Far and Away: Planning, Preparing
& Practice For Successful Distance
Internship Placements
Mary Maurer, LCSW
Christine Escobar-Sawicki, LCSW
Presentation Overview
•
•
•
•
Introductions
Overview of Field Education at UIUC
“Phases” of Internship Planning & Site Identification
Relationship Building & Communication with Sites &
Students
• The Use of Technology in Supervision
• Overcoming Obstacles: Student Issues & Resolutions at
a Distance
• Lesson’s Learned
Learning Objectives
• Participants will learn strategies used to place,
support and evaluate students in longdistance field placements.
• Participants will become familiar with
technology that has been utilized successfully
to support quality field placements.
As we tell our “story”, some things to keep
in mind…
• The transition has occurred over the last 5 years, and is a work in
progress
• Trial and error…..lots of it!
• Move in baby steps
• Be honest with internship sites – they are very forgiving
• We’ve made big gains with small $$ investment – free or campus
supported
• Every decision that is made takes into consideration
accessibility/support for off-campus students
• Our goals and objectives for on-campus vs. off-campus students are
the same – it’s the delivery that is different
• Relationships (with students, FI, sites) are key!
Overview of Field Education
at UIUC
Structure of Program
• BSW (186) and MSW (300) Programs
• Expanding Regional MSW Program to State-wide
• Block Placement w/ concurrent seminar course
 BSW – one-semester (Fall or Spring), 32 hours/week
 MSW – AS – one-semester, 14 week summer semester, 40
hours/week; Traditional Students – 2 semesters (May-Dec.
or Aug – May), 32 hours/week
• BSW Program – place students only in Champaign County;
will expand as program grows
• MSW Program – place across the state of Illinois, out of
state and internationally in Cape Town, South Africa
Field Office Resources
• Dedicated Field Office
• BSW Field Director, MSW Field Director/Asst.
Dean for Field Education
• 6 Liaisons – 2 primarily BSW, 4 primarily MSW
 MSW Liaisons cover geographic areas
• FTE Office Support Specialist
“Phases” of Internship Planning &
Site Identification
Planning Begins Early…
Field Education Day
- Opportunity for students who will be
eligible to enter their field placements in
the upcoming rotations to talk with Field
Education Sites
- Discuss the types of learning
experiences which can be provided to
them, the structure of the organization
and the type of formal supervision
provided.
- Not an interview, as the internship
planning and placement process is
completed through the Field Education
Office
Field Day
• All sites are invited,
both BSW and MSW
• Morning is reserved for
student meet & greets
• Lunch is networking
opportunity
• Afternoon: Free CEU
Presentation
• Over 80 sites attended
• Handouts provided:
– Welcome Letter to
Organizations
– Folder for students
• List of agencies
• BSW: Possible questions
to ask
• MSW: How to use the day
Sept/Oct: Brown Bag Lunches
 Concentration Specific
 Location Specific
 Information on planning process
• Timelines
• Field Planning Checklist
• Resume & Cover Letter Templates
• UIUC Website of Field Placement Opportunities
• Explanation/clarification of the Field Office role and
the student role in the planning process
October: Field Education
Applications Submitted
November: Field Planning
Meetings
Individually with Field Liaison
Discuss field planning form
Go over timeframes
Return to Employment/Out of State
Sign contract
Answer questions
Internship Site Identification & Development
LESSON LEARNED:
Relationship building with potential sites begins at this early stage
Site Identification & Development
• Already established relationships
• Site “stalking”
• Website submissions http://socialwork.illinois.edu/fieldeducation/become-a-field-education-site/
• Student requested
– In State vs Out of State/Country
The importance of assessing and approving new sites….
Assessing and Approving New Sites
Contact (emails, phone calls) to discuss:
- The UIUC Block Placement Program
- Requirements & Expectations for sites
- Learning opportunities for students
- Assists with concentration identification
- The planning process & role of the Field Education Team
- Need for Affiliation Agreement or Memo of Understanding
- Answer questions, address concerns, plan for next steps
LESSON LEARNED: It helps to have a name when you cold call a new site
Field Instructor Training
Currently in an word document on our
website. To earn 3 CEU’s, participants
must complete a quiz on Qualtrycs
which triggers the CEU certificate.
We ask that all current and active field
instructors complete the Field
Instructor Training on an annual basis
in order to ensure that you have the
most up-to-date information regarding
our Field Education program.
