University of Pittsburgh School of Social Work



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THE FIELD LEARNING PLAN

School of Social Work - University of Pittsburgh

MSW FOUNDATION FIELD PLACEMENT

Term: Fall- Spring Year: 2014-15

|Student's Name: |Joseph Student |

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| Field Liaison: |Amy DeGurian |

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|Name of Agency/Organization: |

|WELLderly Center Incorporated LLC |

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|Agency/Organization Department: |

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|Site Address: |

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|Field Instructor Name: |

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|Field Instructor Phone: |

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|Field Instructor Email: |

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|Task Supervisor Name: |

|(If applicable) |

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|Task Supervisor Phone: |

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|Task Supervisor Email: |

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|Student's Weekly Field Schedule: |

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|Mon (Hours)      Tues (Hours)       Wed (Hours)      Thurs (Hours) 8 Fri (Hours) 8 |

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|FULL TIME STUDENTS ARE EXPECTED TO ENGAGE IN FIELD PLACEMENT ACTIVITIES FOR 16 HOURS EACH WEEK FOR 9 WEEKS (144 HOURS) FOR THE FALL TERM AND 16 |

|HOURS PER WEEK FOR APPROXIMATELY 15 WEEKS (216 HOURS) FOR THE SPRING TERM. PART TIME STUDENTS MAY FORMALLY REQUEST TO DO NO LESS THAN 12-16 HOURS |

|PER WEEK. PART TIME STUDENTS ARE EXPECTED TO ENGAGE IN FIELD PLACEMENT FOR 16 HOURS PER WEEK FOR THE SUMMER TERM AND 16 HOURS PER WEEK FOR THE |

|SECOND FALL TERM. ANY DEVIATION NEEDS TO BE APPROVED BY THE STUDENT’S ADVISOR/LIAISON AND THE OFFICE OF FIELD EDUCATION PRIOR TO THE ACTUAL START |

|OF FIELD PLACEMENT. |

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|Field Instruction Weekly Supervision Schedule: |

|Day of the Week: |Fri |Time: |9-10:15 |

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|ALL STUDENTS MUST ENGAGE IN A MINIMUM OF ONE HOUR PER WEEK FORMAL SUPERVISION. |

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|Date Field Placement Commences: |      |Ends: |      |

|Field Evaluation Due Date: |      | |

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|Student Signature: | |Date: | |

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|Field Instructor Signature: | |Date: | |

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|Field Liaison Signature: | |Date: | |

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|Online: |

|Guidelines for the Field Learning Plan |

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|1. The Field Learning Plan is the educational plan for the term of field placement; each term is graded separately. The competencies for the Field |

|Learning Plan are developed to reflect the standards of the Curriculum Policy Statement of the Council on Social Work Education as well as the |

|curriculum of the Master's Degree Program of the School of Social Work, University of Pittsburgh. To the best of their ability, Field Instructors |

|are expected to teach students the learning tasks and monitor practice behaviors that address these competencies given the limitations of their |

|respective settings or roles. The Field Learning Plan also serves as a guide for field instruction and supervision meetings. It further creates a |

|basis for the evaluation and narrative that occur at the end of the term. |

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|2. Responsibility for the Field Learning Plan is jointly shared by the Student and the Field Instructor. While additional learning tasks may be |

|developed that go beyond the articulated practice behaviors, the Field Learning Plan should reflect the required learning for foundation field and |

|term of field placement. The Student submits the plan by the appropriate due date. |

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|3. Measurement criteria can include, but not limited to the following: cases, journals, written assignments and material of all kind that is |

|reviewed by the field instructor; oral presentations, clinical documentation, proposals, projects, and task group participation. Direct observation|

|(shadowing) of the Student's work is expected. Feedback and evaluative information from other staff involved with the Student's effort should be |

|incorporated into the evaluation criteria. |

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|5. The Student's Faculty Advisor / Liaison reviews and approves the Field Learning Plan. It is used as a focus for agency visits as well as for any|

|issues that may require clarification or problem-solving collaboration between the Faculty Advisor / Liaison and the Field Instructor. |

