Field Manual for 2013-2014 - University of Maryland School of ...

More documents

Recommendations

Info

VII. EXPECTATIONS OF THE AGENCY, THE FIELD INSTRUCTOR, THE SCHOOL, AND THE STUDENT A. Expectations of the Agency 1) The agency’s executive director or, in the case of large organizations, the director of a large department should be committed to the agency’s participation in professional social work education. He/she should identify a staff member who will serve as the intern coordinator to work with the School. 2) The agency and School will enter into an agreement regarding the mutual expectations for affiliation prior to a student being placed at the agency. 3) The agency should provide the variety, quality and quantity of learning experiences appropriate for the type of Field Education: Foundation, Clinical, or MACRO. 4) The agency will be expected to assure the availability of case material and projects for instructional use by students, subject to the guidelines of confidentiality. 5) The agency will provide the physical facilities necessary to accommodate students. 6) The agency will reimburse students for travel expenses from the agency to home visits and other agency-related expenses. 7) The agency should provide the opportunity for students to attend staff meetings and have other appropriate collegial and professional exchanges. 8) The agency must have an approved Field Instructor on site (at the Field Placement site) at least 50% of the time that the student is assigned to be there. 9) The agency should adjust the Field Instructor’s workload to assure adequate time to meet student learning needs and to attend Field Education seminars and other meetings related to Field Education. 10) The agency will orient students to both the service delivery system and the population served. The orientation will include a personal safety plan for the student. For additional information, go to: www.ssw.umaryland.edu/field_education/notebookagency. html. B. Expectations of the Field Instructor 1) Persons selected to be Field Instructors must have an MSW; have three years of experience beyond the master’s degree; be employed by the agency for at least 6 months prior to becoming a Field Instructor; and be licensed, at least at the graduate level (LGSW - Maryland), in the state in which they practice. This person is expected to be on site for at least 50% of the time that the student is assigned to be there. expectations 14
2) New Field Instructors are required to attend a Field Instructor’s Orientation. Orientation sessions are generally held in the fall. Continuing Education Units (CEU’S) are awarded for attendance. 3) Field Instructors should become familiar with and consistently use the appropriate Field Education curriculum in developing clear expectations of student performance. The course objectives for each level of placement are contained in the Appendix. 4) The Field Instructor will develop learning opportunities in relation to the curriculum, and make specific assignments in consultation, as needed, with the Faculty Field Liaison. 5) The Field Instructor must provide individual instruction via a regularly scheduled weekly conference, one hour at a minimum. Assessment materials must be prepared by the student and reviewed weekly by the Field Instructor (i.e., process recordings, audio or videotapes, case presentation and projects). 6) Field Instructors will provide clear feedback to the students on an ongoing basis about their performance, using assessment tools such as process recordings, audiotapes, minutes of meetings, etc. 7) The Field Instructor will develop, in conjunction with the student, an individual learning contract within the first month of the student’s placement. A copy of this contract should be submitted to the student’s electronic Field Notebook. 8) The Field Instructor must follow school guidelines in recommending grades by assessing performance relative to the learning objectives outlined in the syllabus, not effort or potential. 9) The Field Instructor should involve the student in preparation of the midsemester assessment and the endof-semester evaluations. The student is expected to indicate that he/she has read the evaluation. 10) The evaluation must be submitted to the student’s Electronic Notebook on the required date in order for the Faculty Field Liaison to submit the student’s grade. 11) Field Instructors may act as a resource for students as they complete agency-based class assignments. Students are expected to have consulted their Field Instructors concerning confidentiality of agency and client information. 12) Field Instructors should provide feedback on the student’s progress to the Faculty Field Liaison. 13) The Field Instructor is expected to inform the Faculty Field Liaison promptly of any problem with the student’s performance or change in the agency’s ability to meet the expectations for providing a field placement for the student, including the Instructor’s extended leave or absence from the agency. For additional information, go to: www.ssw.umaryland.edu/field_education/notebookfi.html. C. Expectations of the School and Liaison Faculty 1) The School will maintain on-going communication with the agency through the Faculty Field Liaison. This person is considered the primary source for support and consultation to the agency regarding the student. 2) The School will provide an orientation for all students at the beginning of their first field placement at the School. The orientation will include a discussion of the expectations of the agency, the School and the student, 15
Page 1 and 2: UNIVERSITY OF MARYLAND SCHOOL OF SO
Page 4 and 5: I. INTRODUCTION....................
Page 7: Please call us or stop by the Offic
Page 10 and 11: 5. To understand and interpret the
Page 12 and 13: B. Advanced Field Practicum The sec
Page 14 and 15: The following sub-specialization is
Page 18 and 19: as well as a review of the Code of
Page 20 and 21: 16) A student shall pay for malprac
Page 22 and 23: Student Affairs, Informatics and th
Page 24 and 25: E. Procedures for Resolution of Fie
Page 26 and 27: 24appendices
Page 28 and 29: PREAMBLE The primary mission of the
Page 30 and 31: A code of ethics cannot guarantee e
Page 32 and 33: 1.03 Informed Consent (a) Social wo
Page 34 and 35: whether social workers disclose con
Page 36 and 37: appropriate, and culturally sensiti
Page 38 and 39: 2.05 Consultation (a) Social worker
Page 40 and 41: (c) Social workers who function as
Page 42 and 43: 4. SOCIAL WORKERS’ ETHICAL RESPON
Page 44 and 45: Appropriate institutional review bo
Page 46 and 47: STATEMENT ON NONDISCRIMINATION The
Page 48 and 49: SEXUAL HARASSMENT UMB adapted the s
Page 50 and 51: UNIVERSITY OF MARYLAND FOUNDATION F
Page 52 and 53: Is able to critique specific practi
Page 54 and 55: Skill Objectives Applies generic pr
Page 56 and 57: V. RELATlONSHIPS The student: Attit
Page 58 and 59: Prepares process recordings, review
Page 60 and 61: clinical syllabus: 58
Page 62 and 63: I. KNOWLEDGE OBJECTIVES A. Knowledg
Page 64 and 65: c. The differential use of language
Page 66 and 67:
2. Makes a systematic assessment of
Page 68 and 69:
66macro syllabus:
Page 70 and 71:
knowledgeable about equalizing that
Page 72 and 73:
forms/calendars: 70
Page 74 and 75:
Foundation Learning Contract Studen
Page 76 and 77:
MACRO Learning Contract Student: Fi
Page 78 and 79:
UNIVERSITY OF MARYLAND FIELD EDUCAT
Page 80 and 81:
PART ONE FOCAL LEARNING AREAS I. So
Page 82 and 83:
UNIVERSITY OF MARYLAND FIELD EDUCAT
Page 84 and 85:
Part II: Curriculum Objectives The
Page 86 and 87:
Comments: Part III: Narrative Pleas
Page 88 and 89:
improve (e.g. new activities) shoul
Page 90 and 91:
G. Ability to facilitate referrals
Page 92 and 93:
University of Maryland School of So
Page 94:
2013-2014 APRIL MAY JUNE JULY 2 JOB
show all

Field Manual for 2013-2014 - University of Maryland School of ...

Create successful ePaper yourself

Delete template?

Save as template?