Christine Guzman, MSW, LCSW
BSW Field Director
Kimberly Setterlund, MSW, LCSW
MSW Field Director
August 26, 2010
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Develop a working knowledge of the APU
BSW/MSW field education requirements
Be familiar with effective supervision and
training strategies
Utilize practical applications for building a
strong field internship program at your
agency
Apply field training materials in preparation
for your students in the 2010-2011 year
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Mary Rawlings, Ph.D., LCSW
◦ BSW Program Director/
◦ Social Work Dept. Chair
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Sally Alonzo Bell, Ph.D.,
LCSW
◦ Full Professor
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Barbara Johnson, MSW,LCSW
◦ Assistant Professor
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Deb Baker, MSW
◦ Assistant Professor
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Christine Guzman, MSW,
LCSW
◦ BSW Field Director
Adjunct Faculty
Thuy Chen, MSW, LCSW
Adjunct Faculty
Cathy Miller, MSW, LCSW
Adjunct Faculty
Jonathan Clark, MSW
Adjunct Faculty
Support Staff
Dana Pinedo
Administrative
Assistant
Jennyfer Martinez
Student Worker
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Katy Tangenberg, Ph.D.
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Stephen Brown, Ed.D
Adjunct Faculty
 Nicole Arkadie, LCSW
◦ Director, MSW Program
◦ Adjunct Faculty, Field Liaison
◦ MSW Faculty
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Shayna Neshama, Ph.D.
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Karen Maynard, MA
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Cathy Miller, LCSW
◦ MSW Faculty
◦ Student Services Director
◦ Asst. Director of Field
Education
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Kimberly Setterlund, LCSW
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Olivia Sevilla, LCSW
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Adjunct Faculty, Field Liaison
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Adjunct Faculty, Field Liaison
Thuy Chen, LCSW
Josefina Sierra, LCSW
 Adjunct Faculty
George Taylor, LCSW
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 Adjunct Faculty, Field Liaison
◦ Director of Field Education
◦ MSW Faculty
Maria Carmichael, LCSW
Support Staff
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Lucinda Adam
◦ Administrative Assistant
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Azusa Unified School
District
DCFS
Sunrise Senior Living
Pacific Clinics
Foothill Family Services
Hillview Acres
San Bernardino Public
Defenders Office
Salvation Army
Foothill Presbyterian
Hospital
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Canyon Ridge Hospital
Family Solutions
David & Margaret Youth &
Family Services
Santa Anita Family Services
Santa Fe High School
(WUSD)
Azusa Police Department
Unity Center
San Gabriel Regional Center
Whittier Hills Health Care
Center
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Aegis Medical Systems, Inc.
Alliance For Children's Rights
Anaheim Union High School District
Atherton Baptist Home
Azusa Unified School District
Baldwin Park USD Tri Cities Head
Start
Bilingual Family Counseling Services
Carolyn E. Wylie Center
Catholic Charities Administrative
Office
Chinatown Service Center
Community Counseling Center -APU
County of Orange Social Services
Agency
David and Margaret Home
Davita Dialysis Chino
Davita Dialysis Pomona
Davita Fontana
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Department of Children and Family
Services (Glendora)
Family Solutions Collaborative
Green Dot Public Schools Clinical
Services
Hillsides Children Services
Human Options, Inc.
Huntington Hospital, Della Martin
Outpatient Program
LA Co. Probation Dept., Probation
Intern Initiative/Making It Through
Little Tokyo Service Center
Los Angeles House of Ruth
Maryvale Residential Tx Ctr.
Mission Hospital St. Joseph Health
System Family Resource Center
Olive Crest Treatment Centers
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Dept Corrections & Rehab., Div. of
Juvenile Justice, SYCRCC Norwalk
Downtown Women's Center
East Valley Community Health Center
Eastlake Youth Services
Ettie Lee Youth and Family Services
Exceptional Children's Foundation
Los Angeles
Family Promise East San Fernando
Valley
Family Service Long Beach/ Aspiranet
Optimist Youth Homes and Family
Services-FFA
Pacific Clinics Bonita Family Center
Pacific Clinics
Pasadena Mental Health Center (Five
Acres)
Pasadena Public Health Department,
Andrew Escajeda Clinic, HIV/AIDS
Services
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Pasadena Unified School District
Phoenix Houses of Los Angeles, Inc.