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|7. The Field Learning Plan may be modified during the period of field placement to reflect identified learning needs of the Student as well as |

|changes that may occur. Situations such as student absences beyond three days, irregular attendance, inability to complete the required number of |

|hours, change of field instructor or change of field assignment may need to be brought to the immediate attention of and discussed with the Faculty|

|Advisor/ Liaison. |

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|9. A copy of the Field Learning Plan is placed in the Student's academic folder. |

|Guidelines for Development of Field Learning Tasks |

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|In developing learning tasks, the goal is to demonstrate the integration and application of the competencies in practice with individuals, |

|families, groups, organizations, and communities. While creating the learning tasks, consider what behaviors you expect to see from your student |

|relative to the corresponding competency. Where does each behavior fit within the four outlined educational goals? (Some may appear under more |

|than one goal.) What specific assignments within your agency should the student complete in order to demonstrate fulfillment of competencies? How|

|will you know that the student has completed the field learning tasks that you have assigned? |

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|In short, a well written learning task will be able to answer all of the following questions: |

|Who will do what, by when, and how it is measured. |

Examples of Learning Tasks

|Educational Goal #1: KNOWLEDGE EXAMPLE |Competencies Met |

|Student will review organization’s policies and procedures manual within first month of placement and will discuss 1-3 policies with |2.1.3 2.1.6 |

|field instructor each week to clarify understanding. |2.1.8 2.1.9 |

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|By the end of placement, student will identify and discuss with field instructor at least one legal and/or gerontology focused social |2.1.3 2.1.6 |

|policy issue as it relates to the organization’s development of service delivery. |2.1.8 2.1.9 |

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|By the end of the field placement Student will visit 1-2 (aging based) collaborating organization’s or referral sources and report to |2.1.3 2.1.6 |

|field instructor what was learned about the continuum of community service. |2.1.8 2.1.9 |

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|By the end of placement student will participate in activities toward program and service delivery development and enhancement of |2.1.3 2.1.6 |

|organization’s specific needs assessment survey, program outcome measurement, or proposal development as evidenced by the completed |2.1.8 2.1.9 |

|written assignment. | |

Educational Goal #2: SKILLS EXAMPLE

|Given a case or a client, student will be able to effectively communicate in the style of a professional social worker while working |2.1.1 2.1.3 |

|with families, groups, organizations, and communities. This will be done within the agency’s structure and mission, by the end of the |2.1.7 |

|semester, as evidence by direct supervision of field instructor. | |

| | 2.1.10 a |

| |2.1.10 b |

| |2.1.10 c |

| |2.1.10 d |

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|Given a case, student will be able to implement, assess and evaluate appropriate gerontologically sound strategies contingent on a |2.1.1 2.1.3 |

|comprehensive assessment and goal plan with individuals and families. This will be evidenced by written documentation and by field |2.1.7 |

|instructor direct supervision and sign-off. (Ongoing) | |

| | 2.1.10 a |

| |2.1.10 b |

| |2.1.10 c |

| |2.1.10 d |

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|Student will complete an intake geri-psych assessment on their own in the presence of agency staff to meet regulations and/or policies |2.1.1 2.1.3 |

|by end of placement. |2.1.7 |

| | 2.1.10 a |

| |2.1.10 b |

| |2.1.10 c |

| |2.1.10 d |

|Educational Goal #3: VALUES AND ETHICS EXAMPLE |Competencies Met |

|Student will select a minimum of two field related areas in the NASW code of ethics and be able to apply them to their specific |2.1.1 2.1.2 |

|experience through discussion with supervisor and/or staff, by end of placement. |2.1.4 2.1.5 |

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|Using a journal, student will note personal biases and values and discuss in supervision as they relate to the aging population. Journal|2.1.1 2.1.2 |

|will be used as needed to elicit feedback and support during ongoing weekly supervision. |2.1.4 2.1.5 |

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|Given a situation, student will be able to identify and will work to resolve any ethical issues involved in providing services, by the |2.1.1 2.1.2 |

|end of the term. |2.1.4 2.1.5 |

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|By end of placement, student will be able to identify barriers related to the elderly and on behalf of other diverse and at risk |2.1.1 2.1.2 |

|populations as evidenced by 2 or 3 examples from a social work perspective. |2.1.4 2.1.5 |

|Educational Goal #4: PROFESSIONAL SELF EXAMPLE |Competencies Met |

|During weekly meetings with the F.I., student will come prepared, participate and use supervision appropriately as evidenced by agenda |2.1.1 |

|and supervision notes. Student will select two articles from professional journals that relate to the agency’s mission and discuss them | |

|during supervision by the end of the term. | |

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|Throughout placement student will participate in professional education focused specifically in aging and gerontology as evidenced by |2.1.1 |

|attending 2 agency trainings and/or professional workshops providing proof of attendance, by the end of the internship | |

Field Learning Plan

MSW Program

Foundation Field Placement

The focus of the foundation field placement is to provide students with an experience to engage in structured learning objectives that are applicable across a wide variety of field settings, population groups, problem areas, and systems of all sizes.