Our goal is to provide you with
information that will assist in creating
a successful internship experience for
both you and the student.
Coming soon: Updated, more
interactive Field Instructor
Training…Stay Tuned!
• http://socialwork.illinois.edu/fieldeducation/field-educatorresources/training-modules/
Interviews
– Role of Faculty Liaison in setting up
interviews
• Hands on, we reach out to sites & send
resumes/cover letters
– Levels the playing field for competitive sites
– Allows us to identify timeframes sites are recruiting
– Interview Preparation
• Power point presentation (had been training, not as
well received)
• Working with Liaison to prepare
– If concerns with interviews, Liaison becomes more involved
LESSON LEARNED: Increased contact with the student is
important during the interview phase
Confirmation of Placement Forms
-
Identifies vital information about the site where the student has accepted
Allows for the creation of master spreadsheet of placements
Assists in identifying who Faculty Liaison will be
Triggers Information Packet to be sent to agency
http://socialwork.illinois.edu/alsc-cyfs-health-care-mental-healthconcentrations/
LESSON LEARNED: We send this link out numerous times throughout the
interview process, with a reminder placement cannot begin until this is
completed.
Relationship Building &
Communication throughout the
Internship….
The social work literature emphasizes the necessity of social
work programs making a commitment to ensuring that both
students and placement sites feel supported through field liaison
involvement at all stages of the internship placement.
(McFall & Freddolino 2000)
……With Students
 Communicating with students early in the program, prior to
placement, aides in better experiences during the internship
planning and placement process.
 BSW students participate in a professional seminar course their
Junior year, which is taught by the BSW Field Liaisons
 MSW on-campus students become acquainted with the Field
Office upon their entrance into the program
• Communicating with off-campus (distance)
students has been more of a challenge – we
continue to take steps by:
 More purposeful planning from the time they enter the program
 Connecting earlier with the Field Office
 Considering different models of providing Field Education
services
 Using technology – Skype, Collaborate, Google Hangout
 Provide information in chunks about the internship
process/requirements to reduce stress
….With Field Instructors
 Prior to placement – email and phone contact with sites
 If it’s a new site, we Skype or have phone contact, if out-ofstate, to begin cultivating the relationship, setting the stage
for communication during the internship
 Communicating the importance and impact they have on the
education of our students
 Giving them the “why’s” behind such things as why it’s critical
they submit the online evaluations on time
 Online FI Training
 Being mindful of the language we use – they are partners
of the School, educators in the Field – **this is especially
important with sites that are outside the State of Illinois
and don’t feel an allegiance with the University
 Throughout the internship – scheduled communication
(phone/Skype and email contacts) on a Timeline FI’s and
students receive. No guessing – they know we will be in
contact with them.
 Consistently receive feedback that we have more contact
with them than other programs they have dealt with.
E-Packet Sent to Students and FI’s
Learning Plans
Orientation to the agency checklist
Timelines – includes internship dates, online evaluations,
contact with Field Office
Give FI heads-up about seminar course
assignments – organizational analysis, internship project
Giving information to both parties helps to decrease misunderstandings
and increase chances for a successful internship
Use of Technology for
Seminar Course
Concurrent Seminar Course
• Over last 10 years has moved from fully on campus, to hybrid, to
fully online
• Uses Blackboard as the Course Management System
• Students can access from anywhere – even Cape Town, South
Africa!