Placentia-Yorba Linda USD (Valadez
Middle School)
Riverside County DMH
Riverside County, DPSS, APS
Salvation Army, So Cal Division
Salvation Army- Pasadena
San Bernardino Co. Public Defender's
Office
San Fernando Valley Community
Mental Health
Santa Anita Family Services
Senior Care Network, Huntington
Hospital
Serenity Infant Care Homes
Silverado Senior Living Newport Mesa
Silverlake Medical Center
Sylmar Health and Rehabilitation
Vitas Hospice Covina
West End Family Counseling NortonFisher Child & Family Center
Whittier Union HS District
Includes:
 APU Mission Statement
 History of APU
 BSW Mission Statement
 MSW Program Mission Statement
 MSW Concentrations
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The Department of Social Work at Azusa Pacific University
received initial accreditation from the Council on Social Work
Education in 1982. Reaccreditation was successfully
reinstated in 1990, 1998 and 2006.
The program has a strong and diverse generalist BSW
program with approximately 115 majors.
The MSW Program, admitted the first cohort in fall of 2008,
with approximately 70 students. Full-time and part-time
options as well as Clinical Practice with Individuals and
Families and Community Practice and Partnerships are
program concentration options. The Program is currently in
candidacy for full accreditation scheduled for 2011.
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Emphasis on NASW Code of Ethics
Students learn to balance faith, ethics and
values in a professional setting
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Q: Will APU students try to evangelize to the
clients and staff at the agency?
A: APU students, like students in a nonfaith based university, are held to the same
standards and are expected to abide by the
NASW Code of Ethics. Students should be
using appropriate boundaries in classroom
and field settings. If a student does try to
evangelize to a client, this is an important
boundary issue to be discussed in
supervision.
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Accepted majors:
Seniors entering field:
109 women
6 men
115
36
---------------------Asian
Black
Caucasian
Latino
Native American
Other/Mixed
7%
7%
53%
19%
1%
6%
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F/T 2nd year students
F/T Advanced Standing students
P/T students (1st year field)
F/T 1st year students
Total in Field:
Total Enrolled:
Male
Female
11%
91%
25
12
20
33
90
137
New Students
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Asian
Blacks
Caucasian
Hispanic
Native Amer.
Other
#
%
10
17
45
52
1
12
137
7
12
33
38
1
9
100%
1.
2.
3.
First time Field
Instructor or
Preceptor
Veteran Field
Instructor or
Preceptor
Faculty
33%
1
33%
2
33%
3
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Education Policy and Accreditation Standards
(EPAS) of the Council on Social Work Education:
Accreditation Standard 2.1—Field Education—sets
standards for the use of field education as an integral
part of the MSW program. Defines the minimum number
of hours required at bachelor’s and master’s level.
Mandates that orientation and field instructor training
be provided to agency-based field instructors. (2008
EPAS, pg 9-10) www.cswe.org
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Field Education is now considered the signature
pedagogy.
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Field Education is the capstone of the social work
education experience
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Students are develop skills through experiential
learning in a supervised field setting
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Focus turns from acquisition to application of
knowledge (classroom to field)
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Students learn to successfully integrate theory into
practice
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Upon completion, students should be ready to
begin social work practice within an agency setting.
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To facilitate positive and challenging
experiential learning in a supervised field
setting.
To partner with skilled, experienced, and
motivated social work practitioners who love to
teach
To train students in evidence-based practice
methods consistent with current trends
To train competent advanced social work
practitioners
To contribute to the workforce in the field of
social work
To promote the integration of faith and social
work practice
Practice
Theories
Acquisition of knowledge
(Classroom)
Law and
Ethics
Assessment &
Interviewing
Integration
Macro
Interventions
Crisis
Intervention
Application of knowledge
(Field Setting)
Interventions
&
Treatment
Planning
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It sets the tone for a positive field experience
It alleviates fear and anxiety, common
emotions for students new to social work
When a formal orientation is not provided,
students waste agency time trying to find the
information on their own, leaving less time
for learning
Students are made to feel welcome at the
agency
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Plan before student arrives:
◦ Physical location –where will the student work?