Educational Goal #1:

Application of General Social Work Knowledge in the Field Placement

Competency:

2.1.3 Apply critical thinking to inform and communicate professional judgments

2.1.6 Engage in research-informed practice and practice-informed research

2.1.8 Engage in policy practice to advance social and economic well being and to deliver effective social work services

2.1.9 Respond to contexts that shape practice

In order to accomplish these competencies, a student would need to use multiple sources of information (e.g. courses, research based knowledge, practice wisdom, agency or organization, cultural, agency or organizational programs, legal and social policy issues that apply to the agency, organization and community, etc) in order to raise and articulate problems that impact the agency, organization, community and the target population or system to clearly inform practice. (2.1.3) (2.1.6) (2.1.8)

This includes the ability to adapt to the specific differences in the agency or organization’s population and characteristics to provide relevant services. (2.1.9)

The student is able to draw the relationship between policy and how that impacts the service delivery to clients in order to collaborate with colleagues and clients as appropriate. (2.1.8)

As a result, the student should be able to attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services and feedback for the improvement of services. (2.1.9)

Overall, student is able to explain the rationale behind actions in providing service delivery. (2.1.3)

|Practice and Learning Task Assignments: |Competencies Met |

|Student will attend a general orientation and training session within the first week of internship. Through this training, student will |x2.1.3 2.1.6 |

|be able to perform basic computer processes, intake and safety procedures as evidenced by her ability to enter information into the data|2.1.8 2.1.9 |

|program and his ability to handle clients in a safe manner- This will be evaluated by the field instructor through observation and | |

|weekly supervision. | |

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|Student will attend a geriatrically focused crisis management class by the end of November in order to learn how to deescalate tense |x2.1.3 x2.1.6 |

|situations and how to properly respond to escalated (often confused) agency participants. Student’s ability to deescalate and respond |2.1.8 x2.1.9 |

|will be demonstrated by her comfortably and effectively reacting in such situations and will be evaluated by field instructor through | |

|observation and supervision | |

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|Student will participate in on-line modules that will inform and train regarding therapeutic practices for those over age 65, that are |x2.1.3 x 2.1.6 |

|supported by research studies. She will implement these trainings into his treatments as evidenced by using new strategies to enhance |2.1.8 x2.1.9 |

|client outcomes. This will be evaluated by the field instructor through supervision and a review of self-reports. | |

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|Student will become knowledgeable about current policies (both on an agency and government level) that are in place that may affect |x2.1.3 x2.1.6 |

|agency practice and clients. He will do this by reading about geriatric mental health policies and by speaking to employees who have a |x2.1.8 x2.1.9 |

|holistic understanding of the policies affecting the agency. This will be evidenced by the student’s ability to cite internal policies | |

|during her treatment and her comfortably speaking about policies to consumers as observed by the field instructor | |

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|Student will complete online cultural competency and HIPPA modules that will teach him to be mindful of differing populations and the |x2.1.3 x 2.1.6 |

|importance of confidentiality. He will also learn about client needs, and barriers to treatment in order to maintain that his |2.1.8 x 2.1.9 |

|interventions will be effective and relevant to clients. This will be evidenced by producing certificates of completion for these | |

|trainings and demonstrating such skills in practice as witnessed by field instructor- Certificates to be completed by November 15th and | |

|practice ongoing | |

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|By the end of the field placement, the student will visit 1-2 collaborating aging focused agencies to enhance their understanding of the|x2.1.3 x2.1.6 |

|continuum of care for older people in SW Pennsylvania. A report will be provided on what new knowledge has emerged regarding roles of |2.1.8 x2.1.9 |

|employees and services provided to identify to field instructor during supervision. The student will articulate this knowledge will | |

|assist him in better serving his clients during treatment and post discharge. | |

