BOSTON UNIVERSITY SCHOOL OF SOCIAL WORK



BOSTON UNIVERSITY SCHOOL OF SOCIAL WORK

Seminar for New Field Instructors

Fall 2013 – Spring 2014

COURSE DESCRIPTION

The goal of this seminar is to promote the development of competent Masters-level social work field instructors. Required of all field instructors supervising an MSW intern for the first time, this 16 hour seminar combines a presentation of theoretical and practical content by the instructor and an open agenda to which participants bring questions, examples and suggestions.

Each session will focus on the student competencies to be developed and corresponding field instructor competencies.

FIELD INSTRUCTOR COMPETENCIES

1. Develop an effective supervisory relationship

2. Teach social work competencies within agency/organization context

3. Attend to administrative aspects of field placement

4. Conduct educational assessment and provide constructive feedback to support student’s learning

5. Collaborate with the school to develop appropriate student learning opportunities and to resolve challenges

6. Develop professional identity as a field instructor.

ATTENDANCE

Attendance is required for participants to receive 16 continuing education credits. Participants are asked to contact the instructor if they are unable to attend a session.

The seminar will be held from 9 – 11am, Tuesdays: 9/24/13, 10/8/13, 10/29/13, 11/26/13, 12/17/13, 1/7/14, 2/4/14, 3/4/14

COURSE OUTLINE

Session I Professional Identity September 24

Session II Learning Assessment October 8

Session III Critical Thinking, Research and Practice October 29

Session IV Ethical Reasoning and Decision Making November 26

Mid-Year Site Visit

Session V Difference and Cultural Competence December 17

Mid-Year Assessment

Session VI Theory and Context as Applied to Practice January 7

Deepening Practice during the Middle Phase

Session VII Social Work Policy in Practice February 4

Session VIII Transitions/endings March 4

Evaluation

Bibliography

Both Methods

Hair, H. J. and O’Donoghue, K (2009). Culturally relevant, socially just social work supervision: becoming visible through a social constructionist lens. Journal of Ethnic and Cultural Diversity in Social Work, 18:1, 70-88.

Kanno, H. and Koeske, G. (2010). MSW students’ satisfaction with their field placements; the role of preparedness and supervision quality. Journal of Social Work Education, 46:1, 23-38.

Koob, J. and Funk, J. (2002). Kolb’s learning style inventory: issues of reliability and validity. Research on Social Work Practice, 12: 293-308.

Clinical

Bellamy, J., Bledsow, S.E., & Mullen, E.J., Fang, L. & Manuel, J.I. (2008). Agency-university partnership for evidence-based practice in social work. Journal of Social Work Education, 44(3): 55-76.

Deal, K.H. & Clements, J.A. (2006). Supervising students developmentally: evaluating a seminar for new field instructors. Journal of Social Work Education, 42(2), 291-306.

Edmond, T., Rochman, E., Megivern, D., Howard, M., & Williams, C. (2006). Integrating evidence-based practice and social work education. Journal of Social Work Education, 42(2), 377-396.

Engstrom, D.W., Gamble, L, & Min, J.W. (2009). Field practicum experiences of bilingual social work students working with limited English proficiency clients. Journal of Social Work Education, 45(2), 209-224.

Gelman, C.R., Fernandez, P., Hausman, N., Miller, S., & Weiner, M. (2007). Challenging endings: First year MSW interns’ experiences with forces termination and discussion points for supervisory guidance. Clinical Social Work Journal, 3(5), 79-90.

Litvack, A., Mishna, F., & Bogo, M. (2010). Emotional reactions of students in field education: an exploratory study. Journal of Social Work Education, 46(2), 227-243.

Miehls, D. (2010). Contemporary trends in supervision theory: A shift from parallel process to relational and trauma theory. Clinical Social Work Journal, 3(8) 370-378.

Newman, P.A., Bogo, M., & Daley, A. (2009). Breaking the silence: Sexual orientation in social work field education. Journal of Social Work Education, 45 (1), 7-26.

Siebold, C. (2007). Everytime we say goodbye: Forced termination revisited, a commentary. Clinical Social Work Journal, 3(5), 91-95.

Tebes, J.K., Matlin, S.L., Migdole, S.J., Farkas, M.S., Money, R.W., Shulman, L, & Hoge, M.A. (2011). Providing competency training to clinical supervisors through an interactional supervision approach. Research on Social Work Practice, 21(2), 190-199.

Macro

Harrigan, M.P., Fauri, D.P. and Netting, F.E. (1998). Termination: Extending the concept for macro social work practice. Journal of Sociology and Social Welfare, 25(4), 61-80.

Hill, K., Ferguson, and Erickson, C. (2010). Sustaining and strengthening a macro identity: the association of macro practice social work, Journal of Community Practice, 18:4, 513-527.

Holtz Deal, K., Hopkins, K, Fisher, L., & Hartin, J. (2007). Field practicum experiences of macro-oriented graduate students. Administration in Social Work, 31(4), 41-58.

Medina, C., The need and use of process recordings in policy practice: a learning and assessment tool for macro practice (2010). Journal of Teaching Social Work, 30(1), 29-45.

Thompson, J., Menefee, D., Marley, M. (1999). A comparative analysis of social workers' macro practice activities: identifying functions common to direct practice and administration. Journal of Social Work Education, 35(1), 115-124.

Wimpfheimer, S. (2004). Leadership and management competencies defined by practicing social work managers. Administration in Social Work, 28:1, 45-56.

