BSW Field Education Manual - School of Social Work at the ...

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20 Chapter 4 Selection of Field Agencies, Criteria, and Field Instructors Agencies and social workers may make inquiries regarding becoming a field instructor. Information about this process is on the web page of the School in the Field Education section. Once approved and having interns, agencies and field instructors are evaluated by their intern at the end of the internship. That evaluation form is in appendix J. The School draws on the following criteria for field site selection: 1. Administrative policies regarding service to clients, to other agencies, and to the community should be consistent with the sound standards of practice appropriate to the particular type of agency. 2. The agency should show stability of program and of financial support. Alternatively, it may be at the cutting edge of innovative programming or practice. 3. The agency should show ability to respond to the changing needs of the community. 4. The agency should show capability for accommodating students. (See appendix K for suggestions.) 5. Preference is given to agencies that can provide stipends to financially needy students. 6. The agency must be endeavoring to meet progressive standards of practice. 7. Agency should have formal safety policies and procedures 8. Potential for School/agency cooperative efforts (joint research projects, consultation, and inservice training). 9. Commitment on the part of the agency to enter into a long-term relationship with the School involving the training of numerous students over time. 10. The agency and school will enter into a contractual agreement regarding the mutual expectations for affiliation (appendix L). Field Instruction Criteria 1. The agency must offer a favorable setting and atmosphere conducive for learning. 2. The agency must provide training opportunities in general practice methods and/or in concentrations applicable to the School’s curriculum. 3. The agency must have one or more staff members who qualify as field instructors. 4. Adequate facilities must be available. These include provision of office space, work materials, and equipment as needed for the student. The student’s use of agency cars must be included in the agency’s insurance policy if driving is expected of students (pages 15-16).
21 5. The agency must allow all Field Instructors time for attending field instructor training offered by the School of Social Work. 6. The agency must allow all Field Instructors time for preparation for student instruction, for regular conferences with the student, consultation with School faculty, and, if needed, attendance at meetings held at the School. 7. The agency must be willing to reimburse the student for costs (such as travel expenses) incurred while conducting agency business. If the student needs additional car insurance to transport clients, make home visits, or other activities part of the placement assignments, the agency should reimburse the student for the amount of the additional coverage. 8. The agency agrees that no student trainees accepted by the agency will be discriminated against on the basis of race/ethnicity, sex, color, religion, national origin or ancestry, age, marital status, disability, Vietnam-era veteran status, or sexual orientation. 9. As required by federal and state law and by University of Georgia policy, field placements, as a whole, must be accessible to students with disabilities. The “as a whole” requirement means that students with disabilities should have the same kinds of educational opportunities– including field placements in particular kinds of settings–as students without disabilities. However, given the wide range of disabilities, it is possible that not every placement site will have the capability to accommodate every student. It may not be feasible, for example, for a site to accommodate students who use wheelchairs because of the site’s location and existing architecture, but this same site could easily accommodate students with visual or hearing impairments. Every effort is made by the Field Instruction Program in consultation with the Office of Disability Services to ensure equal access to practicum opportunities. Agency Safety Guidelines Most agencies are under enormous pressure. Reduced budgets and clients with increasingly critical needs and histories of negative involvement with social services have resulted in increasing tensions in social work settings. As a result, social workers have experienced a variety of threatening situations, and some have been harmed. Social work students cannot be completely insulated from the realities of professional life, nor should they be. On the other hand, students frequently lack the experience and skills that help more seasoned practitioners assess danger and take appropriate precautions. The School recognizes its responsibility to help prepare students to handle potentially dangerous situations by providing students with safety training and classroom content on safety issues. However, we also need to make a serious effort to try to reduce risk in field settings. The following guidelines are designed to supplement the School’s agency selection criteria. Modification of guidelines for particular students and special circumstances may be made in the student’s educational agreement with the explicit approval of the Faculty Liaison to the agency and the Field Education Office. Moreover, it is recognized that the implementation of these guidelines may take some time. A liaison may determine that, while an agency is not