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|By the end of the field placement, student will be able to identify areas of knowledge for diagnosing various forms of dementia |2.1.3 2.1.6 |

|including Alzheimer’s disease, Parkinson’s disease, Multi-infarct dementia, delirium and dementia nos. Knowledge base will include |2.1.8 2.1.9 |

|criteria for diagnosis, current treatments, and prognosis. This will be evaluated by his field instructor during supervision.      | |

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|By the end of the field placement, the student will be able to differentiate between mental health and behavioral health problems |x2.1.3 x2.1.6 |

|commonly affecting the elderly. This will be evidenced by the student’s ability to normalize processes and through analyses of treatment|2.1.8 x2.1.9 |

|needs. Additionally this will be measured through discussion with field instructor and other team members during treatment team | |

|meetings. | |

|By the end of the second week of each term- the student will bring in her syllabi and books from the courses that she is in this term |x2.1.3 x2.1.6 |

|and spring term- to discuss with field instructor areas of overlap and ways to integrate field and classroom learning. This will be |x2.1.8 x2.1.9 |

|evidenced by an outline of how learning will be integrated throughout the field placement | |

Educational Goal #2:

Application of Foundation Practice Skills in the Field Placement

Competency:

2.1.1 Identify as a professional social worker and conduct oneself accordingly

2.1.3 Apply critical thinking to inform and communicate professional judgments

2.1.7 Apply knowledge of human behavior and the social environment

2.1.10 a) Engage with individuals, families, groups, organizations and communities

2.1.10 b) Assess individuals, families, groups, organizations and communities

2.1.10 c) Intervene with individuals, families, groups, organizations and communities

2.1.10 d) Evaluate with individuals, families, groups, organizations and communities

Foundation Practice Skills

In order to meet these competencies the student should participate in program and service delivery involving clients or systems while exploring theoretical frameworks and applying knowledge to understand person and environment in achieving health and well being across the lifespan. (2.1.7)

The student should demonstrate effective oral and written communication in working with individuals, families, groups, organizations and communities within the agency’s structure. (2.1.1) (2.1.3)

Engagement

The student should engage with individuals, families, groups, organizations and /or communities by preparing for the intervention, using mutually agreed upon focus of work, empathy and compassion in developing positive relationships with and desired outcomes for the client/system. (2.1.10a)

The student should be able to provide services through collaboration, disseminate information and link client systems and staff in compliance with agency protocol and based upon client need. (2.1.10a)

Assessment

Given a case, client or community project, the student should define and prioritize a problem and collect data to assess the strengths and limitations of the client/system. Based on the findings, the student will develop mutually agreed upon intervention goals, objectives and identify appropriate intervention strategies. (2.1.10b)

Intervention

Given a case, client or community project, the student is able to implement successful prevention interventions that build on the strengths of the client/system and help resolve identified client/system problems. These interventions would include advocating for clients and facilitating transitions and endings (to include termination with the client/system). All interventions should be focused upon achieving organizational goals and best client/system outcomes. (2.1.10.c)

Evaluation

Throughout the intervention process, the student will evaluate the effectiveness of the intervention, integrating supervisory/consultative feedback as needed. The student should be able to examine outcome information once an intervention is completed for a client or program. (2.1.10.d)

|Practice and Learning Task Assignments: |Competencies Met |

|Student will be responsible for engaging with and assessing multiple clients in preparation for individual, group and family therapies |x2.1.1 x 2.1.3 |

|by the end of the fall term. This will be evidenced by student’s comfort level and proficiency during initial interactions with clients |x2.1.7 |

|and her/his family. This will be evaluated by the field instructor through direct supervision, review of documentation and self-report | |

|during weekly meetings | |

| |x 2.1.10 a |

| |x 2.1.10 b |

| |2.1.10 c |

| |2.1.10 d |

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|Student will demonstrate ability to provide interventions and treatment for individual clients and evaluate the effectiveness of the |x2.1.1 x2.1.3 |

|treatment by the end of the internship experience. This will be evidenced by the student’s ability to implement play therapy, fantasy |x2.1.7 |

|therapy and other appropriate “dementia friendly” therapies to an individual and/or family and through the ability to document the | |

|treatment plan and discharge summaries that outline the progress made during treatment process. This will be evaluated through direct | |

|supervision, review of case notes, and through self-reporting during weekly meetings. | |

| |x 2.1.10 a |

| |2.1.10 b |

| |x 2.1.10 c |

| |x 2.1.10 d |

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|Student will engage in family therapy with a client and his/her significant family members by end of field placement. She will assess |x2.1.1 x 2.1.3 |

