotapes/videotapes
Use role play
Strategies for Teaching from Process Recordings
Provide timely feedback
Provide weekly discussion in supervisory session
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Give verbal review
Give written feedback
Give line-by-line feedback
Comment on theory
Comment on student feelings
Provide critical comments
Provide positive comments
Request student self-critique
Other Aspects of Teaching from Process Recordings
Comment on: What to do next
Intervention
Interview flow
Student effect on client
Client behavior
Client feelings
Steps in Evaluation
Review school evaluation outline
Review process recordings
Review other records
Review previous evaluations
Review educational plans
Solicit student input
Engage in joint discussion before writing evaluation
Source:
Extract from Julie S. Abramson and Anne E. Fortune, in Journal of Social Work
Education, Fall 1990, V. 26, No. 3, pp. 273-286.
Conclusion
Many students say that their field experience was a major stepping stone for
graduate school or other important decisions. We know that internships are the heart and
soul of social work practice and we aim to give the student the opportunity to enhance
their professional development with their practicum. This is a challenge for many who
may have to work with interpreters for the first time or who are testing the “professional
waters” for the first time.
Not all students end their internship with a satisfying feeling. Some students
struggle because they know they need more training. Some students are ready to taste
“real world” and all of the experiences that come with their first job as social workers.
Some students graduate with great confidence and some students graduate with anxieties.
We hope that this year will be eventful and rewarding for you. Please know that
we are always here to answer your questions and provide you with feedback any time
during your senior year and long after your graduation.
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GOOD LUCK AND ENJOY YOUR EXPERIENCES!
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