◦ Communicate with other staff re: intern roles
◦ Ensure paperwork is taken care of
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Conduct tour of agency
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Schedule brief presentations by other staff
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Develop an orientation packet
(Handout 2A – Agency Orientation Quiz)
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How do you prepare your agency and/or
staff for your students’ arrival?
What do you provide that is a unique aspect
of the orientation?
Who is involved in developing the field
orientation packet?
Who is involved in the orientation?
How long is your orientation?
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Important Policies and Procedures
Agency Description
Identification (how will students be
referred)
Confidentiality
Safety Issues
Agency Jargon
Making Referrals
The Supervisory Relationship
Providing a Safe Learning Environment
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On-site security, local law enforcement
contact information
Provide emergency contact numbers
Abuse reporting numbers
Chain of command
Home visit protocol
Safety in the office
Dealing with violent or potential violent
individuals
Dealing with suicidal individuals
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Sexual Harassment Training
HIPAA/PHI and Documentation Standards
Blood borne Pathogen Training
Safety in the Workplace
Professional Conduct in the Workplace
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Which of the following means the most to
you?
Elvis joins the Army.
Jimi Hendrix dies
MTV debuts.
Kurt Cobain dies.
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Your answer, of course, depends on your
age—or more specifically, on the generation
you belong to.
While pop music milestones may not seem
all that important, the sum total of
experiences, ideas and values shared by
people of different generations makes for a
melting pot of work approaches and
priorities.
The Traditionalists/Silent/Great
Generation (1933-1945)
The Baby Boomers (1946-1964)
Generation X (1965-1977)
The Millennial Generation (19781998)
Characteristics:
 Hardworking
 Loyal
 Work within the
system/submissive
 Technically
challenged
 Traditional
 Have knowledge of
legacy to share
Implications:
 Prefer face to face
communication
 Your word is your
bond and you mean
what you say
 Good team players
 You do not want
your time wasted
Characteristics:
 Optimistic
 Independent
 Competitive (in the
workplace)
 Focused on personal
accomplishment
 Work-centric
◦ Created the 60-80
hour work week
Implications:
 Expect for Generation
X and Y should pay
their dues
 Prefer to be thorough
when answering
questions
 Prefer options and
flexibility
Characteristics
 Independent
 Resilient
 High adaptability/ flexible
 Feedback is important
 “I don’t need someone
looking over my shoulder”
Implications:
 Email is a primary
tool for
communication
 Two-way feedback is
valued
 Informal
communication style
is preferred
 As an X’er the more
information, the
better
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75 million members
The most child-centric time
in our history
Technically literate
Team oriented, band
together socially
Multi-task with high energy
Expect structure in the
workplace
Celebrate diversity
Socially conscience
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Teamwork
Technology
Structure
Entertainment and
excitement
Experiential activities
Resource: Millennials Rising:
The Next Great Generation
(2000)
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Gives an account why they
are hopeful for our future
with this generation.
Compares Millennials to the
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greatest generation
Explains cycling of generations
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“G I generation” or our
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Millennials are confident, but
unskilled:
Present them with
challenges with structure:
◦ Provide mentors
 Silent generation and a
millennial are a nice pair
◦ Respond well to personal
attention
 Thrive in individual
supervision/mentoring
◦ Give deadlines
 planners
◦ Work well interactively
 Groups and pairs
◦ Mentor in groups
◦ Break down goals into
steps
◦ Offer necessary resources
to complete the task
◦ Encourage them to use
each other as a resource
◦ Utilize technology – this
is their strength!
 (Thielfoldt & Scheef, 2003)
Deadline reminders
 Informal relationships
 Confidence
 Want quick responses
 Personalize outcomes
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Field implications
Modeling
Reinforcing
Educate on the
therapeutic process
Capitalize on these teaching moments!