|the needs of the geriatric client and their family, and will be able to provide an appropriate intervention(s). She will discuss |x2.1.7 |

|treatment plans and options for improvement that are recommended in accordance with the research, to improve the client’s overall | |

|situation. This will be evidenced by demonstrated proficiency with the client and family by the end of the field placement, as well as | |

|by case note reviews and self-report in weekly meetings | |

| |x 2.1.10 a |

| |x 2.1.10 b |

| |x 2.1.10 c |

| |x 2.1.10 d |

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|By the end of the fall term, the student will be able to create a treatment plan for her geri-psych clients that outline the presenting |x2.1.1 x2.1.3 |

|problem, symptoms, operational definitions, goals and services to be provided. A dementia management protocol in accordance to agency |x2.1.7 |

|policy will be followed. This will be evidence by the completion and review of the treatment plans with guidance from her field | |

|instructor and evaluated and approval of the treatment plans by field instructor. | |

| | 2.1.10 a |

| |x 2.1.10 b |

| |2.1.10 c |

| |2.1.10 d |

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|The student will create discharge summaries throughout the duration of the field placement. These summaries will include progress made |x2.1.1 x2.1.3 |

|by client during treatment and the affect at the time of discharge, as well as the services to be provided following discharge. He will |2.1.7 |

|demonstrate proficiency by the end of the field placement, evidenced by review of documentation, and approval of written discharge | |

|summaries discussed during weekly supervision meetings. | |

| |x 2.1.10 a |

| |2.1.10 b |

| |2.1.10 c |

| |x 2.1.10 d |

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|Student will demonstrate the ability to evaluate the efficacy of the treatments provided to aging memory impaired clients by the end of |x2.1.1 x2.1.3 |

|the field placement. This will be evidenced by self-evaluation of the treatments, through evaluating the progress of the clients, and by|x2.1.7 |

|self-reporting and analysis with her field instructor during weekly supervision | |

| | 2.1.10 a |

| |2.1.10 b |

| |2.1.10 c |

| |x 2.1.10 d |

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|Student will come prepared to participate and to discuss clients during weekly supervision meetings. This will be evidenced by |x2.1.1 x 2.1.3 |

|submitting an agenda for the meetings, ability to clearly discuss treatment goals, concerns and aftercare referrals regarding clients as|x2.1.7 |

|reviewed by field instructor, and discuss his ability to advocate for clients if more time in the program is warranted. | |

| |x 2.1.10 a |

| |2.1.10 b |

| |x 2.1.10 c |

| |x 2.1.10 d |

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|Student will discuss client with relevant case managers, therapists, social workers and mobile therapists in order to arrange for |x2.1.1 x2.1.3 |

|appropriate referral options within and outside of the agency. Student will provide exemplary continuity of care for her clients. This |x2.1.7 |

|will be evidenced by collaborating with professionals to ensure proper aftercare plans as reviewed by field instructor. | |

| |x 2.1.10 a |

| |2.1.10 b |

| |x 2.1.10 c |

| |2.1.10 d |

Educational Goal #3:

Application of Foundation Values and Ethics in the Field Placement

Competency:

2.1.1 Identify as a professional social worker and conduct oneself accordingly

2.1.2 Apply social work ethical principles to guide professional practice

2.1.4 Engage diversity and difference in practice

2.1.5 Advance human rights and social and economic justice

Throughout the placement, the student should apply and discuss the NASW code of ethics, the standards of the profession, abide by laws, and use professional values to guide practice. The student should be able to apply strategies of ethical reasoning to arrive at principled decisions. (2.1.2)

While engaging a diverse population in which difference shapes life experiences, the student should be able to assess the impact of discrimination and oppression on the client/system and be able to communicate this to the field instructor. This discussion would include conversation about awareness of the student’s own biases and values as they reflect or conflict with the values of the profession. (2.1.4) (2.1.2) (2.1.5)

The student should be able to articulate and demonstrate an ability to work with and learn from at-risk populations who are experiencing discrimination or the cultural structures of privilege and power while recognizing ambiguity in resolving ethical conflicts. (2.1.4) (2.1.2) (2.1.5)