• Utilize synchronous learning and asynchronous






Discussion boards
Journals
Small group consultation
Internship Project (Capstone Project)
Organizational Analysis
Collaborate sessions
• Seminar course is another avenue to support students
• Journal assignments often highlight concerns students are
experiencing in Field
• Ongoing communication between seminar instructors (usually
Field Faculty) and the Field Liaison
Use of Technology
in Evaluating Students
• All evaluations are completed online using Qualtrics
http://www.qualtrics.com/
• Students complete a self-evaluation
• FI completes the same evaluation
• The goal is for student and FI to discuss results
• Qualtrics makes it easy to analyze results for CSWE
assessment requirements and benchmarking
The Use of Technology in
Supervision
MSW Supervision
• Not all sites have MSW’s with 2 years experience but are
otherwise excellent sites with wonderful learning
opportunities
• UIUC Field Education Team will supplement the supervision
using synchronous communication tools, as well as the
Seminar Course
– Meets every week at various times
– Students select times, every other week using a sign up genius
link (www.signupgenius.com)
– Supervision is done in groups or individual sessions
LESSON LEARNED: Research time differences for out of state and
international students when planning calls or virtual sessions
Technology Options
Google Hangout
• Very easy to use
Virtual Classroom: Collaborate
• Moderately easy to use
– Directions needed to be sent to
students
– Access to help line
– Directions on web
• Allows for multiple people
(up to 10) to “talk” & use
video for free
• Can be used on a variety of
devices
• Virtual classroom capabilities
– Power point & web access
– White board
– Ability to divide into groups
• Video capabilities limited
https://www.google.com/+/learnmore/hangouts/
– Only two people can “talk” at once
– Video slows down process
Technology Options
Skype
• Very easy to use
– Directions on web
Conference Call
• Very easy to use
• Video capabilities possible,
but can be limited
• Now allows for multiple
people to “talk” & use video
– Depends on system
for a fee
• Can be used on a variety of
devices, does need to be
downloaded
Google Hangouts vs. Skype feature comparison
https://www.skype.com
http://searchunifiedcommunications.techtarget.co
m/feature/Google-Hangouts-vs-Skype-Acomparative-look
TECHNOLOGY
LESSONS LEARNED:
Plan ahead…try out the
option with colleagues
Stay calm!
Have a backup phone
number to call in case the
technology is not working
Be flexible & encourage
students to do the same
Remind students they can
email or call as needed
(not just during selected
times)
Overcoming Obstacles:
Student Issues & Resolution at a
Distance
Student Issues
When making the decision to become a
field instructor most individuals see an
opportunity to give back to the
profession and to mentor the next
generation of social workers. Agreeing to
mentor a student is a great task and
responsibility due to the time and effort
involved in insuring that the student
receives the best learning opportunity
available in an agency setting. In most
cases the process is smooth with little or
no complications. However there are
times when despite the field instructor’s
best efforts, problems arise.
Although it is difficult, every field
instructor must be willing and ready to
deal with student problems when they
occur. It undoubtedly is the most
difficult aspect of being a field instructor
Areas where issues may occur include:
professionalism, personal circumstances,
performance and relationships with
others including the Field Instructor,
clients, co-workers or fellow interns
In the FI Training the Process for Handling
Student Issues is described
When serious or ongoing issues arise
• Collect information as to concerns
– Email, phone call, use of asynchronous
communication tool, if possible - site visit
– May require several contacts with both student
and FI
LESSON LEARNED: Document all contacts. Phone calls or visits
should be followed up with a summary email to those involved.
When serious or ongoing issues arise
• Assess level of intervention needed
– Different levels: increased contacts with student and field instructor ;
remediation plan, suspension, termination of placement, etc.
– Follow school procedures and consult with supervisor(s) and relevant
school administrators
– Discuss levels of intervention with student and Field Instructor for
feedback and input as to how to best resolve issues
• Ask Field Instructor, if the student were an employee, how would this be
handled? This can assist in assessing level of intervention needed
LESSON LEARNED: If your school does not have procedures for remediation in place, it is strongly advised
these be created.
Remediation Plan Tips
• Tie problematic behaviors to CSWE’s Core Competencies
• Identify behaviors needing improvement, as well as
measures & timeframes for assessing improvement
• When considering timeframes, be sure to include how the
results will be reported (call, email, virtual meeting)
• Share remediation plan with student and Field Instructor
for signature
Student Examples
• Remediation Plan Success: Extending Internship
– Michael
• Remediation Plan Success: Withdrawal from placement
and eventual successful completion at another site
– Janet
• Termination of Placement & Expulsion from program
– Maeve
Example
Internship Remediation Plan
Date
The information below outlines the strengths you are exhibiting in your internship, as
well as areas needing improvement, per the discussions with and Action Plan submitted
by your Field Instructor. Because your current performance is below that expected of an
MSW student at this point in the internship, you must demonstrate progress in order to
continue in the internship placement. This progress must be met by ____________.
During that week, a meeting will occur with you; your Field Instructor, and myself to
assess if sufficient progress has been made. Sufficient progress is defined as receiving
scores of 3 or higher in the areas identified in the remediation plan. If sufficient progress
has not been made, termination of your internship will be considered and discussed.