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These include students who have returned to
school after extended work experience
Part-time students (AKA “working students”)
◦ Characteristics:
 Extremely responsible
 Insecurity – needing to prove they are graduate school
“material”
 Juggling multiple responsibilities – work, home &
family, school
 Interns with more experience than field instructor
 “are they teachable?”
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Considerations: student openness to
teaching, making school/field a priority
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BSW Students are
generally in their early
20s.
Have been traditional
students
Student ages (N=90)
21-24
25-29
30-34
12% (11)
10% (9)
12% (11)
34% (30)
35-40
32% (29)
41-57
MSW Students
vs.
Field Instructors
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Talk about the generation you identify with
most
What adjustments will you make to your
supervision style?
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“Katie,” 20 year old, Caucasian, traditional BSW
student
“typical millennial” – sheltered, confident, selfcentered, limited life skills, expected to be catered
to both in the classroom and in the field.
Challenges in supervision – would be late or miss
supervision; unprepared for supervision
Challenges in field – often late, poor attendance,
required a lot of direction, perceived by staff that
she was not motivated
Strengths – socially likeable, intelligent confident,
multi-tasker, international minded
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Build the foundation for a successful year in field
by:
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Beginning with an effective orientation
Formalize a supervision schedule
Discuss hopes and expectations
Provide specific expectations for field performance
Refer to Learning Agreement to begin goal setting
Give immediate feedback when possible
Give positive as well as constructive feedback often
Make a point of getting to know your student(s)
Identify student strengths and challenges in learning
Identify your student’s learning styles vs. your own
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Add up:
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A______
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B______
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C______
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Each student bring a unique set of needs
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Similarities exist,
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Differences exist
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How to be to a critical thinker in field
What thorough case management looks like
Focus on agency documentation
How to collect data to form an assessment
Putting theory into practice
◦ Why we chose this intervention
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How to use supervision
◦ Knowing what questions to ask
◦ Understanding how to use process recordings
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How to identify as a professional
◦ With clients
◦ with staff and community
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Use of authority
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Council on Social Work Education. (2008). Educational policy and
accreditation standards. Retrieved August 21, 2008 from
http://www.cswe.org.
Dettlaff, A.J. (2003). From Mission to Evaluation. A Field Instructor
Training Program. Council on Social Work Education: VA.
Howe, Neil and Strauss, William. (2000). Millennials Rising: The Next Great
Generation. Vintage Books. New York.
Hurtado, S., Sax, L. J., Saenz, V., Harper, C. E., Oseguera, L., Curley, J., Lopez,
L., Wolf, D., Arellano, L. (2007). Findings from the 2005 administration
of Your First College Year. Los Angeles: Higher Education Research
Institute.
Strauss, William. (2001.) The millennials come to campus. About Campus,
Vol. 6 Issue 3, p.6, 7p. Retrieved August 17, 2006 from
http://plinks.ebscohost.com/ehost/detail?hid=1&sid=474c91b78da2-4d91-bc9d-9989954cedfb%40sessionmgr4
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Tucker, Patrick.(2006). Teaching the millennial generation. Futurist, Vol. 40
Issue 3, p7-7. Retrieved August 17. 2006 from
http://plinks.ebscohost.com/ehost/pdf?vid=2&hid=1&sid=4b7b1e5a0e90-4596-a8bf-33c616e0e97d%40sessionmgr103
Kaye, B., Scheef, D., & Thielfoldt, D. (2003). “Engaging the generations” in
human resources in the 21st century. Eds. Effron, R. Grandossy & M.
Goldsmith.
Proviter, McGlynn, A. (2005). Teaching millennials, our newest cultural
cohort. Education Digest, 71(4) pp 12-16. Retrieved June 5, 2008 from
http://plinks.ebscohost.com/ehost/detail?hid=102&sid=d2eacc5540c0-4952-a941-68611d5684d6%40sessionmgr4
Raines, C (2002). “Managing Millennials”. Connecting generations: the
sourcebook. Retrieved June 11, 2010 from
http://www.generationsatwork.com/articles/millennials.htm
Saenz, V. B. & Barrera, D. S. (2007). Findings from the 2005 college student
survey (Css): National Aggregates Los Angeles: Higher Education
Institute.