The student should engage in advocacy on behalf of diverse and at-risk populations toward social and economic justice while providing services to vulnerable clients/systems as appropriate to the stated mission of this field site. (2.1.1) (2.1.5)

|Practice and Learning Task Assignments: |Competencies Met |

|Given a situation, the student will be able to identify and resolve possible ethical dilemmas that may accompany providing services in a|x2.1.1 x2.1.2 |

|professional and competent manner by the end of the field placement. This will be evidenced by his ability to rationalize his thought |2.1.4 2.1.5 |

|processes surrounding the ethical dilemmas typically dealt with at this agency and explain his decisions to his field instructor | |

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|Student will identify his personal biases, conflicting professional and personal values, and triggers that may impede her ability to |x2.1.1 x2.1.2 |

|provide services to clients. She will also identify ways to effectively manage these issues in order to remove barriers to treating |x2.1.4 x 2.1.5 |

|individuals. This will be ongoing throughout the placement and evidenced by direct observation and during supervision meetings with | |

|field instructor. | |

| | |

|By send of fall term, the student will display the ability to advocate for the clients within the agency. This will be evidenced by |x2.1.1 2.1.2 |

|direct observation by field instructor and the ability of the student to speak on behalf of the client, acknowledge progress and |2.1.4 x2.1.5 |

|positive characteristics of the clients, and urge care-providers to extend treatment when appropriate and beneficial to the client. | |

| | |

|By the end of the field placement, student will choose a minimum of two codes within the NASW Code of Ethics and apply them to his |x2.1.1 x 2.1.2 |

|practice with the clients. This will be evidenced by direct observation of the field instructor and through self-reporting during weekly|2.1.4 2.1.5 |

|supervision meetings. | |

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|Throughout placement, student will be able to identify areas in which age discrimination and cultural structures of privilege and power |x2.1.1 x2.1.2 |

|may create barriers for geriatric clients- this will be evidence by identification of these during supervision meetings |x2.1.4 x 2.1.5 |

| | |

|      |2.1.1 2.1.2 |

| |2.1.4 2.1.5 |

Educational Goal #4

Socialization into the Profession and the Development of an Enlightened Professional Self

Competency:

2.1.1 Identify as a professional social worker and conduct oneself accordingly

2.1.2 Apply social work ethical principles to guide professional practice

2.1.3 Apply critical thinking to inform and communicate professional judgments

2.1.5 Advance human rights and social and economic justice

Personal Issues, Conflicts, Differences, Limits, Boundaries, Objectives

Through the supervisory process the student should resolve conflicts when personal beliefs, biases and issues are inconsistent with the values and ethics of the profession. (2.1.1) (2.1.2)

Student should work with and/or seek appropriate assistance for people whose lifestyles, background, and attributes are different from those of the student. Differences may include race, ethnicity, socioeconomic status, religion, gender, sexual orientation, immigration status, or veteran status. (2.1.1) (2.1.5)

Given the student’s professional limitations, strengths, and stress management needs, the student should seek learning activities to improve practice and functioning. (2.1.1)

Student should be able to articulate social work roles as appropriate to the field site (2.1.1)

Student should be able to demonstrate professional boundaries. (2.1.1)

Student should be able to demonstrate personal reflection and self correction to assure continual professional development (2.1.1)

|Practice and Learning Task Assignments: |Competencies Met |

|When in a situation where the client’s discourse or beliefs differ from the student’s – the student will aim to conduct himself in a |x2.1.1 |

|professional manner and abide by the NASW code of ethics in order to best meet the client’s needs. This will be evidenced by the student|x2.1.2 |

|demonstrating the ability to work with a diverse client-base and to successfully provide treatments in the context of geri-psych |x2.1.5 |

|services; as observed by field instructor | |

| | |

|     By the end of the field placement, the student will be able to demonstrate his ability to effectively work with a given client. She|x2.1.1 |

|will be able to identify barriers to treatment, and if necessary, will speak to field instructor to receive guidance about how to |x2.1.2 |

|effectively pursue treatment or to terminate treatment and refer the individual to another clinician |x2.1.5 |

| | |

|The student will demonstrate the ability to create a safe space where all types of clients can feel welcomed and wanted regardless of |x2.1.1 |

|background etc… This will be evidenced by presenting herself as an open individual when working with clients- this will be directly |x2.1.2 |

|observed by field instructor and reviewed during supervision |x2.1.5 |

Supervision and Continuing Education Objectives

During a supervision meeting, the student should be prepared for, participate in, and use supervision appropriately, to include creating an agenda for meetings, and seeking constructive feedback and criticism. (2.1.1)