-----------------------

Deborah Putnam

Macro Field Education Coordinator

264 Bay State Road, Boston, MA 02215

617-353-2662

ddputnam@bu.edu

Student competency

1. Identify as a professional social worker and conduct oneself accordingly.

After this session, participants will be able to:

1. Understand the expectations of field instructor through:

a. Understanding the functions of supervision

b. Identifying differences and similarities from employee supervision

c. Creating a safe and supportive supervisory relationship

2. Understand the social work competencies and how they apply in the field placement.

3. Understand the role of the faculty advisor.

4. Develop a learning contract with specific assignments to teach the social work competencies.

5. Use constructive feedback on students’ knowledge, skills, and values as a teaching tool through:

a. Direct conversation

b. Didactic teaching

c. Process analysis/recordings and other reflective writing

d. Role plays

e. Case discussions/de-briefing

f. Assessment and evaluation

6. Hold a conversation with student that incorporates reciprocal feedback about the learning process.

7. Become familiar with School of Social Work resources (e.g., course syllabi, professional development opportunities, faculty and student support services.

8. Identify other aspects of field instruction for future discussion

a. Appropriate use of power and authority

b. Use of peers as consultants on field instruction practice e.g. co-workers, seminar participants and others

c. Identify questions and manage concerns in assuming the new field instructor role.

Student competency

10. Engage, assess, intervene and evaluate with individuals, families, groups, organizations and communities.

After this session, participants will be able to:

1. Develop an initial assessment of the student as a learner using:

a. Adult learning theory

b. Learning/work styles

c. Stages of learning

d. Cultural dimensions

2. Use supervision to:

a. Manage challenges, learning difficulties and opportunities.

b. Recognize and utilize appropriate boundaries, parallel processes and communication styles.

Student competencies

3. Apply critical thinking to inform and communicate professional judgments.

6. Engage in research-informed practice and practice-informed research.

After this session, participants will be able to:

1. Teach student critical thinking by:

a. Gathering and analyzing information from multiple sources

b. Recognizing the purposeful use and limitations of anecdotes

c. Gleaning principles to transfer learning across assignments.

2. Incorporate research-informed practice and practice-informed research, including evidenced-based practices as applicable to the setting, in student assignments and learning.

3. Identify opportunities for students to engage in evaluation and research, as applicable to the setting.

4. Model effective communication and assist student in developing such.

Student competency

2. Apply ethical principles to guide professional practice.

After this session, participants will be able to:

1. Identify ethical issues in social work practice and in supervision:

a. Use of professional standards, e.g. NASW Code of Ethics and other frameworks

b. Recognize how ethical dimensions inform practice, (e.g., self -disclosure, value differences, boundaries, confidentiality, student or field instructor impairment, dual relationships, etc.)

2. Develop effective strategies for teaching students about value and ethical dilemmas in practice, e.g., differences in cultural values and professional-personal values conflicts.

3. Identify legal issues for field instructors and students, including: confidentiality, malpractice and liability, contract compliance, informed consent, duty to warn, mandated reporting, supervisory liability for student's work, recordkeeping.

4. Utilize the site visit to identify the student’s accomplishments, areas for growth and professional development.

Student competencies

4. Engage diversity and difference in practice.

5. Advance human rights and social and economic justice.

After this session, participants will be able to:

1. Work with differences and similarities in the supervisory relationship (e.g. culture, race, gender, age, class, ability and sexual orientation, etc.) by:

a. Identifying biases, stereotypes and assumptions based on these

b. Engaging supervisee in an ongoing discussion and examination of how differences affect and enrich the supervisory relationship, the agency context, and relationships with clients, consumers, stakeholders and the community.

2. Understand the essential elements of a productive evaluation process including addressing strengths and difficulties.

3. Identify challenges to evaluation and develop strategies for addressing these.

4. Understand the role of the field instructor in partnership with the school as gatekeepers for the profession to identify students who are not prepared to continue in professional social work practice.

Student competencies

7. Apply knowledge of human behavior and the social environment (HBSE).

9. Respond to context that shape practice.

After this session, participants will be able to:

1. Identify HBSE theory as applied to practice through discussion, recordings/analyses, assigned reading, etc.

2. Help students understand the context within which they work, the implications for practice and service delivery and identify opportunities for change.

3. Move supervision to the next level through deepening practice assignments and promoting more autonomous and independent work.

4. Identify opportunities for continued professional growth.

Student competency

8. Engage in policy practice to advance social and economic well-being and to deliver effective social work services.

After this session, participants will be able to:

1. Assist students in engaging in policy practice by:

a. Identifying all levels of policy in the practice setting

b. Analyzing the implications of the policies on clients/constituents, service delivery, the workforce, etc.

2. Support students to advocate for improvements in policies that advance the social and economic well-being of clients/constituents and/or deliver effective practice.

Student competency:

1. Identify as a professional social worker and conduct oneself accordingly.

10. Engage, assess, intervene and evaluate with individuals, families, groups, organizations and communities.

After this session, participants will be able to:

1. Utilize the spring site visit to identify the student’s accomplishments, areas for growth and future learning goals.

2. Anticipate the end of the year by:

a. Identifying assignments that will need to be terminated/transitioned due to the ending of the internship

b. Identifying potential challenges to termination/transition, e.g. student-client/constituent, student-field instructor, student-agency, etc. and develop strategies for addressing these.

3. Plan for and successfully complete the student final evaluation that includes a comprehensive review of the year.

4. Review experience with social work field instruction and identify areas of growth to build field instructor’s supervisory competence.

5. Renew commitment to supervise and/or identify potential obstacles.

6. Provide feedback on seminar and other aspects of field education.

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