If it is deemed that you have demonstrated sufficient progress, a more detailed
remediation plan will be developed, as well as another evaluation period being
established.
Example
Identified Areas
Needing
Improvement
Professionalism
Behaviors to be Demonstrated to Exhibit Improvement in
Identified Areas





Strengths exhibited by the student
•
Friendly and pleasant demeanor
•
Eager to improve clinical skills
•
Worked toward substance abuse certifications
Critical Thinking Skills 



Respond to contexts
that shape practice
Engagement,
Assessment,
Intervention and
Evaluation
I have read and understand the remediation plan.
__________________________________________________
arrive at work on time and stay until the end of the work day
have no absences
demonstrate the ability to schedule and manage the work day
without assistance, providing a Daily Time Log to supervisor
present self as confident and capable and ready to work
prepare for supervision by bringing questions and concerns to be
discussed
demonstrate an understanding of the work that is being
conducted at the internship site by participating in discussions
with the field instructor and colleagues regarding relevant
policies and procedures and how they relate to and impact client
issues
produce well written work products such as clinical notes, clinical
assessments and GRRS reports.
demonstrate an ability to work independently when given tasks
to complete
demonstrate an understanding of how to proceed with a case,
and the steps that are involved

attend to changing locales, and populations to provide relevant
social services.

prepare for and communicate role within groups to co-leader
and supervisor.
engage clients when providing services in mental health settings
in a diverse and flexible manner, including holding sessions at
locations other than the agency
increase knowledge regarding Motivational Interviewing
Techniques by reading chapters, watching taps, listening to
sessions and using process recordings.


Future Goals
• Continue to provide a quality program amidst state budget cuts –
creatively using resources
• Virtual Field Education Day
• Purchase of an online Field Management System (i.e. Sonia, IPT)
• Further development of resources/training information for FI’s on
School’s website
• Move FI training to Adobe Acrobat
• Developing ways FI’s can connect with each other – listserv, virtual
meetings
• Create E-Handbook for students and FI’s
Lessons Learned
•
•
•
•
•
Relationship building with potential
sites begins at the early stage of
identification
It helps to have a name when you cold
call a new site
Increased contact with the student is
important during the interview phase
Send out important links or forms
numerous times throughout the
process, with a reminder placement
cannot begin until completed.
Research time differences for out of
state and international students when
planning calls or virtual sessions
•
•
•
•
•
Document all contacts when addressing
student concerns. Phone calls or visits
should be followed up with a summary
email to those involved
If your school does not have procedures
for remediation in place, it is strongly
advised these be created.
Share information with students in person
& emailed - it also helps to have it on a
website
Developing relationships with out-of-state
sites can be challenging – they often have
relationships with other Universities, and
are reluctant to take the time to obtain an
affiliation agreement.
Have a transparent communication
schedule/process for connecting with FI’s
and students while students are in
placement
Technology Lessons Learned
– Plan ahead…try out the
option with colleagues
– Stay calm!
– Have a backup phone
number to call in case the
technology is not working
– Be flexible & encourage
students to do the same
– Remind students they can
email or call as needed
(not just during selected
times)
Questions?
References
•
•
•
•
•
•
Bollettino, V. & Bruderlein, C. (2008), Training humanitarian professionals at a distance: testing the
feasibility of distance learning with humanitarian professionals. Distance Education, 29 (3), 269287.
Dedman, D. E., & Palmer, L. B. (2011). Field instructors and online training: An exploratory survey.
Journal of Social Work Education, 47(1), 151-161.
McFall, JoAnn P. & Freddolino, Paul P. (2000). Quality and comparability in distance field education:
lessons learned from comparing three program sites. Journal of Social Work Education, 36 (2), 293307.
O’Connor, E, The effect on learning, communication and assessment when student-created
YouTube of microteaching were used in an online teacher-education course.(2010-2011) Journal of
Educational Technology Systems, 39 (2), 135-154.
Wilke, D, & Vinton, L. (2006). Evaluation of the first web-based advanced standing MSW program.
Journal of Social Work Education, 42 (3), 607-620.
Wolfson, G.K., Marsom, G. & Magnuson, C.W. (2005). Changing the nature of the discourse:
Teaching field seminars online. Journal of Social Work Education, 41, 355-361.