If difficulties arise, student should actively engage with the field instructor and/or faculty advisor/field liaison by following the established problem solving process. (2.1.1)

Student should seek additional training and/or supervision when needed or recommended. (2.1.1)

Student should participate in the continuing nature of professional education through involvement in professional organizations, the use of professional literature, awareness and discussion of local, regional, national, and international current events, especially those with social implications thereby demonstrating an interest in career long learning. (2.1.1)

|Practice and Learning Task Assignments: |Competencies Met |

|Student will be prepared for treatment sessions with clients, meetings with her supervisor, and meetings/phone calls with service |x2.1.1 |

|coordinators and other service providers. This will be evidenced by the student’s effectiveness in meetings, treatment sessions and his | |

|overall presentation as directly observed within these settings | |

| | |

|In the event of a problem situation, the student will effectively communicate with her field instructor in order to solve the problem. |x2.1.1 |

|This will be evidenced by his responsiveness to e-mails, initiation in weekly meetings, and through being assertive as needed | |

| | |

|Throughout the internship, the student will attend at least 2 professional education workshops centered around the care of the ELDERLY |x2.1.1 |

|as evidence by attendance sheet at agency trainings and/or professional workshops | |

Work Management Objectives

Student should consistently prepare to deliver and advocate for client access to services by organizing tasks appropriately, appropriate use of time, to include; planning task steps, meeting deadlines, building needed professional relationships, and attending to assignment details. (2.1.1) (2.1.2)

Students should demonstrate the ability to function within an agency setting in accordance with appropriate internal policies. (2.1.1)

Students should demonstrate professional demeanor, dress and workplace behavior. (2.1.1)

Students document activities in a manner consistent with the assigned tasks within appropriate agency protocol. (2.1.3)

|Practice and Learning Task Assignments: |Competencies Met |

|By the end of the fall term, the student will have the ability to create professional relationships with her assigned consumers. She |x2.1.1 |

|will do this by committing to at least two weekly individual therapy sessions, by updating progress notes and staying in communication |x2.1.2 |

|with the client and outside service coordinators and other care providers as needed. This will be evaluated by direct observation of the|2.1.3 |

|field instructor and through self-evaluation at treatment terminations.      | |

| | |

|Student will create case management and individual notes by set deadlines when a meeting, therapy session or phone call occurs. The |x2.1.1 |

|notes will be clear and comprehensive and interactions will be properly documented under the protocol of the agency. This will be |x2.1.2 |

|evaluated by the field instructor overseeing the student’s notes and reviewing for comprehensiveness and accuracy. |x2.1.3 |

| | |

|By the end of the field placement, the student will be confident in balancing multiple cases while effectively providing treatment to |x2.1.1 |

|clients. This will be evidenced by the ability to maintain frequent content with clients, updating case notes, and evaluating treatments|x2.1.2 |

|in treatment meetings and during supervision up to client discharge. |x2.1.3 |

| | |

|Finally student will keep a journal to be reviewed in supervision meetings and at the end of the field placement to help the student |x2.1.1 |

|self-evaluate progress in knowledge skills and values during the field placement. As assessed throughout the placement during |x2.1.2 |

|supervision meetings. |x2.1.3 |

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FIELD PLACEMENT TIME SHEET

|Student Intern: |      |Field Placement Site: |      |

|Placement (Check one): | |BASW | |MSW |Field Instructor: |      |

| | | |Field Liaison: |      |

|Semester (Check| |Fall | |Spring |

|one): | | | | |

|EXAMPLE |Sept 7-11 |8-3 |9-5 |

Minimum Hours Required: (BSW – 300 per term) (MSW 1st Year --144 fall term -- 216 spring term) (MSW 2nd Year or Adv Standing – 360 per term)

|STUDENT SIGNATURE | |DATE: |      |

|FIELD INSTRUCTOR’S SIGNATURE: | |DATE: |      |

*Students are required to submit a completed time sheet at the end of the term. The signature of the field instructor and the student reflects that the student has met the required hours for the term. If the student needs to clock more hours after the end of the term to achieve the minimum hours required, please note this in the below comments section.

|Comments |      |

| |      |

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Field Education

School of Social Work

University of Pittsburgh



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