Page 1 and 2: 1 The University of Georgia School
Page 3 and 4: 3 Changing Placements and Terminati
Page 5 and 6: 5 Chapter 1 Framework and Overview
Page 7 and 8: 7 BSW Goals With the liberal arts a
Page 9 and 10: 9 Chapter 2 BSW Field Practicum Org
Page 11 and 12: 11 In addition to the above profess
Page 13 and 14: 13 9. Do agencies hire students whe
Page 15 and 16: 15 • Provide an opportunity to di
Page 17 and 18: 17 • Supervisor • Networking wi
Page 19: 19 Off-Site BSW or M.S.W. Field Ins
Page 23 and 24: 23 b. Provision of a safe means of
Page 25 and 26: 25 Chapter 3 Policies and Procedure
Page 27 and 28: 27 The BSW Field Education Coordina
Page 29 and 30: 29 the student and the faculty liai
Page 31 and 32: 31 the absences cannot be made up i
Page 33 and 34: 33 . Appendices
Page 35 and 36: Students may consult the UGA Bullet
Page 37 and 38: 37 Preferences Listed below are pre
Page 39 and 40: 39 June 12th, 2009. Please read the
Page 41 and 42: 41 6. To begin to assume case respo
Page 43 and 44: 43 D 65-69% F 64 & below I Incomple
Page 45 and 46: 45 ADA Statement In accordance with
Page 47 and 48: 47 Taking the numerical score from
Page 49 and 50: 49 ADA Statement In accordance with
Page 51 and 52: 51 C. Multicultural Competencies Ad
Page 53 and 54: know they client to serve the clien
Page 55 and 56: 55 Bibliography Congress, E. (Sprin
Page 57 and 58: 57 The University of Georgia School
Page 59 and 60: 59 2. Agency Analysis and Agency Po
Page 61 and 62: 61 judicial decisions, administrati
Page 63 and 64: 63 their entire BSW Portfolio. Stud
Page 65 and 66: 65 Chapter 3—Theoretical Foundati
Page 67 and 68: 67 Does the Portfolio emanate how t
Page 69 and 70: 69 Appendix D The University of Geo
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Suggested Learning Activities to Ac
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c. demonstrate effective oral and w
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75 Competency Practice Behaviors Su
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BSW Field Education Learning Plan S
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Competency Practice Behaviors Speci
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The University of Georgia School of
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Suggested Learning Activities to Ac
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Competency Practice Behaviors Sugge
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. advocate for human rights and soc
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91 Assessment a. collect, organize,
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in behavior, appearance, and commun
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a. critically analyze, monitor, and
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99 5. How well is the intern relati
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101 (Grateful acknowledgement is gi
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103 Competency 3. Apply critical th
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105 b. S advance social well-being.
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107 I do not agree with evaluation
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109 The University of Georgia Schoo
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111 Competency 3. Apply critical th
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113 b. S advance social well-being.
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115 Intern’s Signature __________
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15. Lastly, check out on the BSW Fi
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PHONE/EMAIL CONTACTS: 119
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121 6. Provides clear expectations
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123 Professional ethics are at the
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125 ethically. Principles and stand
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127 1. Social Workers' Ethical Resp
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129 (b) Social workers should not t
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131 or computer technology. Disclos
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133 potential for conflicts of inte
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135 2.04 Disputes Involving Colleag
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137 (c) Social workers who believe
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139 3.07 Administration (a) Social
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141 4.04 Dishonesty, Fraud, and Dec
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143 (d) Social workers engaged in e
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145 policies and practices that dem
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147 3. There shall be no discrimina
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149 completed the prerequisite dida
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151 Appendix J ORIENTATION TO THE A
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153 Appendix L PERSONAL SAFETY/RISK
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155 • Don’t walk away from the
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